Impact of TEQSAs legislation on TAFE Institutions University & Tertiary Education Symposium SYDNEY UNIVERSITY Martin Riordan CEO, TAFE Directors Australia 31 st August 2011

Known as Institutes, Colleges and Polytechnics and, in Australia, include 5 dual-sector universities Deliver 84% accredited training in over 1300 locations:  senior secondary school certificates  vocational certificates  diplomas, advanced diplomas  associate degrees, bachelor degrees and graduate qualifications Across range of:  contexts – institutional, workplace and online  variety of partnerships 59 TAFE institutes…

Provider Category Standards have existed in HE since 2000 (National Protocols) They have been progressively reviewed and are under review again with TEQSA Latest iteration proposes six categories: ─ Australian University ─ Australian University College ─ Australian University of Specialisation ─ Higher Education Provider ─ Overseas University ─ Overseas University of Specialisation 5,000+ RTO’s in VET remain undifferentiated Provider Category Standards have existed in HE since 2000 (National Protocols) They have been progressively reviewed and are under review again with TEQSA Latest iteration proposes six categories: ─ Australian University ─ Australian University College ─ Australian University of Specialisation ─ Higher Education Provider ─ Overseas University ─ Overseas University of Specialisation 5,000+ RTO’s in VET remain undifferentiated

Containment effect within HE reforms  Higher Education Provider Standards - case for Specialist Universities - case for University Colleges  Revenue constraints from uncapped places  DIAC visa classifications for diploma and advanced diploma disadvantages TAFE considerably

Figure 1 Distribution of VET students

Figure 2 Publically-funded VET providers

CategoryTAFEUniversity Rural4619 Indigenous41 Disabilities64 NESB124 Students + 25 years3520 Low Socio Economic Student Numbers1. 4(M)800,000 Table 1 – Equity Performance - % Students Source NCVER 2009, 2007, DEEWR 2008

HE Provider Categories – A Potential Template for VET TDA has: analysed the configuration of Higher Education Providers (HEPs) in four quadrants identified gaps and unevenness in provision as well as barriers to diversity identified a new organisational type requiring new nomenclature

39 Universities (inc. 14 RTOs) 37 public 2 private 3 other approved uses of ‘university’ Open Universities Australia, Carnegie Mellon University University College London 0 designated Australian ‘university college’ QUADRANT 1 UNIVERSITY/BROAD-BASED 33% of all HEPS 16 HEPs (inc 14 RTOs) 8 TAFE institutes + TAFE NSW 2+ large private providers 4 attached to universities e.g Monash College, Deakin Prime 1 indigenous QUADRANT 2 OTHER HEP/BROAD-BASED 12% of all HEPs 70 HEPs (inc 33 RTOs) 67 private 2 public (NIDA, AFTRS) 1 TAFE Specialising in: Theology/Faith-Based17 Business/IT16 Creative Industries15 Health12 Hospitality 6 Other 4 QUADRANT 4 OTHER HEP/SPECIALIST 55% of all HEPS O designated ‘University of Specialisation’ QUADRANT 3 UNIVERSITY/SPECIALIST 0% of all HEPS UNIVERSITY (up to AQF 10) NON-UNIVERSITY (up to AQF 9) BROAD-BASED/ GENERAL SPECIALIST OVERVIEW OF AUSTRALIANHIGHEREDUCATIONPROVIDERS

Issues (contd) 66 out of 70 Quadrant 4 HEPs are accounted for by 5 specialisations: - Theology / Faith-based (17) - Business / IT (16) - Creative Industries (15) - Health (12) - Hospitality (6) No Quadrant 4 HEPs specialise in skill shortage areas such as: - Building & Construction - Electrical/ Electronics - Engineering TAFE has strong expertise in these and other areas

AUSTRALIAUSA COAG & Bradley targetsAchieving the Dream & Obama targets Commonwealth Supported Places (CSPs) x 2 TAFE Institutes Funded degrees legislated in 17 states across 180 Community Colleges Funding ‘one size fits all’Differential College funding and prices to students for degrees Research componentScholarship for Colleges Uncapped places for universitiesSkill shortage criterion Income support reform (Kwong Lee Dow Inquiry continuing) Pell Loans Articulation ad hocVarious models including Florida and Arizona

PM Julia Gillard address to CEDA 01 Feb 2011 “It is vital that we unlock all the potential of our labour market for young people and adults … the Government’s goal is to create the best education system in the world, including a world-class, market driven TAFE and vocational training system.”

Key messages: The definition of tertiary qualifications as ‘those at diploma level and above’ The creation of a set of more unified tertiary education protocols incorporating new nomenclature for a wider range of organisational types Progressive movement towards a single tertiary regulator TAFE institutes offering degrees access Government funding for Commonwealth Supported Places Blueprint for Australia’s tertiary education sector

Key messages ( continued ) TDA supports a diverse tertiary education sector as providing the best opportunity for student choice TDA sees TAFE institutes as integral to diversity –as standalone institutes offering HE degrees or –as partners of other HE providers; multi-sector institutions already operating in the tertiary space Provider Standards should reflect the diversity of the tertiary sector – currently not the case TDA’s Blueprint…

Thank you…