Growth Strategies for Secondary Education in Asia

Slides:



Advertisements
Similar presentations
Political and Strategic Context Variations across UK Policy reviews & restructures New Government: free-market approach Demand led: SSC + UKCES National.
Advertisements

EAC HIGHER EDUCATION POLICY
LEARNING & SKILLS COUNCIL – CONTEXT AND PRIORITIES 6 December 2007 Presented to South London Learning Partnership Main Board Meeting By Vic Grimes, Area.
CREATING OUR FUTURE Building Towns and Cities as Learning Communities Edmonton, CANADA 3-4 June, 2004 ADELAIDE Where we were, Where we are now ADELAIDE.
New Zealand and Australia Vocational Education and Training Elizabeth Eppel.
Using training packages to meet client needs Facilitator: Gerard Kell.
Smart and Skilled Western Student Connections - Dubbo Conference 25 November 2014.
Pathways to university. 1 No ATAR? No problem. You can still get a degree: TAFE pathways boast unique design with: entry pathway options for Certificate.
SCOTTISH QUALIFICATIONS AUTHORITY
Clinical Coder Qualifications. 2 Vocational Education and Training VET.
Innovative Practices in TVET towards Education for Sustainable Development.
Australian Qualifications Framework Linkage of NQF, lifelong learning with employment systems in Australia, including recognition of prior learning Greg.
CBT – an evidence based approach Community College Baccalaureate Association Conference, Boston 07 March 2015 Pam Caven Director Policy & Stakeholder Engagement,
The contribution of ACFE for a more inclusive Australia Rowena Allen Chairperson Adult Community and Further Education (ACFE) Board.
Scottish Modern Apprenticeships
VALORISATION The aim of valorisation is to: promote innovation transfer results into national systems so that project outcomes find their way into mainstream.
New Ways to Support Learning in VET Jim Davidson Deputy Secretary Department of Education, Science and Training CEET Conference 28 October 2005.
Australian Vocational Education and Training (VET) Responses in the New Global Economic Context Margaret McKinnon Group Manager Australian Department of.
A TAFE Development Centre Workshop: Digging into VET Policy An exploration of VET policy directions at state and federal levels: The policy context for.
MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS | INDIA MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS Employer strategies and connections between employers.
Apprenticeships A Presentation for Frontline Workers.
Local Planners and Modernisation Networks Judith McGregor Head of Programmes Skills for Health Academy North West.
ACS Careers Adviser Seminar 18 August 2009 Trevor Williams Chief Executive Officer.
My Career Pathway Tools to help you find your way...
Richard Cooney & Michael Long Centre for the Economics of Education & Training (CEET) A Comparative Perspective on VET. Recent developments.
Skilling SA in the Context of Ageing Raymond Garrand Chief Executive, DFEEST.
Australia’s Vocational Education & Training (VET) System  Nationally agreed  Strong industry leadership and engagement  Provides skills and knowledge.
Aiming High: Secondary Education in South Australia Chris Robinson Chief Executive Department of Education and Children’s Services South.
Hertfordshire June 2011 Working together to unleash talent.
Australia’s career and technical education (CTE) system - key features - challenges - reforms.
Year 12, 2016 VET in Schools 2015 Lynton Smith Head of Career Education Careers Counsellor, VET Coordinator.
Commonwealth and State/Territory Governments Australian Vocational Education and Training.
Reform and change in Australian VTE and implications for VTE research and researchers By Aurora Andruska 20 April 2006.
Click to edit Master title style Introduction to the Association of Colleges and The Post 16 Landscape in the UK Issues, Aspirations and Good Practice.
Quality of the VET Workforce Dianne Wallace 20 June 2012.
University of Bologna, Italy TEMPUS LV-TEMPUS-SMHES – HESDESPI
14 – 24 Learning and Skills Strategy (24) KCC / YPLA Strategy & Funding Briefing 14 – 24 Learning and Skills Strategy Delivering Bold Steps A new.
E-Learning for Participation and Skills Information session 20 July 2012.
Australia’s Nursing Education. Educational Aims:  Learner centred programs which focus on the professional needs of nurses  Programs which prepare nurses.
TDA perspective of HE in FE in Australia Association of Colleges (AoC) & Learning and Skills Improvement Service (LSIS) Seminar Pam Caven Director Policy.
NSW Department of Education & Training Aboriginal Education and Training Policy ACE SOCIAL INCLUSION FORUM Sebel Sydney 26 February.
ANZAM WORKSHOP 2009 Peter Noonan. Framework for Review Terms of Reference Excluded innovation and research which was to be dealt with in Cutler Review.
Head Teacher Forum October MORE THAN YOU IMAGINE Smart & Skilled  Smart and Skilled was designed to meet NSW's commitment to.
Bringing Social Partners Together Towards the Creation of Skills Strategies An Australian Perspective Juan Maddock Strategic Development Manager Energy.
January Slide 2 Australian Quality Training Framework (AQTF) The AQTF is the national set of standards which assures nationally consistent,
IT Skills in the West Midlands Steve Astington, Skills Development Manager, LSC West Midlands Regional Skills Team.
Learning from Western- Australian secondary and VET system.
The experience of VET reform in Spain Alejandro Tiana Former Secretary General for Education.
November 10, 2015 Role-Teacher Partnership Project Vocational Education Adam Smith College, Scotland Study Visit to Warsaw, Poland November 2009.
14 – 16 Curriculum Seminar The impact of recent DfE changes on curriculum planning and outcomes for schools.
The New TAFE Queensland – influence the future AUSTAFE State Conference, Brisbane 21 August 2014 Pam Caven Director Policy & Stakeholder Engagement, TAFE.
Apprenticeships Trransforming the future Clare Bonson.
Trade Training Centres in Schools Program. COAG – a new era of cooperation “workhorse of a nation” An end to the blame game Underpinned by a common commitment.
The quality assurance of tertiary education in New Zealand
Transforming lives through learningDocument title Inspection Advice Note
POLICY OBJECTIVES FOR THE DEVELOPMENT OF SKILLS RECOGNITION SYSTEMS AND HOW COUNTRIES IN ASIA AND THE PACIFIC ARE RESPONDING.
Creating the Line of Sight: Employment and Training Services Patrick O’Neill, General Manager Employment and Training Brotherhood of St Laurence Creating.
Policy implications for London Yolande Burgess, London Councils Young People's Education and Skills.
Presentation to OECD Policy Forum on the reassessment of the OECD Jobs Strategy 7-8 July 2005, Tokyo, Japan Better Jobs, Working Smarter.
The HR implications of key OTTE policies for the delivery of VET Patricia Neden Deputy Secretary, Office of Training and Tertiary Education Department.
Developing Scotland’s Young Workforce Programme
Preparing Secondary Students for Work A framework for vocational learning and VET delivered to secondary students Nicole Ram Vocational Pathways Team Department.
A case study in addressing local skills shortages Australian Technical College - Geelong Welcome John Weichert.
Improving training & employment outcomes for people with a disability.
Australian Qualifications Framework (AQF) Sets out the level of qualification available at each stage of education Determines the competencies require.
Introduction to The UK VET System Gail Campbell Head of VET Global.
SUPPORTING YOUNG PEOPLE INTO WORK. What we are doing…. The Council’s vision is for Derbyshire to prosper, based on a strong economy, well connected communities.
AusRAIL PLUS 2005 Conference and Exhibition 22/24 November 2005 How is the Australian Government addressing Skills Shortages? AusRAIL PLUS 2005 Conference.
Current and Emerging Policy Issues – Implications for TAFE Institutes in Victoria VTA HR Conference 2008.
YouthLink Scotland National Agency for Youth Work in Scotland:
Presentation transcript:

Australia’s Vocational Education & Training System and its Links with Secondary Education Growth Strategies for Secondary Education in Asia Kuala Lumpur 19 September 2005 Dr Wendy Jarvie Deputy Secretary, Department of Education, Science and Training Australia [relevant introductory remarks]

THIS PRESENTATION Why has Australia developed a strong vocational education and training (VET) system? How does the VET system work? Who are its students and whom does it serve? The links between secondary education and vocational training

developed such a strong Vocational Education & Why has Australia developed such a strong Vocational Education & Training (VET) system?

There are a range of reasons … Reduce youth unemployment Provide high skilled labour for a developed economy University qualifications do not meet the needs of all industries Re-training and up-skilling Re-entry to the labour market

Having a post-school qualification makes a significant difference

More jobs may need VET skills than university qualifications Current profile of population Potential pathway for jobs % of 15-64 population % of employment University 16.4 21.7 VET 30.0 62.8 No tertiary 53.6 15.5

education and training system The vocational education and training system

Australia is a federation . . of 6 States and 2 Territories: States and Territories are responsible for education and training

The Australian Government has national leadership on VET policy It also provides: One third funding for the public sector Funding for specific programs in particular apprenticeships

States and Territories “own” most of the VET system provide around two-thirds of the funding are responsible for regulating the sector administer their own training systems are the ‘owners’ of public Technical and Further Education (TAFE) institutes

VET has strong links with the other education sectors Vocational Education & Training Higher Education Schools voluntary education in the general disciplines or as preparation for a professional career delivery mainly by Universities, which combine teaching and research compulsory general education to age 15 or 16 (around Year 10) and 2 extra years of voluntary senior secondary studies (may be both general and vocational). voluntary work related education at the entry-level, technician and para-professional levels apprentices and trainees delivery mainly through institutes of Technical and Further Education

Vocational & Technical Education & Training A national recognition framework links qualifications between the sectors Universities Vocational & Technical Education & Training By sector of accreditation Doctoral Degree Master’s Degree Graduate Diploma Graduate Certificate Bachelor’s Degree Associate Degree Advanced diploma Diploma Vocational Graduate Diploma Certificate Advanced Diploma Certificate IV Certificate III Certificate II Certificate I Schools Senior Secondary Certificates of Education

VET is the largest post-school sector 3,331,964 students in 2004 VOCATIONAL EDUCATION AND TRAINING 1,595,200 students in 2004 HIGHER EDUCATION 944,977 students

Vocational Education & Training VET is an important pathway between education and employment in Australia Vocational Education & Training Secondary Education Employment University Education

Australia’s VET system has a number of key features A national system Industry led Pathways available Flexible and modular Competency, not time, based Focus on apprenticeships All ages benefit

National Training System The national VET system: national qualifications & quality plus competition Governance and Accountability Framework National Skills Framework Training Products and Materials Quality Assurance: Australian Quality Training Framework Australian Qualifications Framework National Training System

National consistency in quality and training products National quality assurance and recognition arrangements Australian Quality Training Framework National training products Training Packages accredited courses

Industry plays a key role NATIONAL GOVERNANCE AND ACCOUNTABILITY FRAMEWORK INDUSTRY LEADERSHIP AND ENGAGEMENT NATIONAL SKILLS FRAMEWORK Advice to Ministerial Council Input to planning & policy development Input to national research and analysis priorities National Industry Skills Council Industry Skills Councils Action Groups Determine basis for training standards – competencies Input to Training Packages & qualifications Input to recognition, accreditation & regulation

Training is Competency Based Time based training ≠ competency level attained Training Packages 75 Training Packages nationally cover 80% of the workforce outcomes determined by industry

Training Packages are the foundation of the system National Competency Standards Assessment Guidelines National Qualifications Training Package Support Materials Endorsed Learning Strategy Materials Professional Development Materials

Australia’s VET system performs well

VET Students

Students choose VET for a variety of reasons New Apprentices labour market entrants job seekers self-employed career changers skill improvers personal developers basics bridgers 17% 4% 5% 14% 28% 7% 9% 11% Employment seekers 37% Self developers 23% Career improvers 40%

A good spread of ages participates

Students learn and train in many locations TAFE and other Government providers Commercial training providers Adult and community education organisations Enterprises Secondary schools

… across a range of industries

VET participants are diverse 1.6 million students undertook training: - Male – 834,500 (52%) - Female – 760,700 (48%) 50% undertook short, focussed programs 89.4% undertook part-time training 382,400 were New Apprentices 211,828 students undertook VET in Schools

between secondary schools and technical training Links between secondary schools and vocational and technical training

Many reasons for offering VET in secondary schools . . Make school more attractive for the 70% of students who will not go on immediately to university. strong commitment to general education in schools balance this with more employment-related curriculum Support disengaged young people and those at risk of leaving early need for alternative pathways between school and employment meet specific industry needs in key locations

Nearly 60% of school leavers go into training or employment

Three ways to study VET subjects in secondary school VET in Schools School-based New Apprenticeships Australian Technical Colleges

What is VET in Schools? programs undertaken by school students as part of the senior secondary certificate provide credit towards a nationally recognised VET qualification training that reflects specific industry competency standards delivered by a Registered Training Organisation

There is significant involvement 49 per cent of school students Across 95 per cent of schools

All school types are involved

Students encounter a range of industry training

School-Based New Apprenticeships incorporate employment Based on a formal arrangement with an employer Opportunity to gain a recognised VET qualification in conjunction with completing a senior secondary certificate. Participating as a full-time student and a part-time employee.

New technical secondary schools aim to meet particular industry and region needs Queanbeyan Lismore/Ballina Darwin Perth Adelaide Gosford Hunter Illawarra Dubbo Western Sydney Port Macquarie Northern Tasmania North Brisbane Gladstone Townsville Gold Coast Pilbara Whyalla/Port Augusta Geelong Warrnambool Bairnsdale/Sale Eastern Melbourne Bendigo Sunshine

School/VET links are central to the new National Training System Principles Industry and business needs must drive training policies, priorities and delivery Better quality training and outcomes for clients must be assured Processes should be simplified and streamlined Young people must have opportunities to gain a range of skills that provide a foundation for their working lives Training opportunities need to be expanded in areas of current and expected skill shortage