1. TDA Position Provider Categories: Higher Education, VET and Tertiary Briefing Presentation to Skills Australia September, 2011

2. The Emerging Tertiary Sector Growing evidence that ‘TAFE institute’ is ceasing to be an apt descriptor for all TAFE providers: ‘Polytechnic’ (WA, Tas.) ‘Institute’ (silent on ‘TAFE’) ‘Institute of Technology’ (ACT, Qld, WA) ‘Institute of Vocational & Higher Education’ New partnerships between TAFE and HE: Regional university/TAFE network (Ballarat) New dual sector universities (CQU/CQIT, UC/CIT) Joint delivery e.g. Deakin At Your Doorstep’ State/Territory Tertiary Planning Processes: e.g. Vic, NSW, ACT, Qld

3. VET Roadmap ‘Skills Australia would encourage TAFE Directors Australia, in consultation with the ‘owning’ states, to review the names of institutions within the sector to see whether a more consistent nomenclature across Australia would lead to a better understanding of the role and purpose of public VET sector institutions.’ (page 157). TDA response: The tertiary nomenclature issue is not only about consistency within TAFE.

4. Broad Goals - TAFE TDA aims to position TAFE to be: valued by government and the community as the provider of a significant proportion of publicly funded VET differentiated within the other 5,000+ RTOs as having broad-based capability and actively contributing to national participation targets also seen as a credible Higher Education Provider in its own right, enhancing diversity and access able to operate with a brand encompassing all aspects of its role in the emerging tertiary sector.

5. VET Roadmap Recommendation 9: That Australian Governments: … articulate the role of the public provider in the next intergovernmental agreement for the (VET) sector … TDA Response: Agree

6. Broad Goals - Tertiary TDA aims to: promote alignment and parity of principles and processes between TEQSA and ASQA extend the framework for Provider Category Standards existing in HE to also cover VET maintain and strengthen TAFE’s commitment to: ─ focussing on industry relevance ─ addressing skill needs and national productivity ─ facilitating pathways from VET to HE ─ demonstrating teaching excellence

7. Goals not on TDA’s Agenda TDA is not: promoting differentiation between the public and private sectors looking for special treatment seeking to encroach on the universities’ role in research, but rather maintain its applied focus

8. HE Provider Categories 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 Note: 5 out of 6 categories contain the title ‘university’

9. Use of the Title ‘University’ The title ‘university’ is more highly protected in Australia than elsewhere in the world No protection for any VET title – open slather ‘University’ and research inextricably linked – no ‘university’ title without research TDA has argued the case for teaching only HEPs to have access to the title ‘university college’ As a fall-back position, TDA argues a case for a distinctive title for broad-based HEPs other than simply ‘HEP’

10. Cases for Consideration Australian Global Institute The Australian Global Institute has one qualification on scope and operates in one state. Australian National Institute of Technology The Australian National Institute of Technology has two qualifications on scope and operates in one state. Australian Academy of Technology & Management Studies The Australian Academy of Technology & Management Studies has two qualifications on scope and operates in one state. Australian College of Commerce and Information Technology The Australian College of Commerce and Information Technology has two qualifications on scope and operates in one state.

11. VET Provider Categories Provider Categories in VET will: help to give structure to multiple RTOs Assist in clarifying nomenclature assist in developing a risk framework be required if a tertiary sector is to be realised Opportunity exists to create VET Provider Categories that can be integrated with HE Provider Categories into one seamless tertiary system.

12. 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

13. 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

14. Issues 95% of provision in Quadrant 1 - universities 5% of provision in ‘the rest’ - Quadrants 2 and 4 No Australian examples exist of ‘university college’ or ’university of specialisation’ 48% of all HEPs are also RTOs inc. 14 out of 39 universities TAFE institutes account for most of broad-based non-university HEP provision – scope for more in a diverse tertiary sector

15. 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

16. Towards a New Provider Type FEATURESINDICATIVE STANDARDS Broad-based, General The provider offers qualifications up to new AQF level 9 – Masters Degree (Coursework) in at least three broad fields of study/industry areas. Applied, industry focus The provider demonstrates strategies to address industry relevance/currency, skills shortages and regional workforce development. Employment and further study pathways The provider’s Higher Education qualifications are underpinned by VET qualifications to the relevant entry level of employment in the same field.

17. Implications for VET Provider Categories Apply distinction between broad-based and specialist Distinguish between levels of qualifications offered Analyse characteristics of RTOs Identify groupings, gaps, unevenness, issues Develop categories that will make VET navigable and transparent for users

18. Roles and Responsibilities TDA maintains that task of identifying VET Provider Categories must occur in a tertiary (not solely VET) context Given its tertiary mandate, TDA has recommended task be undertaken by Skills Australia Alternative body is National Skills Standards Council, but not in isolation e.g with HE Standards Panel and/or Skills Australia

19. FEW SCHOOLSMOST TAFEsFEW TAFEs FEW PRIVATE RTOs UNIVERSITIES MOST SCHOOLS MANY PRIVATE RTO’S SOME PRIVATE RTOs FEW PRIVATE RTOs UNIVERSITIES OF SPECIALISATION Certificate I-IV Levels 1-4 Up to Certificate VI (Adv. Dip) Level 6 Up to Masters (Coursework) Level 9 Up to Doctoral Degree Level 10 Specialised – 1-2 broad fields of study/ industry sectors Broad-based, General - at least 3 broad fields of study/ industry sectors QUALIFICATION LEVEL RANGE TOWARDS INTEGRATED TERTIARY CATEGORIES, STANDARDS AND NOMENCLATURE A POSSIBLE MODEL Teaching FocusResearch Focus New Provider Type: ‘Polytechnic’? ‘Polytechnic University’? ‘University College’?

20. Advantages of Model Consistent and integrated with HE Capacity to signal RTO characteristics to users - local and international (as do HE categories) Potential to incorporate useful sub-categories Potential to give structure to risk framework Potential to clarify nomenclature Assists consistency between referring and non- referring states

21. Issues TEQSA/HE : ─ lack confidence in VET quality – seen as major risk ─ want new VET Regulatory system in place and working before transition to a tertiary system occurs AQSA must strengthen VET regulation National Skills Standards Council must address AQTF Quality of teachers and trainers seen as neglected – Australia now lagging behind other countries.

22. VET Teachers Qualifications Pathway – Implemented in Ethiopia in partnership with German Aid Donors (GIZ) According to the VET Teachers Qualifications Pathway there are three levels of VET teachers, aligned to the National Training Qualifications Framework (NTQF). NTQF levels are linked to the responsibility of workers in the workplace. Similar three level structures apply in South Africa and Namibia Leesa Wheelahan’s work makes similar points. NTQF Level 5: Technical Management NTQF Level 4: Middle Management NTQF Level 3: Technician NTQF Level 1/2: Production OVERSEASEXAMPLE

23. The AQTF: A Key Weakness

24. Qualifications of VET Teachers Requires further work, but comprise three elements: Pedagogical Technical/Vocational Current Industry Experience

25. FEW SCHOOLSMOST TAFEs POLYTECHNIC? POLYTECHNIC UNIVERSITY? UNIVERSITY COLLEGE? (FEW TAFEs) UNIVERSITIES MOST SCHOOLS MANY PRIVATE RTO’S SOME PRIVATE RTOs FEW PRIVATE RTOs UNIVERSITIES OF SPECIALISATION Certificate I-IV Levels 1-4 Up to Certificate VI (Adv. Dip) Level 6 Up to Masters (Coursework) Level 9 Up to Doctoral Degree Level 10 Specialised – 1-2 broad fields of study/ industry sectors Broad-based, General - at least 3 broad fields of study/ industry sectors QUALIFICATION LEVEL RANGE QUALIFICATION LEVEL/ INDUSTRY EXPERIENCE REQUIRED FOR TEACHING Certificate IV TAE + Qualification at least to equivalent level taught + At least 3 years industry experience Qualification at least one level above that taught and/or Research excellence Diploma TAE + Qualification at least one level above that taught + At least 3 years industry experience that can be demonstrated to be current Certificate IV TAE + Qualification at least one level above that taught + At least 3 years industry experience that can be demonstrated to be current TOWARDS INTEGRATED TERTIARY CATEGORIES, STANDARDS AND NOMENCLATURE – A POTENTIAL MODEL FOR A TEACHER QUALIFICATIONS FRAMEWORK Teaching FocusResearch Focus

26. FEATURESREFINED STANDARDS Broad-based, General The provider offers qualifications up to new AQF level 9 – Masters Degree (Coursework) in at least three broad fields of study/industry areas. Applied, industry focus The provider demonstrates strategies to address industry relevance/currency, skills shortages and regional workforce development. Employment and further study pathways The provider’s Higher Education qualifications are underpinned by VET qualifications to the relevant entry level of employment in the same field. Teaching excellence The provider demonstrates teaching excellence in accordance with the Teacher Qualifications Framework Refining the New Provider Type

27. Nomenclature Options ‘University College’ strongly supported by COPHE, TDA and others jettisoned by latest iteration of HE standards ‘Polytechnic University’ achieves goal of describing new provider type connotes broad-based capability possible long term optionPolytechnic already used in two states possible interim step to ‘Polytechnic University’Others?

28. Alternative Nomenclature Obvious Categories? TAFE institute Enterprise RTO Group Training Company ACE provider School University Other commercial provider Describe owner, not characteristics/ category Could be useful sub-categories

29. Advantages of a New Provider Type – Some Examples Refines the concept of Australian tertiary education post Bradley Responds to the reality of the emerging tertiary sector Creates and fosters greater institutional diversity in tertiary education Enables State/Territory jurisdictions to better describe the emerging shape of their VET provision Provides a clearer framework for State/Territory tertiary planning

30. Advantages of a New Provider Type – Some Examples (2) Establishes a clear, broad-based alternative provider for students to universities Produces more job-ready graduates Addresses skills shortages and enhances national productivity Promotes pathways and access Ensures TAFEs maintain/strengthen their vocational, industry-based, regional focus Increases opportunities for CSPs to flow to non-university HEPs

31. Advantages of a New Provider Type – Some Examples (3) Represents alternative to creation of new dual sector universities as a means to promote qualification pathways Facilitates integration with VET categories Assists national consistency in tertiary marketing Promotes clarity in the international market Could be used for visa classifications Leaves research to universities i.e. will not impact research funding

32. Tertiary Categories: Applications TGA/NTIS MySkills / MyUniversity website VET Fee-Help Visa classifications Risk categories Branding

33. Next Steps TDA proposes: Analysis of 5,000+ RTOs in VET, using comprehensive data Broad-based consultative process to identify categories and nomenclature Ultimately, legislative status for VET Provider Categories, paralleling HE arrangements and integrated with HE

34. THANK YOU