australia's vocational & technical education system
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1
Australia’s Vocational & Technical Education
System
Bogota, 17 October 2005
Dr Wendy Jarvie Dr Wendy Jarvie Deputy Secretary, Deputy Secretary,
Department of Education, Science and Training Department of Education, Science and Training Australia Australia
THIS PRESENTATION
• Why has Australia developed a strong vocational and technical education (VTE) system?
• How does the VTE system work?
• Who are its students and whom does it serve?
• The links between secondary education and vocational training
2
Why has Australia developed such a strong Vocational and Technical
Education (VTE) system?
There are a range of reasons …
• Provide high skilled labour for a developed economy
• University qualifications do not meet the needs of all industries
• Reduce youth unemployment • Retraining and upskilling • Reentry to the labour market
3
Having a postschool qualification makes a significant difference
Labour force participation by age and highest educational attainment
0
10
20
30
40
50
60
70
80
90
100
1519 2024 2529 3034 3539 4044 4549 5054 5559 6064 6569 7074 7579 8084 85+
Age group
Per cen
t lab
our force pa
rticipation
Degree
Skilled
Nopostschool
More jobs may need VTE skills than university qualifications
15.5 53.6 No tertiary
62.8 30.0 VTE
21.7 16.4 University
% of employment % of 1564 population
Potential pathway for jobs
Current profile of population
Qualification
4
The vocational and technical education
system
Australia is a federation . .
of 6 States and 2 Territories:
• States and Territories are responsible for education and training
5
The Australian Government has national leadership on VTE policy
It also provides:
• One third funding for the public sector
6
VTE has strong links w ith the other education sectors
Schools V Vocational & Technical Education
Higher Education
• 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 entrylevel, technician and paraprofessional levels
• apprentices and trainees
• delivery mainly through institutes of Technical and Further Education
• voluntary • education in the general disciplines or as preparation for a professional career
• delivery mainly by Universities, which combine teaching and research
A national recognition framework links qualifications
between the sectors
Senior Secondary Certificates of Education
Vocational Graduate Diploma
Vocational Graduate Certificate
Advanced Diploma Diploma
Certificate IV Certificate III Certificate II Certificate I
Doctoral Degree Master’s Degree Graduate Diploma Graduate Certificate Bachelor’s Degree Associate Degree Advanced diploma
Diploma
By sector of accreditation
Schools
Vocational & Technical Education
Universities
7
VTE is the largest postschool sector
SCHOOLS 3,348,139 students
in 2005
VOCATIONAL AND
TECHNICAL EDUCATION 1,641,300 students
in 2005 HIGHER
EDUCATION 957,176 students
in 2005
Vocational & Technical Education
Secondary Education
Employment
University Education
VTE is an important pathway between education and employment in Australia
8
Australia’s VTE system has a number of key
features
• A national system
• Employer/industry led
• Pathways available
• Flexible and modular
• Competency, not time, based
• Focus on apprenticeships
• All ages benefit
Australian Apprenticeships are a feature of the VTE system
• Open to all age groups • Full or parttime employment • On or off the job training or both
• Nationally recognised qualification
• Incentives and tax advantages for employers
• Traditional trades and beyond
9
The national governance and accountability framework to ensure quality plus competition
M in i ster
ial Co u ncil o f Austr
a lia n an
d Sta t e
/T
e
rr
i to
r y G ov e
r
n me n ts
Na ti o na l
In du s tr y Sk i l ls
Co m mi tte e
National
Centre for
Vocational
Education
Research
Na ti o na l
Se ni o r
O ffic ia l s
Co m mi tte e
Na ti o na l Q ual i ty Co un ci l
Individual
Industry Ski lls
Councils • Nati onal qua li ty assu r ance and r ec ogni ti on arra ngement s –
Aus tr ali a n Q uali ty T rai nin g Fr a mewo rk
• Nati onal tr aini ng products –
T raini n g Pac kages
–
acc redi t ed c ours es
Nat ion al co nsis tenc y i n q ua li ty an d tra ini n g produ cts
10
Industry/ employers play a key role
NATIONAL SKILLS FRAMEWORK
NATIONAL GOVERNANCE AND ACCOUNTABILITY
FRAMEWORK
INDUSTRY LEADERSHIP AND ENGAGEMENT
Determine basis for training standards – competencies
Input to Training Packages
& qualifications
Input to recognition, accreditation & regulation
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
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
11
National Competency Standards
Assessment Guidelines
National Qualifications
Training Package Support Materials Training Package Support Materials
Endorsed
Learning Strategy
Assessment Materials
Professional Development Materials
Training Packages are the foundation of the system
Australia’s VTE system performs well
Selected VET Sector Efficiency Measures
100
50
0
50
100
150
2000 2001 2002 2003
Year
% Cha
nge
Government funding Competencies achieved Unit cost per competency
12
VTE Students
Students choose VTE for a variety of reasons
New Apprentices labour market entrants job seekers selfemployed career changers skill improvers personal developers basics bridgers
17% 4%
5%
14%
28%
5%
7%
9%
11%
Employment seekers 37%
Self developers 23%
Career improvers 40%
13
People of all ages participate
VET Engagement by Age Group 2003
0.0
5.0
10.0
15.0
20.0
25.0
<15 1519 2024 2529 3039 4049 5959 6064 65+
Percen
tage
of total
Students learn and train in many locations
• TAFE and other Government providers
• Commercial training providers
• Adult and community education organisations
• Enterprises
• Secondary schools
14
… across a range of industries
0
5
10
15
Business Services
Comm
unity Services and Health
Electrotechnology and Communicatio
ns
Tour ism and Hospitality
General Manufacturing
Transp
ort and Storage
Primary and Forest
Wholesale Retail and Personal Services
Building and C
onstruction
Cultural a
nd Recreatio
n
Metals and Engineering
Autom
otive
Public Administration and Safety
Generic Skills
Subject Only E
nrolments no industry
No ind
ustry classification for course
Industry of student's major course
Prop
ortio
n of to
tal (%)
VTE students are diverse
• 1.64 million students undertook training in 2005 = 11.4% of working age population
• 50% undertook short, focussed programs
• 89.4% undertook p/t training
• 389,000 Australian Apprentices
• 4% of total Overseas Students
• 211,828 students undertook VTE in Schools in 2004
15
Links between secondary schools
and vocational and technical training
Many reasons for offering VTE 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 employmentrelated 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
16
Three ways to study VTE subjects in secondary
school
• VTE in Schools
• Schoolbased Australian Apprenticeships
• Australian Technical Colleges
What is VTE in Schools?
• programs undertaken by school students as part of the senior secondary certificate
• provide credit towards a nationally recognised VTE qualification
• training that reflects specific industry competency standards
• delivered by a Registered Training Organisation
17
There is significant involvement
• 49 per cent of school students
• Across 95 per cent of schools
60,000
94,066
116,991
139,407 153,616
169,809 185,520
202,935 211,885
0
50,000
100,000
150,000
200,000
250,000
1996 1997 1998 1999 2000 2001 2002 2003 2004
No. stude
nts
Students encounter a range of industry training
0
10000
20000
30000
40000
50000
60000
Tourism and hospitality
Business and clerical
Computing
General education
Arts, entertainment, sport and recreation
Primary industry
Engineering and mining
Building and construction
Sales and personal services
Textiles, clothing, footwear, furnishings
Other
18
SchoolBased Australian Apprenticeships incorporate
employment • Based on a formal arrangement with an employer
• Opportunity to gain a recognised VTE qualification in conjunction with completing a senior secondary certificate.
• Participating as a full time student and a parttime employee.
Australian Technical Colleges
• 24 regions across Australia
• Schoolbased Australian Apprenticeships metal and engineering, automotive, building and construction, electrotechnology, commercial cookery
• Industry governing body
19
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
ATCs all around Australia
Australia’s VTE system is delivering good results
• Better system and student outcomes • Improved options for students • High satisfaction rates • Increased competition • International interest
But more to do:
• Increased flexibility • More higherlevel courses and students • Processes simplified and streamlined
20
Central principles to continuing reform:
• Industry and business needs must drive training policies, priorities and delivery
• All workingage people must have opportunities to gain a range of skills
• The system must be as streamlined as possible consistent with effective quality assurance
Thank you
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