Education Gap Review

City of Ballarat

Education Sector Capability and Review Report

Strong Consulting /Nexus Strategy Group Australia

July 2010

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Executive Summary “To be effective in this increasingly borderless global economy, regions must be defined by the same criteria and elements which comprise a knowledge-intensive firm: continuous improvement, new ideas, knowledge creation and organisational learning. Regions must adopt the principles of knowledge creation and continuous learning: they must in effect become knowledge creating or learning regions.” (OECD 1997)

The purpose of this document is to provide direction and guidance to further the development of Ballarat’s Education sector by exploring the current capabilities, identifying of current gaps, an overall reviewing of current policy and making practical and measurable recommendations.

Ballarat is mostly recognised as one of the most significant Victorian era boomtowns in Australia. Gold was discovered near Ballarat in 1851 spawning the Victorian gold rush. The area of Ballarat was found to be a rich alluvial field where gold could easily be extracted, bringing with it rapid growth. The arrival of over 10,000 migrants to the city within a year transformed it from a station to a major settlement in the newly proclaimed Colony of Victoria.

What is less commonly recognised is that the Victorian gold rush gave birth to the City’s education industry. In those early days two primary areas of training and education, they were for mining skills and musical theatre.

Tertiary education began with the establishment of the School of Mines and Industries in 1870 making it Australia's third oldest tertiary institution.

Education in Musical Theatre traces its history back to the days when it was known as the Academy of Music. A name derived to overcome religious and temperance scruples against patronising a "theatre." The theatre is Her Majesty's and has been a central part of the cultural life of Ballarat since it first opened its doors in 1875.

Since those early days the education sector has grown into a major contributor to the regions economy and is now recognised as a leader in regional education provision through its diversity of education providers and courses.

The sector comprises two universities, the University of Ballarat, which includes a TAFE facility, and the Australian Catholic University. The two hospitals, Ballarat Health Services and St John of God also provide clinical education, as does UBTec, RTO’s and numerous private, public, primary and secondary schools.

Ballarat’s education institutions now make a significant contribution to the regions economy. REMPLAN estimates this to be approximately 11% while the UB’s economic impact work suggest the impact could be higher.

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Employment (FTE)

Household income ($m)

Value added ($m)

Output ($m)

Initial impact 2,964 189.7 270.4 439.8

Flow on impact 1,451 70.8 157.0 386

Total impact 4,415 260.5 427.4 825.8

Multiplier 1.5 1.4 1.6 1.9

Contribution to the local economy

12.3% 12.6% 10.4% 10.5%

Economic Impact of the University of Ballarat in 2009

UB accounts for around $826 million in output, $427 million in gross regional product (GRP) and $260 million in household income. It also contributes 4,415 FTE jobs to the economy of Ballarat.

This in turn equates to a contribution of approximately 12.3 per cent of FTE employment in Ballarat when flow on effects are taken into account. The University comprises 10.5 per cent of the Ballarat economy in terms of its output. While UB Technology Park accounts for around $296 million in output, $181 million in GRP and $97 million in household income and 1,731 FTE jobs to the economy of Ballarat.

In summary there are four key reasons why the City of Ballarat should continue to develop expand the education sector:

1. Contribution to Gross Regional Product,

2. Employment and Household Income,

3. Community Wellbeing and Non Market Benefits

4. Assistance to Regional Industry

There are seven key recommendations from the review which are aligned to Councils strategic intent, they are to:

Advocacy and Leadership

The report recommends that Council’s role is to provide broad advocacy and leadership in the educational needs of its community be establishing consistent dialogue within the education sector. To achieve this Council should:

1. Develop a 2030 Vision with the sector

2. Share compliance best practice within the sector

3. Conduct regular sector forums to discuss the regions resource requirements in five years time.

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Student attraction and retention

Links with new resident program and Global Skills Program (Skilled Migration)

Opportunities exist for the City of Ballarat to work in partnership with education providers to attract new students to Ballarat through integrated marketing for student attraction and retention. In particular, the City can provide motivational materials and welcome packages for use by the sector as part of their recruitment campaigns. To achieve this Council should:

4. Incorporate Ballarat an Education City into all Council marketing collateral

Investment and development

(Links with Ballarat ICT Ltd. and developing R&D Capacity.

Councils commitment to Ballarat’s ICT Ltd and the strengthening of Ballarat’s ICT sector represents significant opportunity to deliver improved integrated education across Ballarat, and future investment opportunities should not only focus on ‘bricks and mortar’ development, but also on technology based delivery and connectivity between campuses and regions. To achieve this Council should:

5. Use the NBN rollout to strengthen the regions educational diversity and to develop new products and services.

6. ‘Map’ the educational sector resources, linkages and facilities to assist in identifying annual capacity peaks and troughs with the aim of extending usage to expand tourism and conferencing

7. Create a partnership model engaging the sector in further growth but in a mush more coordinated way, working closely with industry and government in a unique ‘Triple Helix’ approach.

It is important to note the numerous comments passed throughout the consultation process as to how important this dialogue has been to schools.

That the strategic nature of the discussions, in the context of Ballarat’s 30,000 resident growth, is of vital interest to the schools and their planning.

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Table of Contents

1. Introduction ..................................................................1 1.1 Project Background .....................................................................2 1.2 Methodology ................................................................................3 1.3 Report Organisation.....................................................................4

2. The Ballarat Education Sector ...................................5 2.1 Overview .....................................................................................5 2.2 Higher Education .........................................................................7 2.3 Secondary Schools....................................................................12 2.4 Primary Schools ........................................................................13 2.5 Vocational Education and Training (VET) ..................................14

3. The Current Situation ................................................18 3.1 Strengths ...................................................................................18 3.2 Weaknesses ..............................................................................20 3.3 Opportunities .............................................................................22 3.4 Threats ......................................................................................24 3.5 Education Sector Capabilities ....................................................25 3.6 The Challenges Ahead ..............................................................26 3.7 SWOT/TOWS............................................................................27 3.8 Emerging Strategies ..................................................................28

4. Future Trends - Knowledge and innovation based economy ...........................................................................30

4.1 Regions Strategic Objectives .....................................................30 4.2 Legislative Influences ................................................................31 4.3 Trends in Society .......................................................................31

5. The Economic Benefits of Education......................33 5.1 Universities & ACE Providers ....................................................33 5.2 The University of Ballarat...........................................................35 5.3 Economic Contribution of the Education Sector .........................36 5.4 The Downside of Non Participation in Education .......................41 5.5 Education Sector Expenditure ...................................................43 5.6 Councils support for the Economic Sector .................................44

6. The Role of Governments in the Sector..................49 6.1 Local Government .....................................................................51 6.2 State Government .....................................................................52 6.3 Federal Government..................................................................53

7. Review of Education Policies...................................54 7.1 Diversity, Inclusion and Equity ...................................................54

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...........................................................................................................55 7.2 Career Guidance: New Ways Forward.......................................55 7.3 Changing Patterns of Governance in Higher Education .............58 7.4 Strategies for Sustainable Investment in Adult Lifelong Learning60 7.5 Recent education policy developments in OECD countries........60

8. Recommendations.....................................................63 8.1 2030 Vision................................................................................64 8.2 Education City ...........................................................................65 8.3 NBN...........................................................................................66 8.4 Mapping the Education Sector ...................................................66 8.5 Partnership Framework - The Triple Helix..................................66 8.6 Sharing Compliance Best Practice.............................................67 8.7 Sector Forums ...........................................................................68

9. Action Plan .................................................................69

10. Acknowledgments ...................................................70

11. References................................................................71

12. Appendix A - Excerpt from Report Prepared by EconSearch Pty Ltd for the Murraylands Regional Development Board Inc. 2008.........................................73

13. Appendix B – Market Benefits of the ACE Sector79

14. Appendix C – Wolverhampton City Curriculum ...80

Figures iii Figure 1: Regional city education sector comparison..........................19 Figure 2: Ballarat Education Sector strengths, weaknesses, opportunities and threats ....................................................................27 Figure 3: Ballarat Education TOWS Matrix .........................................28 Figure 4: Economic Impact of the University of Ballarat in 2009 .........35 Figure 5: Economic Impact of the UB Technology Park in 2009 .........35 Figure 6: Estimated average expenditure by International Students, 2007/2008 (Murraylands, South Australia)..........................................38 Figure 7: Earnings relatives, by educational attainment, compared to average weekly earnings....................................................................39 Figure 8: Ballarat Age left school by sex ABS 1996 ............................42 Figure 9: Ballarat (C) May 2010..........................................................44 Source REMPLAN..............................................................................44 Figure 10: Education Sector Action Plan ............................................69 Figure 11: Estimated regional economic impact of construction and expansion of education facilities in 2007/2008, scenario one ($8m) ...74

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Figure 12: Estimated regional economic impact of construction and expansion of education facilities in 2007/2008, scenario two ($15m)..75 Figure 13: Estimated regional economic impact of education for local students and workforce in 2007/2008, scenario one (200 students) ...76 Figure 14: Estimated regional economic impact of education for local students and workforce in 2007/2008, scenario two (500 students)....77 Valuing the market benefits of the ACE Sector: Summary ..................79 81

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1. Introduction Ballarat is mostly recognised as one of the most significant Victorian era boomtowns in Australia. Gold was discovered near Ballarat in 1851 spawning the Victorian gold rush. The area of Ballarat was found to be a rich alluvial field where gold could easily be extracted, bringing with it rapid growth. The arrival of over 10,000 migrants to the city within a year transformed it from a station to a major settlement in the newly proclaimed Colony of Victoria.

What is less commonly recognised is that the Victorian gold rush gave birth to the City’s education industry. In those early days two primary areas of training and education, they were for mining skills and musical theatre.

Tertiary education began with the establishment of the School of Mines and Industries in 1870 making it Australia's third oldest tertiary institution. It is for this reason that the 1870 Founders Hall at the University of Ballarat came into existence. People such as Redmond Barry who also founded the State Library of Victoria were involved in the original establishment to create an institution of equivalent standing to a university to offer degree level courses at Ballarat.

The School of Mines had two divisions - a tertiary division and a technical division. The tertiary division provided higher education courses such as mining engineering, geology, education and business studies, while the technical division provided technical programs such as wool classing, plumbing and bricklaying.

Education in Musical Theatre traces its history back to the days when it was known as the Academy of Music. A name derived to overcome religious and temperance scruples against patronising a "theatre." The theatre is Her Majesty's and has been a central part of the cultural life of Ballarat since it first opened its doors in 1875.

Today Her Majesty’s is Australia's best preserved theatre building, it has been continuously used as Ballarat's home of live performance ever since. It has been owned and operated by the City of Ballarat since 1987 and today is an integral part of Ballarat's performing arts centre.

The Academy had a flat-floored auditorium suitable for dances and dinners, and a fully equipped stage. It was built to supersede Ballarat's Theatre Royal (1858), which stood around the corner in Sturt Street. While very grand, the Royal had become outdated and no longer met the technical requirements of the touring companies.

From these early beginnings Ballarat has developed an industry that has outlasted its early reasons for being – Education. Suggesting that being a learning city has proved to be one of the major contributors to Ballarat being a developed society.

Ballarat has become a leader in regional education provision through its diversity of education providers and courses. In Higher Education (HE)



Ballarat has its own university, the University of Ballarat (UB), which includes a TAFE facility, Australian Catholic University (ACU), Ballarat Health Services (BHS) and St John of God (SoG) provide clinical education, UBTec, RTO’s and numerous private, public, primary and secondary schools.

Ballarat’s education institutions make a significant contribution to the regions economy, the REMPLAN estimates suggest it may be approximately 11% while the UB’s own economic impact work suggest the their organisation makes this contribution alone. At the time of writing the UB work was not been made available.

Each one of these institutions play a major role in enhancing livability, building innovation capacity and supporting investment attraction to Ballarat in the future.

In addition to its economic impact the education sector is a very significant employer, higher than that of Victoria (7.7%). The 3,719 people employed in Ballarat represent 9.8% of the workforce (ABS 2006).

This report provides an overview of Ballarat Education Sector, its diversity, capabilities, and economic impact and provides a number of practical measurable actions that will ensure the Education sector continues to grow in the Ballarat Region.

1.1 Project Background The principal purpose of the project is to provide direction and guidance to further the development of the Education sector by exploring the current capabilities, identifying of current gaps and an overall reviewing of current policy.

This is to be done in the context of the current City of Ballarat Economic Strategy and the Central Highlands Regional Strategic Plan.

Ballarat’s education institutions are well placed to contribute to the local economy through building local workforce skills, delivering regional services and developing partnerships with industry. These institutions will play a major role in enhancing livability, building innovation capacity and supporting investment attraction.

The share of employment in the education sector is significantly higher than that of Victoria (7.7%), with 3719 people employed representing 9.8% of the workforce (ABS 2006).

Assisting the City of Ballarat with the review is the consulting team of Strong Consulting and Nexus Strategy Group.



1.2 Methodology For this project a multidisciplinary team with considerable knowledge, experience and skills related to regional, national and international education sectors and its economic impact.

The team comprised Strong Consulting (Education), and Nexus Strategy Group (Economic).

The primary objective of the consultation is to undertake a ‘gap analysis’ of Ballarats’ Education sector.

The phases of the review involved:

Literature and Policy Review

Review as many relevant studies, policy documents and other related documentation, which will inform the strategy report as practical. Documents will include (but are not limited to):

• Ballarat Economic Strategy 2010-2014 (Draft)

• Central Highlands Regional Strategic Plan (Draft)

• State and Federal Government Education Policies and plans

• Remplan Data, and

• Any other relevant studies or literature identified by the key stakeholders

Stakeholder Consultations

The consultation process with the Education and Industry sector formed the main component of the review.

The consultation process highlighted a number or issues and assisted in the recommendations, and involved the following groups:

• City of Ballarat officers and Councilors

• Economic Development Department

• University of Ballarat (UB)

• TAFE

• UBTec

• Aquinas Catholic University (ACU)

• Ballarat Base Hospital

• St John of God Hospital



• Public & Private Secondary Schools

• Government representatives (Local, State & Federal)

• Others stakeholders as identified by the Project Steering Committee e.g. (Centrelink/BEST/CHLLEN/CentreBRACE/Group Training, etc.)

1.3 Report Organisation The report begins with a an overview of Ballarat Education Sector which includes; universities, hospitals, secondary schools, TAFE, Group Training Providers/RTO’s and higher education institutions.

Following the background to the sector is an analysis of the current status of the sector from a macro perspective, which leads into identification of gaps and emerging strategic themes and emerging strategies.

The third section provides a detailed summary of the economic impact of the education sector on regional cities including the most recent report from the university of Ballarat as to their impact on the Ballarat economy in 2009.

The report concludes with recommendations and an action plan.



2. The Ballarat Education Sector

2.1 Overview The Education Sector in Ballarat is highly regarded for its educational diversity. Of all the regional inland cities in Australia Ballarat provides the greatest number of education choices.

Education is one of the major industry sectors in Ballarat, employing over 3,200 people and providing services to over 21,800 students.

The impact of this educational diversity contributes to the resident population being better educated when compared to other areas in Regional Victoria, e.g. 9.2% of Ballarat people hold a Bachelor Degree or higher, compared with 7.6% for Bendigo and Geelong.

There are three HE Institutions, two Universities, and a TAFE Institute, nine secondary schools (four government and five private) and over 40 primary and pre schools.

The highest number of enrolments is at primary schools (35.2%); followed by secondary schools (28.7%) and Universities (19.5%).

The majority of students, 68.6% of all primary school children and 54.2% of secondary school students are enrolled in government schools.

In recent years the sector has been a rapidly growing export industry for Ballarat, also available to students studying offshore and on the Ballarat campuses and online. The export markets have grown through UB’s work in Asian markets and their strategic alliances (i.e. domestic collaboration and international partnering) making them globally competitive.

The HE’s and RTO’s also work closely with local and regional businesses in order to deliver customised and industry relevant educational packages.

Education Infrastructure

The education facilities are also extensive and diverse with UB having campuses at Mt Helen, in Lydiard and Camp Streets as well as their rural training facilities.

Other education facilities are mainly concentrated in the central and southern areas of the region.

http://maps.google.com.au/maps?client=safari&oe=UTF-8&ie=UTF8&q=schools+in+ballarat&fb=1&gl=au&hq=schools&hnear=Ballarat+Victoria&ei=WcZYTKeqD4rQcaOc_cYI&ved=0CC0QtgMwAA&ll=-37.569889,143.864594&spn=0.16028,0.305557&z=12ACU.

The UB locations are also in the CBD and in the south at Mt Helen.



http://maps.google.com.au/maps?f=q&source=s_q&hl=en&q=universities&sll=-37.592472,143.87455&sspn=0.15343,0.305557&gl=au&ie=UTF8&split=1&rq=1&ev=zo&radius=10.05&hq=universities&hnear=&z=12.

Although there is substantial infrastructure in place it is not well positioned for Ballarats' future growth projections. Most of the new developments to accommodate an additional 30,000 people are planned in the west.

With three HE Institutions, two Universities, a TAFE Institute, hospitals, a Technology Park, nine secondary and over 40 primary and pre schools, the infrastructure is substantial, which it needs to be if it is to service a student community of 21,000 on a daily basis. Add to this those employed in the sector, approximately 3,200, there is a daily total of nearly 25,000 people in the system. This is the equivalent population size of Hertford UK, Griffith NSW, Fremantle WA and close to 30,000 in Dubrovnik, Croatia. They all need space, sporting music, food, transport, five days a week.

In this context there are a number of opportunities available during the school vacations periods. Ballarat Grammar, UB and ACU are very active in hosting conference during these periods.

There is also an underutilisation of many of the secondary and primary schools, which are not, used that much outside normal school hours.

Ballarat a Learning City

In September 2000, the City of Ballarat was officially declared a 'Learning City'.

At the time a Learning City was to be a 'way of life', where industry, education, business and the community come together to encourage, recognise and celebrate lifelong learning for all.

The Learning City initiative was developed through the Victorian Government's Pathways and Standards policy for the Adult Community Education (ACE) sector.

At the time the Learning City initiative was effective in:

• Providing a vision for the community and recognising the importance of learning as the major driving force for the future prosperity, stability and well being of Ballarat.

• Developing productive partnerships

• Optimising and sharing resources, therefore increasing learning opportunities for all.

• Contributing to the Ballarat community's quality of life



• Developing learning resources to create a community of skilled and flexible learners who work toward the common goals of lifelong learning - the creation of an inclusive for all learning society.

• Encouraging economic revival by accepting an environment where learning is an integral part of everyday life, to enthuse, motivate and energise people for their own benefit and the benefit of the community as a whole.

• Making available information and forums for discussion whereby the people of Ballarat can learn from their own experiences and from the experience of others.

• Creating awareness in the community, that if Ballarat is to find and maintain its place in the global economy it should continually challenge what it is doing and how it can do things in a better way - by being a Learning Community.

This program was funded through ACE and was auspiced by BRACE. When funding ceased around 2007 the program was not considered to be sustainable, which is a shame as many of the education providers asked what happened to the initiative?

The major learning from the program is that if a project is worthwhile pursuing and is highly regarded in the community there needs to be a focus on its financial sustainability.

In summary, the education sector in Ballarat has a long and successful record of providing a diverse and responsive number of educational services to meet local, national and global demands. The sector has played a significant role in the development of Ballarat and that role will become more important as the City moves further into the Information Era.

The sector is well placed to continue to make a substantial economic impact and being one of the primary reasons people choose to invest and live in Ballarat.

2.2 Higher Education Ballarat can lay claim to having its own university, unlike many other regional cities.

University of Ballarat http://www.ballarat.edu.au/

The University of Ballarat (UB) is the third oldest site of higher learning in Australia as well as being Australia’s only regional multi-sector university. UB has six campuses, located at the Mt Helen, SMB and Camp Street in Ballarat, Horsham, Stawell and Ararat. UB also work closely with a range of partner institutes across Australia and Asia.

Mt Helen Campus



Mount Helen is 15 km South West of Ballarat, an area of beautiful natural bush land, containing the following schools:

• Behavioral and Social Sciences and Humanities

• Business

• Education

• Human Movement and Sport Sciences

• Graduate School of Information Technology and Mathematical Sciences

• Nursing

• Science and Engineering

SMB Campus http://www.ballarat.edu.au/vfed/

Located in central Ballarat and incorporates the original School of Mines Ballarat and Old Ballarat Gaol. The SMB Campus offers courses from Certificate level through to Applied Bachelor Degrees. Most courses offered by SMB Campus schools are designed to provide a pathway into a higher level qualification via articulation, offering Recognition of Prior Learning and Credit Transfer assessment that may give prospective students subject credit based on work skills and prior qualifications.

In addition to the SMB Lydiard Street South campus, other UB facilities within Ballarat include the Building and Construction Training Centre, an Agriculture Education Centre, a Building Studies facility and the Ballarat Horticulture Centre.

SMB Campus Schools

• Arts Academy

• School of Applied Sciences Food and Allied Sciences, Health Sciences and Primary Industries

• School of Business Services Hospitality and Tourism, Information Technology, Leadership and Management including Fast>>Track Management

• School of Human Services Children's Services, Community Services, Humanities and Further Education including Student Learning Support Centres

• School of Manufacturing Services Automotive, Building and Construction, Engineering, Steel Haven Skills Centre

• School of Information, Technology and Mathematical Sciences

Camp Street Arts Academy



The Campus is located in the Old Post Office Building, the Old Courthouse Building and several new buildings, which were completed in 2002. The Arts' Academy brings together many disciplines within the arts course including visual arts, music and the Theatre Performance and Musical Theatre Performance courses. Kim Durban took over the position of Director of Performing Arts in 2001 and lectures in Acting. The Theatre/Musical Theatre courses have created such talent as Jai Law - actor/writer and drama educator, Libby Tanner - actress (All Saints), Karin Munitz cabaret/comedienne and Ashleigh Flanders - writer and actor of Fat Camp and bUMTOWN. Notable Arts Academy staff, Anne Saunders (Painter and Print maker), and Kim Durban (Acting and Director of Performing Arts) [4].

UBTec https://www.ballarat.edu.au/ubtec/

Is located on the UB Lydiard Street campus, the Technical Education Centre is an exciting option for senior secondary education in Ballarat. UBTec enrolls students who have completed Year 10, are less than 20 years of age and who have not completed Year 12. Students who enroll in UB Tec will be interested in going on to further training at TAFE, starting a pre-apprenticeship or apprenticeship, or getting a job.

UB Tec students will be enrolled as students of the University of Ballarat.

Western Victorian Campuses

• Ararat Campus (offers TAFE courses)

• Horsham Campus (offers TAFE courses and a Higher Education course in Nursing)

• Stawell Campus (offers TAFE courses)

UB has around 25,000 international and domestic students.

Awards & Recognition

For a young and small higher education institution, UB did well in the 2007 edition of the Good Universities Guide scoring a total of 10 stars out of 20 in the status and standing section for the university. It scored 4/5 for research intensivity, 3/5 for non-government earnings, 1/5 for student demand and 2/5 for research grants. This puts the University of Ballarat on par with Melbourne’s Latrobe University's 10/20, and ahead of VUT 8/20. Source: Hobsons Guides, The Good Universities Guide, 2007 edition.

In terms of its research intensivity score of 4/5, Ballarat equaling Melbourne’s’ Monash University and Swinburne University of Technology, and outscored RMIT University 3/5, Deakin University 2/5, LaTrobe University 2/5, and Victoria University 1/5. Source: Hobsons Guides, The Good Universities Guide, 2007 edition.

The University of Ballarat's teaching performance was ranked in the top ten of Australian universities according to data released by the Federal Department of Education, Science and Training in 2005. Melbourne Institute rankings



Australian Catholic University http://www.acu.edu.au/

The Ballarat Campus is set in the historic gardens of Carn Brea, formerly the property of Cornish miner Cyrus Retallac. The property includes a two-storey mansion, which he built as his family home in 1881. Carn Brea, a castle in Cornwall, was built in the 1500s.

After the Queen's Church of England Girls' Grammar School acquired the property in 1919, the mansion was renamed Manifold House. Manifold House now accommodates administrative facilities of the campus and staff offices.

The Ballarat campus had its beginnings in the establishment of the Aquinas Training College by the Ballarat East Sisters of Mercy in 1909. It later became known as Sacred Heart Training College because of its close association with the secondary school of that name in Ballarat East.

In the mid-1960s with increasing enrolments and the demands of a growing school population, the College moved to Patrician House in Victoria Street, Ballarat.

In 1973 the gracious property at 1200 Mair Street, until then the Queen's Church of England Girls' Grammar School, was purchased by the Sisters of St John of God, who conduct the adjacent hospital. In turn, the property was purchased by the Diocese of Ballarat and from 1974 became the new site of the Catholic teachers' college, which was initially known as Aquinas College.

In March 1974, the authorities controlling the Victorian Catholic teachers' colleges relinquished their control to the Institute of Catholic Education. In December 1974, the Institute was admitted as a constituent member of the State College of Victoria.

While initially the Institute was concerned predominantly with the preparation of primary teachers for Catholic schools, by 1980 it had accredited courses concerned with post primary education, nursing, religious education, church music, educational administration, guidance and welfare, educational studies and multicultural studies.

The Ballarat Campus (Aquinas) now hosts more than 700 students including a small number of international students.

Undergraduate programs offered: Arts and Humanities, Education, Para medicine, Nursing and Theology.

ACU has a major commitment to pastoral care and provide a number of services that assist students balance university study, work, finances, and social/family life. These services are available to students free of charge and are designed to develop the intellectual, personal and spiritual life of students in a community of learning that values equity, social justice, and the dignity of all human beings.

Student Accommodation



Ballarat offers Camillus Residence, a modern complex of four, five and seven bedroom self-contained houses (79 places) where residents prepare their own meals.

Other sservices include:

• Academic Skills Support – through workshops and individual sessions

• Disability Services

• Counseling

• Mission Engagement

There are also a number of postgraduate programs offered in the areas of Education Educational Leadership, Midwifery, Religious Education, Research Degrees and Theology.

ACU also runs the Ballarat Learning for Life program.

Ballarat Learning for Life

Ballarat Learning for Life is a suite of education-based renewal projects designed to animate and bring together the diverse Ballarat community in improving its health, re-engaging its youth, reducing levels of crime and breaking cycles of disadvantage.

Research

In 2000 Australian Catholic University (ACU) and The Smith Family, a national not-for-profit community organisation, formed a long-term partnership researching ways of engaging disadvantaged communities in rural, regional, and remote areas of Australia.

Engagement

By 2004, the research underpinning the program led to a partnership in the regional city of Ballarat, bringing together families, schools, universities, local government, non-profit organizations, businesses, and other community institutions in a range of innovative educational programs with a life-long learning focus to build up social capital vital to social and economic inclusion.

Location

Today, programs operate in elementary and secondary schools, the ACU’s Ballarat campus, community facilities, and private homes — settings and levels that break down barriers to participation.

Outcomes

Ballarat Learning for Life is a whole-of-community enterprise, breaking cycles of poverty and disadvantage in the city, providing life-long learning as the key driver of sustainable community improvement, and establishing



a research-based paradigm for promoting educational and social inclusion in other disadvantaged Australian communities.

Awards

• 2008 Vice-Chancellor's Award for Outstanding Community Engagement – Ballarat Learning for Life

• 2008 Staff Award for Outstanding Community Engagement – Dr Ann Gervasoni, Senior Lecturer, School of Education, Ballarat

Recognition

ACU National consistently scores a five-star rating for staff-student ratio (small classes) and for the high standard of qualifications of academic staff. (Good Universities Guide for 2005).

Regional Office of DEECD

The Regional Office of the DEECD provides a number of services and resources to public schools throughout the region.

They are committed and involvement in School improvement, Principals' Conferences, Reading Recovery, NAPLAN Support, Whole School Literacy Plan, Transition Forms, Health Safety, WorkCover, Student Wellbeing, Later Years/VET/VCAL, LOTE, ESL, Koorie Education, Drug Education, eLearning, Professional development for teacher and student welfare.

2.3 Secondary Schools The secondary schools in Ballarat are:

Ballarat & Clarendon College (Private School)

Ballarat Christian College

Ballarat Grammar School (Private School)

Ballarat High School

Ballarat Secondary College – Barkly Street Campus, East Campus, and Wendouree Campus.

Damascus College (Co-educational Catholic Secondary School)

Loretto College (Catholic Girls School)

Mt Clear Secondary School

Sebastopol Secondary College.

St Patrick’s College (Catholic Boys School)



2.4 Primary Schools The primary schools in Ballarat are:

Alfredton Primary School

Ballarat & Clarendon Junior School

Ballarat Christian School

Ballarat North Primary School

Ballarat Primary School (Dana Street)

Ballarat Steiner School

Black Hill Primary School

Buninyong Primary School

Caledonian Primary School

Canadian Lead Primary School

Dana Street Primary School

Dean Primary School

Delacombe Primary School

Forest Street Primary School

Grevillia Park Primary School

Invermay Primary School

Lal Lal Primary School

Little Bendigo Primary School

Lumen Christi Primary School

Macarthur Street Primary School

Magpie Primary School

Miners Rest Primary School

Mount Clear Primary School

Mt Pleasant Primary School

Our Lady Help of Christians Primary School

Our Lady of Fatima Primary School



Pleasant Street Primary School

Redan Primary School

Sebastopol Primary School

St Alipius School

St Aloysius School

St Columbas Primary School

St Patricks Primary School

St Thomas More Primary School

Urquhart Street Primary School

Wendouree Primary School

Yuille Primary School

2.5 Vocational Education and Training (VET) VET provides training for students, job seekers and employees in Victoria. There are literally thousands of courses to choose from, which can be completed at a TAFE institute, Adult Community Education organisation, University TAFE Division, or a private training provider.

The providers offer quality, nationally recognised training opportunities from short courses to vocational graduate diplomas. Many courses offer on-the-job training, while the apprentices and trainees are paid wages while they learn.

2.5.1 Ballarat Registered Training Organisation’s (RTO’s)

Ballarat Group Training (BGT)

BGT is a not for profit community based Group Training company who place apprentices and trainees with a range of small and large host businesses providing on the job training.

They also have a Youth Connections team who provide support for the disengaged youth of Ballarat, assisting in overcoming barriers that prevent young people from completing their education, training or employment.

BGT's main objective is to provide opportunities for the local community to effectively secure employment and a qualification as an Apprentice or Trainee.



BGT also provide pre-employment support and case management including the development of social and personal skills to people from low socio-economic areas.

The offer courses in the following areas:

• Certificate I in Engineering: Ballarat

• Certificate II in Business: Ballarat

• Certificate II in Hospitality: Ballarat

• Certificate II in Hospitality - Kitchen Operations: Ballarat

• Certificate II in Retail: Ballarat

• Certificate III in Aged Care: Ballarat

• Certificate III in Business: Ballarat

• Certificate III in Business Administration: Ballarat

• Certificate III in Community Services Work: Ballarat

• Certificate III in Frontline Management: Ballarat

• Certificate III in Home and Community Care: Ballarat

• Work Safely in the Construction Industry (CPC Unit): Ballarat

Ai Group http://www.aigroup.com.au/contact/ballarat

The Ballarat Ai Group office looks after the interests of its members throughout the Ballarat and Wimmera region, offering services such as training, IR/HR advice, and networking through Export, Sustainability and Safety Networking Groups.

The office has close ties with Federal, State and Local Government representatives and works closely with these organisations to ensure its members are aware of how the Ai Group can assist them.

The Ballarat Ai Group offers the Ballarat Vocational Pathway Program as State Government initiative designed to link students studying Vocational Education and Training (VET and VCAL) in schools to employers in the manufacturing sector. The program includes structured work placement, mentoring support and the facilitation of pathways into apprenticeships in identified skill shortage areas.

BEST CD http://www.bestcd.org.au/

BEST Community Development (BEST CD) is one of Australia's leading not-for-profit community based organisations.



They deliver services to the community in the areas of employment, education, training and an extensive range of community and business services throughout the regional Victoria in Ballarat, Ararat, Maryborough, Bendigo and surrounding districts.

BRACE http://www.brace.com.au/brace/default.aspx

BRACE is a non-profit organisation, which provides education, training and employment opportunities, programs and services for a diverse range of clients. BRACE has offices in Ballarat, Ararat, Adelaide and Geelong. Most of BRACE's business activities stem from government and private sector contracts to provide training, educational and employment services to the community.

BRACE is a Registered Training Organisation (RTO) and provides extensive Vocational Education and Training courses and adult literacy and numeracy classes.

BRACE is currently delivering major contracts for the Department of Employment, Education and Workplace Relations (DEEWR), the Department of Education, Science and Training (DEST), Adult Community and Further Education (ACFE), Office of Training and Tertiary Education (OTTE) and the Department of Innovation, Industry and Regional Development (DIIRD).

Community Houses (Wendouree West and Ballarat East)

Community House are a not for profit organisations providing a variety of courses and activities for the local community. Volunteers are always welcome to help out in all aspects of the house operations and activities.

Tracey’s the Placement People http://www.tracys.com.au/

The Tracy Group is an RTO offering a combination of job services and training in the following locations: Ararat, Ballarat, Bendigo, Castlemaine, Corio, Geelong, Gisborne, Maryborough, Melton, Newport, Sunshine, Torquay, Watergardens and Werribee.

VECCI http://www.vecci.org.au/Pages/Home.aspx

The Victorian Employers' Chamber of Commerce and Industry (VECCI) is the peak body for employers in Victoria, informing and servicing more than 15,000 members, customers and clients around the State.

Its focus is on leading business into the future. They are committed to being the voice for business, representing and championing its members in a difficult regulatory environment.

VECCI is a Registered Training Organisation (RTO Provider Number 4166) and, as such, provides the nationally accredited qualifications in:

• Diploma of Management BSB51107



• Certificate IV in Occupational Health and Safety BSB41407

• Certificate IV in Training and Assessment TAA40104

VECCI also offers the following accredited courses in partnership with other providers:

• Diploma of Environmental Sustainability 30584QLD

• Certificate IV in International Trade

Ballarat Health Services - Centre for Nursing and Health Education http://www.bhs.org.au/

The goal of the Centre for Nursing and Health Education is to maintain a positive working environment through mutual support and respect, in order to foster a collaborative energetic team approach for the provision of high quality Nursing and Health related education services.

The Centre for Nursing and Health Education has as its framework the provision of education and training that inspires evidenced based best practice leading to quality clinical outcomes. Through the educational programs conducted, the Centre will be acknowledged as a leader for all those who work in health.



3. The Current Situation The major part of the Education Sector Review has involved consultations with representative from the sector with the aim of better understanding their perceptions around the following issues:

• The strengths of the education sector?

• The weaknesses of the sector?

• The opportunities in the sector, especially with the City of Ballarat taking a more proactive role?

• The threats facing the sector?

• What are their particular capabilities?

• What future (1 – 3+ years) capabilities will they need to develop?

• Who are their key stakeholders and what are their roles?

3.1 Strengths The sector unanimously describes its main strength as “educational diversity”. Referring to the number of schools available, access and equity, quality of teaching, the subjects/course choices, and the education facilities. In fact it is frequently claimed that Ballarat is the leading regional education provider in Australia.

Ballarat is the 7th largest regional city in Australia. Newcastle (540,796) is the largest, followed by Canberra (351,868), Wollongong (288,984), Geelong (175,803), Townsville (168,402), Toowoomba (128,600), Ballarat (94,088) and Bendigo. (89,995

Regional Population Growth, Australia, 2008-09"

Compared to these cities it would appear Ballarat could lay claim to being one of the leading regional education centres in Australia. Figure 1 demonstrates the diversity in education options. It is safe to say that Ballarat is Australia’s leading inland regional education city.



Ball New Can Woll Geel Town Toow Bend

HE 2 1 3 1 1 1 1 1

TAFE √ √ √ √ √ √ √ √

GSS 6 12 14 12 12 7 4 3

GPS 40 34 50 45 33 27 16 18

PSS 2 3 28 3 5 2 2 2

PPS 3 7 9 4 5 2 22 2

Health 1 Uni Uni Uni Uni 1 1 Uni

CEO1 √ √ √ √ √ √ √ √

CEO2 √ √ √ √ √ √ √ √

CEO3 √ √ √ √ √ √ √ √

ACE √ √ √ √ √ √ √

LLEN √ √ √

Figure 1: Regional city education sector comparison

Legend:

Shaded cities are inland.

HE – higher education (Ballarat has its own university, where Geelong has Deakin, Townsville, James Cook), TAFE – Technical and Further Education, GSS – government secondary schools, GPS – government primary schools, PSS – private secondary schools, PPS – private secondary schools, Health – education/training in hospitals, CEO 1 – Catholic co-education secondary schools, CEO 2 – Catholic Boys secondary schools, CEO 3 – Catholic Girls secondary schools, ACE – Adult & Community Education, LLEN – Local Learning & Education Network.

Supporting its diversity the sector has also gained an international reputation for educational excellence in a number of areas, such as:

• Performing Arts. There are now a number of excellent performing arts venues in Ballarat such as: Her Majesty’s Theatre, Wendouree Performing Arts Centre, as well as other venues within i.e. Mt Clear Secondary School and Ballarat High School.

• Human Movement Department of UB. A leader in sporting research capturing a lot of media attention with their work on sports ground surfaces.

At a regional level there are a number of exciting projects being developed, such as:

• Alternative education/training - opportunities are beginning to emerge through projects such as Yuille Community College, Link up, Youth Works, CHLLEN, Neighborhood Houses, ACE Providers and Community Victorian Certificate of Applied Learning (CVCAL)

• The Grampians Education Partnership (GEP) – Involves a range of organisations that share a commitment to improving the educational outcomes of young people in the Grampians Region. One section



GEP is the Youth Options Guarantee, a broad-based commitment to support all young people in the Grampians Region to complete Year 12 or an equivalent qualification. The GEP web site is also useful as a professional learning resource for secondary school principals, teachers and people working in youth support roles in agencies, and as an induction tool for new staff in these areas.

Unlike capital cities (RMIT, MU) that have limited space for development of student accommodation Ballarat has no constraints on its potential to develop in this area.

In summary, Ballarat provides a comprehensive and complete pathway in education from kindergarten to PhD; is well positioned for continued growth, level and has developed a reputation for offering the best educational offering of any regional city in Australia.

3.2 Weaknesses The sector believes its main weaknesses to be:

• that the sector is not well coordinated. Although there are opportunities to work more closely through the Regional Office of DEECD and the Catholic Education Office (CEO) schools still work in isolation and are very focused on maximising opportunities on their own campus, i.e. 3 bids have each for $10m to establish technical facilities.

• Unemployment and youth unemployment rates in the priority employment area are higher than comparable national averages. While the major provincial centres are well serviced by educational institutions and training providers, levels of education attainment are low compared with national averages. The Regional Employment Plan identifies five goals aimed at resolving this issue they are:

o maximising opportunities created by the Nation Building – Economic Stimulus Plan

o maximising employment and training opportunities created by the Jobs Fund

o creating local employment opportunities

o ensuring local people have the skills to take up local employment opportunities

o responding to and preventing retrenchments and redundancies.

• Its ability to attract and maintain quality-teaching staff. A large proportion of teaching staff are reaching retirement age, while at the same time student populations are growing. The UB and Private schools recognise the challenges faced by replacing teaching positions and filling new positions. Both groups are looking at



strategies to encourage teachers to reduce the perception of academic isolation to attract potential academic staff from capital cities.

• According to Professor John Smyth UB BALLARAT has the highest school dropout rate in the state. The Grampians region, which includes Ballarat, has a lower high school retention rate than any other country region. The retention rate for Year 7 to 12 students was 64.6 per cent last year, well below the city school rate of 85.8 per cent. Pregnancy, bullying, feelings of isolation and disengagement with learning are all reasons kids drop out of school in Ballarat. About 140 students who have left mainstream schooling

• Its ability to share resources. Resources involve, people, facilities, ideas, planning, etc. There is some sharing but not enough and the tendency is to work in silos, leading to an uncoordinated approach to education in the region.

• Schools try to run as broad a curriculum as possible to attract students, but are then faced with trying to resource these opportunities using their own staff. Working and sharing resources through ‘clusters’ would seem to be a simple way forward to resolve the issue, but it does not happen enough.

• The competitive nature of attracting funding sees schools attempting to get a slice of the funding pie, which doesn't necessarily benefit the broad cohort!

• There are a number of good partnerships but they lack a desire for more overall co-ordination through better networking and collaboration.

• There is still a very wide gap for students to cross when making the transition from school life to work life. There is a need for closer collaboration between education, industry and governments.

• Alcohol retailers being allowed to develop their business within close proximity to schools i.e. Howitt Street retail area. Ballarat Grammar is next door to the Blue Bell Hotel. There have been instances where students have been caught in possession of alcohol.

In summary there is no master plan or vision for education in Ballarat to assist in creating a much more coordinated approach to the sectors growth in the future.

It is important to note there were numerous comments passed through the consultation process as to how important this discussion was to schools. That the strategic nature of the discussions, in the context of Ballarat’s 30,000 resident growth was of vital interest to the schools and their planning.

It was also suggested that a two or three workshop and then half yearly discussions amongst the sector would greatly assist the way the sector



gets together and works in the future. Such leadership should come from Council, as the Regional Office of DEECD would not give the broader context to the group.

3.3 Opportunities The sector believes there are opportunities in:

• beginning to shape the future now through a 2030 vision for the Education Sector.

• Becoming an ‘Education City’. An Education City would need to be defined and could be along the lines of being a regional initiative for Education, Industry and Community Development. Education City aims to be the centre of educational excellence in the region, instructing students in fields of critical importance to the region. It is also conceived of as a forum where education providers share research and forge relationships with businesses and institutions in public and private sectors. If the notion of being an Education City was accepted a longer-term project could see the eventual relocation of the Mt Helen Campus activities move into in CBD, closer to trains and public transport. This would bring more life into parts of the CBD as well free up residential land. City development could be around the university including mixed student accommodation.

• Increasing the amount of collaboration amongst students, teachers and associations, especially with VET subjects (Cert. 11, etc.)

• Another important linkage is the train station and its proximity to SMB and the Arts precinct does creates a very unique opportunity.

• Creating stronger linkages in areas of recognised strength, such as Performing Arts. The CBD area encompassing Her Majesty’s Theatre, the Mining Exchange, the Mechanics Institute combined with Performing Arts could be made into fantastic cultural amenities. At present the Mining Exchange is inadequate for this function. At present there is no marketing material that articulates this product.

• Developing a series of local learning precincts. Such precincts maximize the school assets (buildings/amenities) by providing other services (e.g. VET) beyond the normal school hours and attracting adult learners of an evening. This concept is already underway and will transform Sebastopol Secondary College into the Ballarat South Community Learning Precinct. Council has played a very important role throughout the planning phase. At this stage there are no plans to develop the West Ballarat Education precinct.



• Clearly articulating its pathways for students, teachers, industry and the sector in general.

• The NBN rollout does create many opportunities for the sector in particular building a strategy around how Ballarat can move towards an innovative economy.

• Increased coordination and collaboration along the lines of the City Curriculum in Wolverhampton, UK Appendix C. UK where they have introduced a City Curriculum (CC), would gain support from the regional office of DEECD.

• One of the biggest challenges now and as Ballarat grows in the future is the way it engages those young people at risk. There is a need to seek out educational/employment alternatives for the cohort, possibly along the lines of CC above. This issue is already on the agenda of a number of Council departments highlighting the need for an integrated approach in the future.

• A local approach would involve the Youth Option Guarantee. YOG is a set of arrangements put in place by those organisations that are signatories of a Memorandum of Understanding in each LLEN in the Grampians Region. The aim of these arrangements is to support young people to remain in engaged in education and training until they complete Year 12 or equivalent qualifications.

• Mapping the diversity of educational options and its potential linkages and pathways

• There are trends toward schools developing specialist areas of study. Mt Clear has quickly developed a reputation for science following the announcement of recent funding to develop the area.

• There are genuine opportunities for Council’s Economic Development Department to include the sector in their promotions.



Good quality schools are critical in attracting health care professionals and assisting in addressing other skills shortages.

• Aged Care training will continue to create opportunities for new training services as Australia’s and Ballarats’ population gets Ballarat has an excellent reputation for aged care services could expand its role beyond delivering aged care services.

• Optimising the intellectual capacity of educators and schools in Ballarat. Finding ways of engaging the Sector in some of the bigger issues faced by the city could provide additional research and innovation in developing solutions.

• Council to assist in lobbying Governments to reduce tuition fees for regional students

• Capitalize on the growth around Melton and Bacchus Marsh as a source of students

• Ballarat can better utilize vacant education buildings while students not on campus i.e. Ballarat Grammar for conferencing

• Being the Capital of Western Victoria could be strengthened through the better collaboration in the Education Sector, especially with HE vision.

• The Council could assist in the attraction and retention of international students adding further to the local economic impact and talent pool.

In summary there are many opportunities within the sector. Of highest priority would be to bring diverse group together to:

1. Inform them of the city’s growth projections, and to plan how this impact on the region, and

2. Create a shared vision of what an internationally recognized regional education city would like. Council

3.4 Threats The sector believes its main threats to be:

• From an HE perspective their business model is changing rapidly. They are being forced to moving towards a model of contestability by their by funding bodies. Contestability is designed to increuse benefits to consumers in terms of pricing, service innovation and service quality,

• Schools are trying to be all things to all people by offering too many courses, which are not well resourced and create excessive duplication. Sebastopol SC, St Pats and UBTec have all been seeking approximately $10m in funding to establish their own



technical facilities. Is this the best model for Ballarat or could there be another alternative? There is a need for those interested in pursuing these developments to consult more with local industry and Council with more thought to the longer-term needs of the community.

• Ongoing challenge of meeting a broad range of learning needs across all students and keeping them interested in education. While they are at school they are disconnected from community and getting into trouble. They do want to be employed and engaged but have fallen through the cracks!

• There are growing numbers of disconnected young people who are very tribal (relate to their own areas) in their behaviours e.g. gangs.

• Compliance to RTO and funding standards continues to be challenging and more onerous through regular validation and justification

• The sector not effectively engaging with industry.

• International student market may dry up as they access online alternatives from anywhere in the world.

• There is a strong perception amongst HE students that compared to Melbourne, Ballarat is a sleepy hollow and is hard to find part time work.

• Increased Competition from education providers outside the region i.e. interstate universities and TAFE’s.

• Courses previously subsidised may no longer be offered.

The impact of these threats could have a negative impact of the sectors contribution to the sector to Ballarats’ GDP, by having less students living in the city, fewer HE courses being offered, drops in teacher numbers, and a decrease in local skills, leading to a reduction in industry productivity.

3.5 Education Sector Capabilities The sectors current strength is its size, facilities, economic impact and compared to other Australian cities of similar size, its diversity. Samples of the excellence in educational curriculum diversity are in the following areas:

• Providing a broad range of subjects and courses from preparatory school to tertiary

• Pastoral care across its institutions

• Curriculum leadership in:

o Performing Arts, Acting, Music Theatre, Choir, Theatre, Jazz, Lighting and Sound.



o Alternative Energy and Sustainability (Ballarat Grammar School is the first major education group to reduce water by 30%. The school is designed to that it doesn’t need air conditioners).

o Justice in Action programs,

o Sports Science,

o ICT,

o Arts especially Graphics, Ceramics, Fine Arts

o Agricultural Science, Equestrian

o Hospitality,

o Industry training for McDonalds and manufacturing

• Youth Options Guarantee is a regional partnership focusing on assisting prevent young people falling through the gaps

• Some schools are proving up to 200 meals 3 times a day with an annual catering budget of >$1.2m.

• >500 secondary school boarders in Ballarat contributing > $40m annually

• Hosting a number of conferences accommodating over 300 people

3.6 The Challenges Ahead During the consultations enquiries to the future challenges were explored. In the next eighteen months to 3 years the main themes emerging were:

1. Curriculum – improving literacy and numeracy are ongoing issues, as is the embedding of ICT. Providing earlier support and intervention

2. Buildings/Facilities – Damascus is in the process of relocating its East Campus to Mt Helen. Others are always faced with providing new facilities to replace old as well as having provision for facility maintenance.

3. Funding at all levels - HE’s current funding model (State & Federal) have different requirements. This more a national education issue.

4. Changes in educational model – reduction in class sizes will the costs of providing services. Sebastopol merging with Redan Primary School as well as proving a whole of community resource, providing dental and family services as well as education during the day and after hours. Professional development for staff to meet future changes



5. Quality of graduates and retaining life long learning relationships with students

6. Growth in population numbers, planning for the future including ensuring young people don't fall through the gaps

7. Changes in society - addressing issues of violence, drugs, alcohol. and youth boredom

8. Quality standards - Meeting funding targets i.e. student qualifications; currently 90% of youth in Victoria have TAFE or equivalent (Federal objectives 2015). In the Ballarat region it is 86% this is low due to increase in Sudanese, Wendouree West and lower socio economic groups.

9. School needing to become more competitive and to market themselves effectively

10. Transition from school to work - engaging better with industry and employers to support programs (IBM great relationships)

3.7 SWOT/TOWS The following SWOT analysis summaries the elements within the sector and help identify emerging strategies for Council to explore to further consolidate its reputation as a regional educational leader.

Strengths Weaknesses

Diversity

Reputation and history for educational excellence

Scope for expansion of student services accommodation)

Growth in population

Lack of coordination of education resources and planning

Retaining and attracting quality teachers

Student retention and qualifications

Transition from school to work

Duplication of resources

Opportunities Threats

Share vision in the sector (resources /facilities/alignment to City’s growth needs)

NBN rollout

Marketing Ballarat as an Education City

Engaging youth at risk

New education products and services

Mapping ‘diversity’ and linkages

Maximising facilities usage

Creating new sector partnerships that bring education, industry and Council closer

Government changes to funding models

Competition (national/international)

Compliance requirements need more resources

Figure 2: Ballarat Education Sector strengths, weaknesses, opportunities and threats



The following TOWS matrix helps with the emerging options that could be pursue. This is done through a process of matching external opportunities and threats with internal strengths and weaknesses.

Strengths

Diversity

Reputation and history for educational excellence

Scope for expansion of student services accommodation)

Growth in population

Weaknesses

Lack of coordination of education resources and

planning

Retaining and attracting quality teachers

Student retention and qualifications

Transition from school to work

Duplication of resources

Opportunities

Share vision in the sector (resources

/facilities/alignment to City’s growth needs)

NBN rollout

Marketing Ballarat as an Education City

Engaging youth at risk

New education products and services

Mapping ‘diversity’ and linkages

Maximising facilities usage

Creating new sector partnerships that bring education, industry and Council closer

Develop a 2030 Vision

Use the NBN rollout to strengthen the regions

educational diversity and the development of new products and services.

Map the educational facilities and annual

usage to expand tourism and conferencing

Create a partnership model engaging the

sector more closely with industry and government

in joint research and projects.

Develop a regional youth engagement project to

address the local issues using the education,

industry and government partnership

Conduct regular sector forums to discuss the

regions recourse requirements in five years

time.

Threats

Government changes to funding models

Competition (national/international)

Compliance requirements need more resources

Share diverse compliance best practice within the

sector

Include Education City in Council marketing

Use the leverage of the sector, industry,

government partnership to lobby for funding

Figure 3: Ballarat Education TOWS Matrix

3.8 Emerging Strategies From the above analysis six major strategies emerge:



1. Develop a 2030 Vision

2. Include Education City in Council marketing collateral

3. Use the NBN rollout to strengthen the regions educational diversity and the development of new products and services.

4. Map the educational facilities and annual usage to expand tourism and conferencing

5. Create a partnership model engaging the sector more closely with industry and government in joint research and projects. This is a critical step in the process as there are a number of immediate initiatives and beneficial outcomes that could be developed.

6. Share diverse compliance best practice within the sector

7. Conduct regular sector forums to discuss the regions recourse requirements in five years time.



4. Future Trends - Knowledge and innovation based economy To identify the future of education in the region it is critical to identify the strategic direction of the region its needs and it’s competitive advantage; are the legislative influences; and finally what longer terms trends in society.

4.1 Regions Strategic Objectives Firstly the city of Ballarat Economic Vision identifies three themes:

Theme 1: Regional Development –The Capital of Western Victoria

Ballarat will consolidate its position as the capital of Western Victoria over the next 20 years. The communities of Western Victoria will look to Ballarat to meet their higher order retail, service, business, institutional, entertainment, recreation and cultural needs. Ballarat will achieve this status by building on its existing regional role to provide enhanced services and facilities, including enhanced government services and facilities and infrastructure linkages.

Theme 2: Economic Growth and Diversification – Australia’s Premier High Tech & Knowledge Based Regional Economy

Ballarat will build on its unique strengths to become the premier high tech and knowledge based regional economy in Australia. The City’s diversified knowledge based economy – defined by higher education, health services, research, manufacturing, information technology and business services - will grow, integrate and evolve to generate significant new investment and jobs including a large number of highly skilled jobs. Workers from around Australia will look to relocate to Ballarat to access its high quality job and lifestyle opportunities.

Theme 3: Capitalising on Population Growth - A Bigger and More Diverse Community

Ballarat will accommodate a much larger and more diverse population as the local economy grows and diversifies and the City’s status as regional capital and nationally significant knowledge based economy reaches new levels. In-migration of people will accelerate as the City embraces and facilitates growth by providing appropriate housing, retailing and other services in partnership with other spheres of government and the business community. Ballarat has a competitive advantage in the Information, Communication and Technology Industry and is well positioned for future growth. The ICT industry contributes to economic growth and diversification and is enhancing Ballarat’s position as a centre for Information, Communication and Technology not only in Victoria but also Australia more broadly.



Source: Ballarat Economic Strategy 2010-2014

The Ballarat information and communications technology (ICT) cluster emerged from a long-term strategy of the University of Ballarat. It has been successful in attracting major anchor membership from IBM, which has established a call centre and data centre operation in the city of Ballarat. This has been complemented by the development of the University of Ballarat Technology Park.

Regional Employment Plan 2009

Ballarat is in an excellent position to take advantage of the move towards an economy that is much more reliant on innovation.

4.2 Legislative Influences The Federal Governments Education revolution seeks to build a world-class education system, which would establish Australia as one of the most highly educated and skilled nations. Because they recognise the central role that education plays in the economic and social strength of our nation.

Education not only drives productivity but also empowers individuals to reach their full potential, and helps overcome disadvantage.

Beyond economic growth, education creates social benefits that help build social capital. Societies with a strong commitment to education enjoy higher levels of civic participation, greater social cohesion, lower levels of crime and disadvantage, and a more trusting, equitable and just society.

The Australian Government considers that the reform agenda must deliver real changes in three core areas:

1. Raising the quality of teaching in our schools

2. Ensuring all students benefit from schooling through strategies based on high expectations of attainment, engagement and transitions for every student, especially in disadvantaged school communities.

3. Improving transparency and accountability of schools and school systems at all levels

4.3 Trends in Society In his book, The top trends that will reshape the world in the next 25 years, James Canton suggests the Innovation Economy will be the next stage in the evolution of globalization, business and trade.

Canton believes the current education system must change if it is prepare the future workforce in a number of ways.



1. The current education systems have failed to complete its most vital and strategic mandate: preparing the workforce for the future.

2. Education does not have the leadership, guts, or vision to reinvent itself.

3. Most schools, kindergarten through to college, are not in synch with changes in the market place, which is more competitive, more complex, more global and more innovation driven.

4. Without educational change, more companies will outsource to find skilled talent offshore, and thus contribute to local unemployment

5. Teachers are not the problem. Pay teachers double and retrain them for the Innovation Economy. Measure their performance, hire the best, and fire the slackers!

6. Political leaders have lacked the courage to create a Future-Ready national innovation curriculum: more science, more innovation, more high-tech, a more global outlook, more entrepreneurial skills.

7. We are teaching kids about the past. We need to teach kids about the future.

From these three perspectives the future direction of education is clearly important and will accelerate the present state of education towards a more innovative and knowledge based community. This is not to say that all future positions will be ICT based, but more and more society will be required to effectively manage significantly more information in all aspects of their lives.

That is why the NBN project has the potential to propel the region into this new era, but it must be done in a coordinated and focused manner. Council through its leadership and advocacy role should facilitate this process, ensuring all groups are engaged in the process.



5. The Economic Benefits of Education

5.1 Universities & ACE Providers

In a report prepared by the Centre for International Economics (1998), the Centre substantiated the economic benefits provided by regional universities. The report found that universities contribute to a community in four key areas:

• Universities earn income, spend that income and attract students who spend – creates direct and indirect multiplier effects

• Universities undertake research and development that can be focused on regional issues and/or have commercial application. In addition to research and development regional universities can link academic and business communities, e.g. Ballarat University provides OH&S programs for Bola Foods

• Universities can educate the labour force. This in turn can assist in attracting industry to a region and assist in the cultural and social development of a region

• Universities can contribute to the social and cultural life of a region. They provide infrastructure, fulfil community service obligations and provide community volunteers

Each of these key areas is examined in this section of the report.

Just the presence of a regional university campus brings greater local spending and therefore economic benefit. However, where there are higher levels of engagement with the local community there will be a higher proportion of local students undertaking additional social and cultural interaction.

‘At the highest level of engagement, universities connect in a strategic whole-of-institute way by providing an on the ground package of leadership, infrastructure, collaboration and multi disciplinary research and teaching targeted at areas of regionally identified economic development priority.’ (DETYA 2000)

Apart from their traditional roles, regional universities can also become specialized in providing education to regional students and those of low socio economic status and can provide appropriate support and encouragement.



Regional universities improve the image and attractiveness of regional areas. They help to hold and attract young people to regional cities and contribute to the social, cultural and sporting fabric of communities.

In a submission to the Federal Government, the Northern Rivers Regional Economic Development Organisation noted that the university that can manage its interface with the regional community, outside of its student teaching role, in such areas as R&D, information and analysis, technology transfer, building strategic alliances, facilitating inwards investment, fostering best practice management, undertaking specialist skill development, etc., will be able to capture a strategic advantage that can be utilised as a market niche to access national and international opportunities that are consistent with local objectives (i.e. think global and act local).

As an example, the partnership between the Southern Cross University and the tea tree oil industry provided technical input opportunities via the resource science field for the University as well as opportunities in the social science field (e.g. best practice management, networking and clustering, skill training, market analysis and infrastructure planning).

Whilst the report by the Centre for International Economics focused on the contribution by universities, many of the contributions by universities are equally applicable to the sector known as the Adult and Community Education (‘ACE’) sector. This sector comprises the community education providers, TAFE institutes, apprenticeship and training companies and niche education and support providers (e.g. University of the Third Age)

In a similar way to universities, the ACE sector earns and spends income, attracts students who spend, educates the labour force and contributes to the social and cultural life of a region. The ACE sector goes further than universities by providing a range of services that cater for the needs of a wider cohort which adds further contributions in areas such as well being, personal development and community needs.

The Institute highlighted this diversity of contributions in a study for Research into International Competitiveness (2002). The study noted that:

• ACE providers have strong links into their immediate communities and provide many life skills for community development

• Adult and community education courses help long-term unemployed people to stay mentally active, build their skills and enable them to keep in touch with the local community.

• For people with disabilities, opportunities to participate and to learn in a formal setting are not always practicable, and the ACE sector offers an alternative

• In the form of universities of the third age, adult and community education gives older people an outlet to learn and also to teach - the social interaction thus enhancing their wellbeing



5.2 The University of Ballarat The figure below has recently been presented to UB from Western Research Institute (WRI) and shows the economic impact of the University on the City of Ballarat.

Employment

(FTE) Household

income ($m) Value

added ($m) Output

($m)

Initial impact 2,964 189.7 270.4 439.8

Flow on impact 1,451 70.8 157.0 386

Total impact 4,415 260.5 427.4 825.8

Multiplier 1.5 1.4 1.6 1.9


12.3% 12.6% 10.4% 10.5%

Figure 4: Economic Impact of the University of Ballarat in 2009

For Ballarat, the University accounts for around $826 million in output, $427 million in gross regional product (GRP) and $260 million in household income. It also contributes 4,415 FTE jobs to the economy of Ballarat. This in turn equates to a contribution of approximately 12.3 per cent of FTE employment in Ballarat when flow on effects are taken into account. The University comprises 10.5 per cent of the Ballarat economy in terms of its output.

The WIR report also looked at the economic impact of the UB Technology Park

Employment (FTE)

Household income ($m)

Value added ($m)

Output ($m)

Initial impact 1,222 69.9 124.0 158.8

Flow on impact 509 26.7 57.6 137.2

Total impact 1,731 96.6 181.5 296.1

Multiplier 1.4 1.4 1.5 1.9


4.8% 4.7% 4.4% 3.8%

Figure 5: Economic Impact of the UB Technology Park in 2009

Within Ballarat, the Technology Park accounts for around $296 million in output, $181 million in GRP and $97 million in household income. It also contributes 1,731 FTE jobs to the economy of Ballarat, which in turn equates to a contribution of approximately 4.8 per cent of FTE employment in Ballarat. The Technology Park makes up 4.4 per cent of the economy of Ballarat.



5.3 Economic Contribution of the Education Sector

A wide range of studies have been undertaken to determine the economic contribution by various education institutions and provider cohorts within the sector. For example, relevant findings from independent studies of the economic impacts of regional universities include:

• Charles Sturt University (CSU) expenditure and non local and international student expenditure on the regions surrounding its four main campuses is estimated to be $264 million in gross regional product, $164 million in household income and over 3,100 full-time equivalent jobs (FTE) when flow on effects are taken into account.

Of this, $223 million in gross regional product, $144 million in household income and 2,500 FTE is the result of CSU expenditure and $42 million in gross regional product, $20 million in household income and 600 FTE is from international and non-local student expenditure.

• Whole of university studies of Charles Sturt and James Cook Universities indicate that the economic impact per student is between $32,000 and $34,000. The studies confirmed that regional universities make a very large and important direct contribution to their regional economies

• The level of economic impact varies significantly according to whether the campus is a satellite or central hub. Southern Cross’s Tweed Campus contributes only $19,000 per student to the region because of its satellite nature. However, Central Queensland University with its Rockhampton campus as the hub of several domestic and international campuses, has an economic impact of $91,000 per student

• University of the Sunshine Coast: direct contribution to the regional economy is $269m per annum. With multipliers, spending by USC and its staff, students and graduates generates $536m per annum in total economic impact.

• CSU and international and non-local students attending the university generate the equivalent of 9 percent of Wagga Wagga’s employment in the Murrumbidgee statistical division; the equivalent of 12 percent of Bathurst’s employment in the Central West statistical division; and the equivalent of 3 percent of Albury’s employment in the Murray and Ovens-Murray statistical divisions.

• Southern Cross University: direct contribution to regional economy (Greater Lismore/ Ballina) estimated to be $291 million in 2010. Employment attributed to SCU – 1,873 jobs. Regions household income attributable to SCU - $139 million. Regions value added attributable to SCU - $177 million

• Southern Cross University: direct contribution to regional economy (Tweed and Gold Coast) estimated to be $125 million in 2010.



Employment attributed to SCU – 531 jobs. Regions household income attributable to SCU - $36 million

• Southern Cross University: direct contribution to regional economy (Coffs Harbour/Coast) estimated to be $67 million in 2010. Employment attributed to SCU – 370 jobs. Regions household income attributable to SCU - $27 million

• In the Western Corridor (Ipswich area) in 1999 the education sector contributed $167.6m to the region’s economy (3.5% of the total). In 1999, the education industry employed around 2,700 people (full-time equivalent positions) in the Ipswich area (around 6.2% of all employed people), making it the sixth largest industry sector in terms of employment

• Training provided by universities has an impact on business bottom line. Deakin Australia found that health and safety training could provide a return of over 1000% on saved Workcover costs. The Melbourne University team found that footwear manufacturers were experiencing a very large boost in value added per employee through their training activities, with returns to the firms of up to $5,000 for every $100 they spend

The university sector can also contribute to the development and vibrancy of a region indirectly. For example, the staff level at Deakin University in Warnambool is approximately 324 jobs, which has contributed to increased rental value and increased property values between 10-26%.

Specific events and initiatives of universities also have an economic impact. For example, the University of Queensland attracts 650 people to their Summer School and the Centre for Professional Development at the University of Southern Cross attracts industry associations to conferences and events.

It should also be noted that volunteer hours contributed by staff and students also have an impact on regional economies. For example, it is estimated that staff at the University of Southern Cross contribute a total of 2,000 hours per week volunteer activity in the region (average 4 hours per staff member). Students’ involvement in extra curricula activities was estimated at 1,800 hours per week.

Similar independent studies have been undertaken in relation to economic impact of the ACE sector. Relevant findings from these studies include:

• The average net income to the ACE provider is estimated to be $201 per annum (based on an extensive survey of providers, students and teachers)

• The average net income per student to an ACE provider is estimated to be $107 per annum

• The average fee paid by students is estimated to be $134 per student per annum



• The average staff/teacher expenditure per ACE student is $805 per annum

The inclusion of international and non-resident students adds a further dimension to the economic contribution by an education institution. When considering investment opportunities, the Murraylands Regional Development Board commissioned EconSearch Pty Ltd in 2008 to examine the potential impact of an expansion of the post secondary education sector. As part of this study EconSearch examined the expenditure of international students in the local economy.

EconSearch (Appendix A) reviewed a survey undertaken by the University of Queensland Social Research Centre (UQSRC) in 2004 of non-tuition fee expenditure by international students enrolled in higher education, vocational education and training, secondary school and English language intensive courses for overseas students (ELICOS). The average expenditure data, for students studying in South Australia, were updated to 2007/08 dollars using CPI and are summarised in Figure 2.

The updated survey results indicate that, on average, international student in South Australia spend just over $500 per week. Major expenditure items include housing (e.g. rent or board), food and groceries, course related expenditure (e.g. textbooks) and entertainment and recreation. Based on an average weekly expenditure of $514, annual expenditure was estimated to be approximately $26,700 per student.

Category of Expenditure Average Expenditure

($/week)

Estimated Annual Expenditure

($/year)

Housing 141 7,319

Utility Costs 11 559

Telephone Costs 31 1,620

Health Costs 15 782

Food & Groceries 110 5,699

Alcohol & Cigarettes 11 559

Car Costs 21 1,117

Transport 10 503

Entertainment & Recreation 31 1,620

Clothing 19 1,006

Household Goods 12 615

Overseas Travel 12 615

Course Related Expenses (a) 37 1,900

Other Expenses 8 391

Other Major Expenses 46 2,402

Average Total Expenditure 514 26,706

Figure 6: Estimated average expenditure by International Students, 2007/2008 (Murraylands, South Australia)



(a) Course related expenditure excludes tuition fees.

Source: UQSRC (2005) and ABS (2008)

Non-Market and Social Impact of the Education Sector

The education sector contributes to the local economy in ways other than by way of a direct economic contribution. For instance, by undertaking some form of higher education graduating students can usually gain more meaningful employment than students that do not undertake further study, which usually translates into a higher level of income. A review of Australian Bureau of Statistics data revealed the following information.

Category of educational attainment Income relatively compared with average weekly earnings

Bachelor degree 1.18

Associate diploma 1.13

Average weekly earnings 1.00

Skilled vocational 0.94

High school (no further education) 0.57

Figure 7: Earnings relatives, by educational attainment, compared to average weekly earnings

Source: Australian Bureau of Statistics (1997)

A study by the Allen Consulting Group for the Victorian Government found that ACE-type study increased the income of individuals by varying amounts depending on age and gender, with annual wage income premiums as a result of ACE study of $8316–$12 829 for males, and $1336–$2205 for females (Appendix B).

The study also found that an analysis of the labour market outcomes for those individuals who undertook ACE study, compared with those who have below ACE-type qualifications, illustrates the potential of ACE to assist participants enter and transition within the labour force:

• Among females reported as being unemployed in 2004, 63 per cent of those females who undertook ACE study were in either full or part-time employment in 2006, compared to 52 per cent among those women with less than ACE-level education;

• For females who were not in the labour force in 2004, 37.6 per cent were in employment in 2006 among those women who undertook ACE study, compared to 11.3 per cent among women with less than ACE-level education, and who were not participating in the labour force in 2001;

• The effect of ACE upon labour market transitions was found to be less significant among males.

Importantly, from a Victorian State perspective, the annual value of wage income attributable to ACE completions from 2007–2031, is estimated to



grow from $30 million in 2007 to $819 million in 2031 in Victoria, with a net present value of increased income over this period of $7.5 billion.

A study of ACE students (Walstab 2007), found that among those who were employed, many reported benefits of their ACE study for their employment:

• 73 per cent said that their study helped with tasks they do at work

• 61 per cent said it taught them skills to help them get a better job

• 47 per cent said that it helped them to get a job, and

• 26 per cent said that their study helped them to set up or run a business.

Among those ACE students who were unemployed in 2005, by 2006:

• 68 per cent reported that their study had taught them skills to help them get a job; and

• 58 per cent said that their study had helped them to get a job.

These figures support the notion that ACE plays an important role in building human capital in a manner that is accessible to some of the least educated Victorians, supporting the development of generic employment skills and specific vocational skills.

The social impact of the ACE sector can be derived from some of the above information, such as the increased income of graduating students, transition time from study to employment and increased spending by the sector (and therefore greater community benefits). However, the notion of social impact can be expanded by the inclusion of private benefits and ‘non market’ benefits. The private benefits of adult and community education refer to benefits accruing to the individual who undertakes the course, as opposed to the wider community benefits. Personal reasons for undertaking adult and community education courses can be broadly divided into three categories: vocational reasons (improving skills to obtain a new or better job), enjoyment or personal fulfilment reasons, and to improve life skills.

This gives rise to three main categories of private benefits, vocational benefits, recreational benefits and life skills benefits. Only the first category has a non-zero impact on the calculations.

While non-market benefits are not as readily quantifiable, they are real and substantial, and should not be overlooked when estimating the value of the ACE sector. A range of non-market benefits can accrue to students engaging in all forms of education, with a similarly broad range of benefits resulting from initiatives that promote greater social inclusion and connectedness. Those non-market benefits identified in the literature that are likely to be particularly relevant to ACE students include:

• Improved personal health and wellbeing, such as reduced drinking and smoking, lower rates of obesity, improved mental health, and increased longevity



• Enjoyment of the ACE environment, which participants often report as being informal and supportive

• More efficient household management

• Other private non-market benefits.

Non-market benefits accruing to the wider community as a result of ACE participation include:

• Increased social capital, as ACE providers are recognised as fostering community wellbeing

• Volunteerism and giving, with ACE participants recording higher rates of volunteerism after completing ACE programs

• Decreased crime, as ACE builds social capital through promoting volunteerism, civic participation and informal socialising

• Intergenerational benefits, as an individual’s educational attainment is a key determinant of a range of outcomes for their children

• Other public non-market benefits.

The social and non-market effects of education have been estimated to be equal to or larger than the market effects (Wolfe & Haveman 2001). For the ACE sector specifically, the non-market benefits it causes are likely to be particularly significant given the range of outcomes to which the sector contributes beyond economic and employment outcomes, such as personal wellbeing and community participation.

5.4 The Downside of Non Participation in Education The Business Council of Australia commissioned some research in 2003 to examine the impact of students dropping out of school prior to Yr. 12. Their research found:

• Each year about 270,000 young people leave school

• Each year about one third of these young people leave school before completing year 12 at school

• Each year about one third of those who leave school before completing year 12 will go into some other form of education and training; and

• Each year about two thirds of those who leave school before completing year 12 will not be in education and training. They are usually unemployed or employed in casual and short-term arrangements. Others are engaged in a range of activities including family duties.



Whilst a third of the young people leaving school early take up other education and training opportunities such as vocational education and training or apprenticeships, over 50,000 young people leaving school before year 12 will never gain further qualifications.

The research also highlights that at any point in time there are at least 40,000 young people aged 15 to 19 who, having left school early, are not in some other form of education and training and are employed for less that 15 hours a week usually in low skilled and casual roles.

The impact of twelve years education and training on the employability of an individual cannot be underestimated. Unemployment data indicates that seven years after leaving school only 7% of all year 12 leavers are unemployed. By comparison, young men who have left school in year 9, have a significantly higher level of unemployment - 21%, after the same period. For women it is even worse at 59% unemployment.

Male Female Person

14 years and under 1,920 2,273 4,193

15 years 1,974 2,125 4,099

16 years 2,079 2,257 4,336

17 years 2,524 3,105 5,629

18 years 1,822 1,971 3,793

19 years and over 513 472 985

Still at school 683 618 1,301

Never attended school 27 29 56

Not stated 1,049 1,457 2,506

Overseas visitor 35 37 72

Figure 8: Ballarat Age left school by sex ABS 1996

In 2002, the New South Wales Bureau of Crime Statistics and Research noted that the

" … elimination of long term unemployment among males aged 15-24 by direct job creation would result in close to a 7 per cent reduction in property crime in NSW. Better still, if these individuals continued in formal education to the end of senior high school (increasing school retention by an extra 7,000 individuals) the reduction in break, enter and steal over the course of a year would amount to almost 15 per cent."

In an address to the Australian College of Educators in 2008, Saul Eslake noted that individuals who obtain more education and training, on average, are more productive (in the sense of producing more goods and services per hours worked), have stronger employment prospects and obtain higher wages, than those with less education.

He cited as evidence the fact that during the past eight years growth in employment for high skilled occupations had averaged 3.6% per annum,



accounting for 62% of all employment growth over that period. By comparison employment of trades people, clerical workers and labourers had grown by averages of 1.8%, 1.5% and 0.4% respectively, over the same period.

Mr. Eslake further noted that the probability of being unemployed is inversely related to an individual’s level of education attainment. As of May 2007, the unemployment rate for individuals with a university degree was 2.1%. This compares with rates of 4.9% for those whose highest educational attainment in year 12 and 7.6% for those that did not complete secondary school.

Even in the employment, the labour market fortunes continue to lag for less educated workers. In 2005, employees with a Bachelor Degree earned at least 47% more than those who had only completed secondary school, who in turn earned 6% more than those that did not complete secondary school (ABS 2005)

5.5 Education Sector Expenditure The total expenditure by industry sectors in Ballarat (C) on goods and services as inputs into production is estimated at $6,775.523. This includes $3,538,808 of regional (local) expenditure, $1,857.454 of expenditure on goods and services from the rest of Australia, and $1,379,260 from overseas.

The Education sector expends $73,527,000 locally within the region, $27,434,000 on imports from the rest of Australia, and $11,472,000 on total overseas imports.

Education includes all units mainly engaged in providing education.

Domestic imports by the local Education sector above totals $27,434,000.

All external supply sectors in the rest of Australia supplying goods and services to the local sector above



External Supply Sectors $m %

Manufacturing $12,192 44.44

Transport & storage $3,110 11.34

Property & business services $2,916 10.63

Wholesale trades $2,785 10.15

Finance & insurance $2,543 9.27

Electricity, gas & water supply $1,415 5.16

Cultural & recreational services $0,848 3.09

Accommodation, cafes & restaurants $0,386 1.41

Government administration & defense $0,338 1.23

Mining $0,330 1.20

Retail trade $0,208 0.76

Personal & other services $0,190 0.69

Construction $0,108 0.39

Agriculture Forestry Fishing $0,039 0.14

Communication services $0.017 0.06

Health & community services $0,009 0.03

Education $000 0.00

Totals $27,434

Figure 9: Ballarat (C) May 2010

Source REMPLAN

5.6 Councils support for the Economic Sector

In summary there are four key reasons why the City of Ballarat should support the development and expansion of the education sector:

5. Contribution to Gross Regional Product,

6. Employment and Household Income,

7. Community Wellbeing and Non Market Benefits

8. Assistance to Regional Industry

Contribution to Gross Regional Product

The tertiary education sector makes a significant contribution to the local economy through the direct and indirect expenditure by the sector. Whole of university studies of Charles Sturt and James Cook Universities indicate that the economic impact per student is between $32,000 and $34,000. The



studies confirmed that regional universities make a very large and important direct contribution to their regional economies

The recently released Economic Impact of the University of Ballarat noted that the university’s contribution to the local economy’s Gross Regional Product was approximately $427 million (2009). The contribution to the wider region’s GRP (Central Highlands and Wimmera regions) was calculated to be $467 million.

In addition to the University of Ballarat, the Australian Catholic University has a faculty in the City of Ballarat that would be contributing to the Gross Regional Product.

In relation to the ACE sector, independent studies have identified that the average net income per student to an ACE provider is estimated to be $107 per annum and that the average fee paid by students is estimated to be $134 per student per annum. It is also estimated that the average staff/teacher expenditure per ACE student is $805 per annum.

For the Victorian economy, the ACE sector is forecast to increase from $63.7 million in 2007 to approximately $1.7 billion by 2031.

Employment and Household Income

The University of Ballarat accounts for 4,415 direct and indirect jobs in the region. The employment in the wider region (Central Highlands and Wimmera) is calculated to be 1,731 jobs. The employment in the City of Ballarat and the wider region generates $260 million and $271 million in household income respectively.

These figures compare favourably with other major regional universities. For example, Charles Sturt University employs 3,100 people, generating $164 million in household income and Southern Cross University in Lismore employs 1,873 people, generating $139 million household income.

Student Employment Benefits

The education sector contributes to the local economy in ways other than by way of a direct economic contribution. For instance, by undertaking some form of higher education graduating students can usually gain more meaningful employment than students that do not undertake further study, which usually translates into a higher level of income.

A review of Australian Bureau of Statistics data revealed that a student achieving a Bachelor Degree is likely to gain employment where the income relativity compared with average weekly earning is 1.18, whereas a student undertaking no education further than secondary school has an income relativity of 0.57 of the average weekly earnings.



To further support this finding, Saul Eslake noted in an address that individuals who obtain more education and training, on average, are more productive (in the sense of producing more goods and services per hours worked), have stronger employment prospects and obtain higher wages, than those with less education.

He cited as evidence the fact that during the past eight years growth in employment for high skilled occupations had averaged 3.6% per annum, accounting for 62% of all employment growth over that period. By comparison employment of tradespeople, clerical workers and labourers had grown by averages of 1.8%, 1.5% and 0.4% respectively, over the same period.

A study by the Allen Consulting Group for the Victorian Government found that ACE-type study increased the income of individuals by varying amounts depending on age and gender, with annual wage income premiums as a result of ACE study of $8316–$12 829 for males, and $1336–$2205 for females

Participation in the ACE sector can also impact on the participation rate. Research has found that the chances of securing full time employment are greater for ACE graduates than students who do not undertake further education (63% greater for females who participate compared to 52% who do not participate).

To further reinforce this point, students who participate in the ACE sector report that their study and skill development help them gain meaningful employment. For example, in 2006, 68 per cent of former students reported that their study had taught them skills to help them get a job and 58 per cent said that their study had helped them to get a job.

Community Wellbeing and Non Market Benefits

The university sector contributes to the development and vibrancy of a region indirectly. As an example, the staff and student level at Deakin University in Warnambool contributes to increased rental value and increased property values estimated to be 10-26%.

Apart from their traditional roles, regional universities can also become specialized in providing education to regional students and those of low socio economic status and can provide appropriate support and encouragement

Regional universities improve the image and attractiveness of regional areas. They help to hold and attract young people to regional cities and contribute to the social, cultural and sporting fabric of communities. Specific events and initiatives of universities also have an economic impact. For example, the University of Queensland attracts 650 people to their Summer School and the Centre for Professional Development at the University of Southern Cross attracts industry associations to conferences and events.



It should also be noted that volunteer hours contributed by staff and students also have an impact on regional economies. For example, it is estimated that staff at the University of Southern Cross contribute a combined total of 2,000 hours per week volunteer activity in the region (average 4 hours per staff member). Students’ involvement in extra curricula activities was estimated at 1,800 hours per week.

There are also substantial non-market benefits that accrue from the ACE sector, which a number of researchers estimate to be larger than the market benefits. While non-market benefits are not as readily quantifiable, they are real and substantial, and should not be overlooked when estimating the value of the ACE sector.

The non-market benefits that are likely to be particularly relevant to ACE students include improvements in personal health, enjoyment of the ACE environment (e.g. supportive and informal) and more efficient household management.

The non-market benefits that accrue to the wider community as a result of ACE participation include an increased social capital and volunteerism and giving, with ACE participants recording higher rates of volunteerism after completing ACE programs. There is also evidence to suggest a decrease in crime as ACE builds social capital through promoting volunteerism, civic participation and informal socialising and intergenerational benefits, as an individual’s educational attainment is a key determinant of a range of outcomes for their children.

Assistance to Regional Industry

The presence of a higher education institution in a region can be a catalyst for innovation and assist industry in research and development. For instance, universities undertake research and development that can be focused on regional issues and/or have commercial application. In addition to research and development regional universities can link academic and business communities, e.g. University of Ballarat has provided OH&S programs for Bonlac Foods. Universities can educate the labour force, which, in turn, can assist in attracting industry to a region and assist in the cultural and social development of a region

The Northern Rivers Regional Economic Development Organisation noted that the university in their region can manage its interface with the regional community, outside of its student teaching role, in such areas as R&D, information and analysis, technology transfer, building strategic alliances, facilitating inwards investment, fostering best practice management, undertaking specialist skill development, etc., will be able to capture a strategic advantage that can be utilised as a market niche to access national and international opportunities that are consistent with local objectives (i.e. think global and act local).

In relation to training, the training provided by universities can have an impact on business bottom line. Deakin Australia found that health and safety training could provide a return of over 1000% on saved Workcover



costs. The Melbourne University team found that footwear manufacturers were experiencing a very large boost in value added per employee through their training activities, with returns to the firms of up to $5,000 for every $100 they spend

Impact of Non Participation

The impact of non-participation in education can be dramatic. For example, unemployment data indicates that seven years after leaving school only 7% of all year 12 leavers are unemployed. By comparison, young men who have left school in year 9, have a significantly higher level of unemployment - 21%, after the same period. For women it is even worse at 59% unemployment.

To take the above one further step, the New South Wales Bureau of Crime Statistics and Research established a correlation between people being unemployed and property crime. The Bureau noted that by keeping young people engaged in formal education to the end of senior school there would be a reduction in the level of crime, such as break, enter and steal offences.



6. The Role of Governments in the Sector The following article provides a very good summary of the challenge presented to the sector by having two masters, viz Federal and State governments, especially with regional universities.

The article was written by the Vice Chancellor Professor David Battersby and appeared in the Australian newspaper on the 4 August

“At the moment there is a healthy, polemical debate about the directions of the tertiary education sector.

The lifting of enrolment caps, the need for a diversity of institutions (community colleges, polytechnics, etc), national regulators, the social inclusion agenda, the list goes on.

To some extent, the focus and context for this debate has been restricted to the capital cities. Regional universities and their TAFE counterparts have tried to widen the debate and on occasions have highlighted the growing divide with participation rates in regional communities, the implications of the net migration flows of the 18-35 age group from the regions, the significant initiatives with indigenous students, and the importance of tertiary education institutions as catalysts for regional economic development.

The reality is, however, that much of the rest of the country is often not interested in what happens in the regions, especially when it comes to tertiary education.

There is polite acknowledgement of the differences and challenges in the regions, but for most, including governments, it's not where the real action is.

But a change in thinking may be occurring, partly driven by political expediency but also by recognition of capacity constraints associated with the challenges of population growth in our capital cities.

In recent months, the Victorian government has begun to connect the dots by positioning tertiary education provision and funding as a centerpiece of its regional development policy.

Victorian Premier John Brumby recently released his government's Regional Blueprint Ready for Tomorrow. Included was a discourse about improving educational opportunities for regional Victorians, enhancing their access to university and TAFE courses, and improving pathways from vocational education and training to higher education within regional Victoria.

Matched against these ambitions were specific new targets: to achieve at least a 10 per cent increase in the proportion of people in the 25-34 age



group in regional Victoria who attain a bachelor's degree qualification by 2025; and to achieve at least a 5 per cent increase in the proportion of higher education undergraduate enrolments of people of low socioeconomic status from regional Victoria by 2020.

The allocation of a $103 million tertiary education opportunities package accompanied these announcements.

It included $75m for infrastructure projects at regional universities and TAFE institutes, such as the provision of more student accommodation. There was $9m to support collaboration between regional TAFEs and universities to provide courses in more regional locations.

Funding was also allocated for transport options for students attending a regional tertiary education institution and a cadetship scheme to enable university students to undertake placements and internships in regional locations.

In the past, a state government might have justified not making these types of appropriations on the basis that it was the commonwealth's responsibility.

However, the key message from this recent Victorian initiative is that an effective regional development policy has to be aligned with a tertiary education policy and funding mix addressed to the specific needs of regional communities.

The Brumby government has made a breakthrough in this regard.

There are important lessons here for the commonwealth. While Regional Development Australia might be aspirational in its attempt to bring together all levels of the commonwealth government to enhance the growth and development of Australia's regions, the engagement it has with key government departments still seems minimal if not non-existent.

Nowhere was this more apparent than in the submission by the commonwealth Department of Infrastructure, Transport, Regional Development and Local Government to the 2009 committee of inquiry into the impact of the global financial crisis on regional Australia. This submission made no reference to the important role of tertiary education in regional Australia.

Equally silent on this matter was the 54-page submission from the Department of Education, Employment and Workplace Relations and the eight-page Department of Innovation, Industry, Science and Research submission.

So it was like a breath of fresh air to hear Brumby comment on ABC radio about his state's latest policy initiative: "I think of all of the states we have shown the strongest focus in this area. I would love the opportunity to work in partnership with the federal government to do more in this area, particularly expanding the role of our regional universities."



Maybe now is the time for such a partnership. It might result in more tangible links between commonwealth public policy on regional development and tertiary education provision in our regional communities”.

Source: The Australian 4 August 2010

6.1 Local Government Local government has an involvement in the sector especially in the planning area. A number of departments also work closely within the sector through various committees, i.e. the Ballarat Youth Strategy has been extremely helpful as a leadership document for the LLEN and YOG groups.

Other areas of involvement for local government could be:

• Creating a Councilor(s) portfolio in the Education Sector. The Councilor(s) could sit on the boards of a number of key organisations in the sector.

• Continued in principal support in the acquisition, co-ordination, planning and maintenance of and around school facilities and precincts

• Transport around Mt Clear and Mt Helen is a major issue and has been for a long time. General transport around schools is quite good, although on the 9 August many schools have a student free day so limited buses will be running. For those schools not having a student free day they have no transport. School buses in Wollongong are provided free of charge.

• Having a role in brining the sector together, build partnerships moving them away from operating in silos towards the a 2030 Vision.

• Continue to assist where possible in lobbying, mainly for funding. Lobbying could be extended along the lines of the first home buyers grant, pushing for a Regional Blueprint to include the 1st Home Buyers Grant as well as education vouchers (Learning Entitlements) for residents considering moving to the regions.

• The planning process around future education e.g. housing, roads, teenage services in and around growth corridors in the West.

• Having direct strategic relationships with schools through quarterly updates around future planning issues

• Continue existing schools partnerships e.g. Principal for a Day

• Continue with assisting with improving and operating sporting facilities on Council land

• City of Ballarat may be able to facilitate the sponsorship of breakfasts for those students who currently do not get breakfast at



home. This is not a budgeted item costing some schools in lower socio economic areas around $15,000 per annum. Sunicrust, Wilsons and Mega Meats already assist in these programs.

• Other organisations supporting this initiative are others supporting Sunicrust, Wilsons, Mega Meats)

• To convene an annual recognition program to celebrate the diversity of the education sector achievements for the year

• Promotion of the Sector wherever possible.

• Wherever possible use local training providers i.e. not sending apprentices to Melbourne for training (Burnley Horticulture)

• Bring this all together with stakeholders in a 1-2 day planning event, developing a plan with background research. Sharing data i.e. growth projections for Ballarat and across the 5 LGA's)

• Lead the region (Capital of the West) in debate around regional development and regional policy outcomes, e.g. water, roads, health, education regional infrastructure.

6.2 State Government State government has a number of important roles to play in the sector; they are mainly to do with:

• Funding most of the education providers

• Compliance

• Supporting the promotion and decentralization of industry

• Could extend their promotions beyond traditional industry and if groups such as the Victorian College of the Arts were looking for a new home, encourage and assist them in moving to Ballarat, a city well resourced to accommodate them.

• Developing a Regional Transport System

• DEECD to eencourage the sharing of facilities to maximise assets and developing areas of genuine specialization aligned to Ballarat longer-term growth requirements.

• Significant increase in funding particularly for non-government schools in line with other states

• Develop policy for the sector that encourages collaboration as part of any funding submission



6.3 Federal Government In addition to the introductory comments the Federal Government has an important role in:

• Funding

• Continually encourage Skills for growth

• Designing the National Curriculum

• Funding new initiatives that encourage diversity in schools outside national curriculum

• Creating incentives around study incentives for regional students



7. Review of Education Policies

7.1 Diversity, Inclusion and Equity OECD countries are committed to ensuring that their education systems are equitable for all students, which requires them to provide for groups with diverse needs. An important part of this task is to structure programmes for students with disabilities, difficulties, and disadvantages in a way that respects and protects these groups’ rights. This doesn’t have clear-cut implications for the distribution of resources, since many disabled students could never produce outcomes equal to those of their non-disabled peers.

An indicator of whether this occurs is how many students attend special schools; this varies greatly across countries, and where it is high, this is a sign of mainstream schools’ failure to accommodate diverse needs. Other indicators relate to what is going on inside the school system, such as staff development and co-operation among schools, while others cover external relationships such as accountability and community involvement.

The Education Sector Ballarat recognises diversity as its main strength, on the other hand it also acknowledges its main weakness as not being co-ordinated. Council could play a significant role in bringing the sector to facilitate thematic forums.

One such forum could be around sustainability. Ballarat Grammar School prides itself on their work in reducing the schools carbon footprint. Through carefully designed building they no longer require air conditioners classrooms. Grammar also has a valuable contribution into the sustainability of Lake Wendoure. Such forums would achieve the diversity, inclusion and equity requirements mentioned above.

The following graphic shows students in compulsory education requiring addition resources in OECD countries.



7.2 Career Guidance: New Ways Forward Career guidance plays a key role in helping labour markets work and education systems meet their goals. It also promotes equity; recent evidence suggests that social mobility relies on wider acquisition not just of knowledge and skills, but also of an understanding about how to use them.

In this context, the mission of career guidance is widening, to become part of lifelong learning. Already, services are starting to adapt, departing from a traditional model of a psychology-led occupation interviewing students about to leave school.

One key challenge for this changing service is the moves from helping students decide on a job or a course, to the broader development of career management skills. For schools, this means building career education into the curriculum and linking it to students’ overall development. A number of countries have integrated it into school subjects. However, career education remains concentrated around the end of compulsory schooling. In upper secondary and tertiary education, services focus on immediate choices rather than personal development and wider decision-making, although this is starting to change in some countries.

A second challenge is to make career guidance more widely available throughout adulthood. Such provision is underdeveloped, and used mainly by unemployed people accessing public employment services. Some new services are being linked to adult education institutions, but these are not always capable of offering wide and impartial advice. Efforts to create private markets have enjoyed limited success, yet public provision lacks



sufficient funding. Thus creation of career services capable of serving all adults remains a daunting task. Web-based services may help with supply, but these cannot fully substitute for tailored help to individuals.

One of the major issues in Ballarat is the transition from school life to working life. This gap still remains is closing but has a long way to go.

From a career guidance perspective the best learning students can do is to engage more with industry.

Council could play a role in brining the sector together in innovative ways such as the Mindshop Excellence program.

During the month of August the Mindshop Foundation in conjunction with Ai Group as part of their manufacturing Week have engaged a number of schools to work closely with some of the regions major manufacturers on a ‘real’ business problem.

The schools and businesses involved are:

• St Patrick’s College – hosted by Haymes

• Beaufort SC – hosted by Pyrenees Shire

• Ballarat Secondary College – East Campus – hosted by FMP

• Mt Clear SC – hosted by Maxitrans The format for the weeklong projects is:

Day 1.

Students are required to meet in the BRACE Building foyer NO LATER THAN 8.45am.

Mindshop Excellence Facilitators will meet students.

Training will commence at 9:00am.

Morning Break: 10:30 – 10:45am

Lunch: 12:15 – 1:00pm Lunch, fresh fruit and bottled water will be provided by Mindshop for the students and Facilitators.

Briefing by Host Companies: 3:00 – 3:30pm – A representative from each host company will deliver the project to their group briefly at BRACE and be available for a few questions.

Finish: 4:00pm – Facilitators will set each group up with a suggested timetable for the following day to assist with their project data gathering

Day 2 (Tuesday 10th August)



Students arrive on location at their respective host company for a 9am start. Preliminary familiarisation, induction & data gathering

Locations for Tuesday to Friday are:

MaxiTRANS Manufacturing (Con Archon) and Mt Clear Secondary College

Haymes Paint (Pauline Griffin) and St Patricks College

Pyrenees Shire (Curtis Hains) – Beaufort Secondary College

FMP (Susan Honeyman) and Ballarat Secondary College – East Campus

Days 3 & 4 - Data gathering & analysis, problem solving & planning

Day 5 - Preparation for & presentation to representatives from the host organisation, their school & their parents – time of presentation to be confirmed with each group – usually before lunch. Each student is expected to participate in this presentation with a PowerPoint production. Usually 30 minutes

Formal presentation of each group at a location (usually the Town Hall) and time to be confirmed with Kay Macaulay. A student representative from each group will give a 5-minute speech outlining their project and their week’s experience at their host. Finish around 4pm.

Other countries adopt a more traditional approach to career guidance as described in the Box below.



7.3 Changing Patterns of Governance in Higher Education Around the world higher education is under pressure to change. It is growing fast and its contribution to economic success is seen as vital. The universities and other institutions are expected to create knowledge; to improve equity; and to respond to student needs – and to do so more efficiently. They are increasingly competing for students, research funds and academic staff – both with the private sector and internationally.

In this more complex environment direct management by governments is no longer appropriate. How then can the governance of higher education institutions assure their independence and dynamism while promoting key economic and social objectives?

New approaches to governance in OECD countries combine the authority of the State and the power of markets in new ways. Institutions are gaining greater freedom to run their own affairs. Public funds are allocated in “lump-sum” form, and funding from students and business is increasingly encouraged. In exchange for autonomy, governments seek to hold institutions to account, linking funding to performance and publicly assessing quality.



Higher education institutions have to work hard to meet funding and regulatory criteria and at the same time to strengthen their market position. There is an emphasis on institutional strategy, and a shift in power away from individual departments. External members sit on governing bodies formerly dominated by academic interests. Senior managers are selected for their leadership skills as well as for their academic prowess.

Such changes can create tensions. Higher education institutions need to develop a creative balance between academic mission and executive capacity; and between financial viability and traditional values. Governments have to balance the encouragement of excellence with the promotion of equity. In the knowledge economy the stakes are high.



The UB of is a very important contributor to the education sector in many ways and has the potential to make an even bigger contribution in the future especially from an economic perspective.

The university is currently experiencing major changes in the way it operates with all departments needing to become more competitive in open markets as well as addressing declining international numbers to name only a few changes.

To better understand the sector, in particular the major contributor, Council could establish a Councillor portfolio around the Education Sector. As part of the portfolio the Councillor should seek a position on the UB Council.

7.4 Strategies for Sustainable Investment in Adult Lifelong Learning Lifelong learning is a core strategy for moving to a knowledge society, and ensuring that the benefits are equitably distributed. However, adult learning is the weak link in the lifelong learning framework. Although the benefits of adult learning cannot be expressed in financial terms alone, economic considerations are important. If individuals, enterprises and governments are to invest more in adult learning, it must be “economically sustainable” (projected benefits must be sufficient to offset the costs) and “financially sustainable” (there must be a means of paying today for benefits that may arrive well into the future). While investment in young people’s education is highly sustainable in both senses, this is less true for adult learning.

Under prevailing policy, the economic returns provide only modest incentives for individuals – particularly adults in employment to undertake more lifelong learning. Intervention is needed to ease the burden of foregone earnings and to shorten study periods by giving adult learners credit for what they already know.

The sustainability of adult learning centers hinges on mechanisms of share costs among individuals, government and employers.

As previously mentioned Ballarat has an active and effective ACE providers, however it is always under funding pressures and like so many other elements of the education sector it can see itself in isolation, rather than one of a number of players trying to address a whole system problem.

There is a need to include the providers in future strategy sessions around community development.

7.5 Recent education policy developments in OECD countries Countries were invited to submit the following summaries based on standard guidelines. The maximum length was 200 words per country. Due to space constraints, the entries have not been able to cover all significant policy developments. The emphasis was on outlining major education



policy developments that have occurred recently or which are being implemented, and which are likely to be of most interest to an international audience. Countries were asked to be selective, and were not required to cover each education sector or level.

The entries have been edited to provide a consistent format and observe space constraints.

Summaries were provided by 18 countries: Austria; Belgium (French-speaking Community); Canada; Denmark; Finland; France; Germany; Ireland; Italy; Japan; Korea; the Netherlands; New Zealand; Norway; Portugal; Spain; the United Kingdom; and the United States.

The summaries emphasise the broad scope of education policy making in OECD countries. The countries have highlighted policy developments within a framework of lifelong learning, ranging from early childhood and preschool education (e.g. Austria, Korea and New Zealand) through to adult learning and workplace training (e.g. Denmark, Finland and Spain). The breadth of policy initiatives makes them difficult to readily categorize, although several common themes are evident.

First, almost all the countries have drawn attention to policies intended to lift the quality of learning in the compulsory school years. This emphasis has included more clearly specifying the key skills and knowledge that students need to achieve [e.g. Belgium (French community), Germany and Japan], introducing external evaluations of student learning and school performance (e.g. the Netherlands, Norway and Portugal), and strengthening teacher expertise (e.g. in teaching reading in the United States). The adoption of frameworks that specify learning objectives and accountability requirements have generally been part of a broader reform package that also provides schools with more operational autonomy (e.g. in Finland and Italy).

Second, issues of social disadvantage and student alienation continue to be major concerns, with programs aimed at reducing the number of young people without qualifications (e.g. France and Germany), improving student motivation (e.g. the United Kingdom), or reducing differences in education opportunities across regions (e.g. Korea).

Third, the higher education sector has been a particular focus of reform in most countries. These changes have generally been in the direction of providing institutions with more autonomy within a framework of greater external accountability for performance

Within Europe a major impetus for higher education reform has been the Bologna Declaration with its goal of a common framework of higher education degrees, and several countries have drawn attention to changes in the structure of their higher education qualifications (Denmark, Germany, the Netherlands and Norway). Finally, the organisation and administration of the education sector is undergoing substantial change in a number of countries. The moves toward greater operational autonomy for education institutions and more involvement by local authorities mean that central education departments are becoming less involved in the direct provision of



education, and more focused on strategic planning and the evaluation of outcomes.

UNESCO has achieved this by setting six goals as part of its Learning for All Program the Council should adopt a similar commitment to building the cities reputation nationally.

UNESCO Learning for All Goals

Goal 1 Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children

Goal 2 Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.

Goal 3 Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs

Goal 4 Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

Goal 5 Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

Goal 6 improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.



8. Recommendations Following the consultation process, reviews of the economic impact of education and education policies at State, Federal and International levels there are seven recommendations for the further the development of the education sector.

The seven recommendations are presented in the context of Councils strategic themes. The themes and recommendations are as follows:

Advocacy and Leadership

The report recommends that Council’s role is to provide broad advocacy and leadership in the educational needs of its community be establishing consistent dialogue within the education sector. To achieve this Council should:

1. Develop a 2030 Vision with the sector

2. Share compliance best practice within the sector

3. Conduct regular sector forums to discuss the regions resource requirements in five years time.

Student attraction and retention

Links with new resident program and Global Skills Program (Skilled Migration)

Opportunities exist for the City of Ballarat to work in partnership with education providers to attract new students to Ballarat through integrated marketing for student attraction and retention. In particular, the City can provide motivational materials and welcome packages for use by the sector as part of their recruitment campaigns. To achieve this Council should:

4. Incorporate ‘Ballarat an Education City’ into all Council marketing collateral

Investment and development

(Links with Ballarat ICT Ltd. and developing R&D Capacity.

Councils commitment to Ballarat’s ICT Ltd and the strengthening of Ballarat’s ICT sector represents significant opportunity to deliver improved integrated education across Ballarat, and future investment opportunities should not only focus on ‘bricks and mortar’ development, but also on technology based delivery and connectivity between campuses and regions. To achieve this Council should:

5. Use the NBN rollout to strengthen the regions educational diversity and to develop new products and services.



6. ‘Map’ the educational sector resources, linkages and facilities to assist in identifying annual capacity peaks and troughs with the aim of extending usage to expand tourism and conferencing

7. Create a partnership model engaging the sector in further growth but in a mush more coordinated way, working closely with industry and government in a unique ‘Triple Helix’ approach.

It is important to note the numerous comments passed throughout the consultation process as to how important this dialogue has been to schools.

That the strategic nature of the discussions, in the context of Ballarat’s 30,000 resident growth, is of vital interest to the schools and their planning.

8.1 2030 Vision There is a need for a coordinated approach to the sector if it is to grow and develop to its full potential. At the moment the sector is very diverse but lacking in coordination. There is a strong desire for a more coordinated approach in the future from the sector.

Some of the important elements of the 2030 Vision to be addressed will be:

• The future of Ballarat and the role of education

• Where does the sector see itself in 5, 10 and 20 years?

• What will be its competitive advantage?

• Where are the areas of potential competitive advantage and to strengthen the region as an education hub?

• What are the linkages currently and what do they need to be in the future?

• Planning for population growth

• Infrastructure investment

• Areas of research that could be undertaken

• What projects

This recommendation is aligned to Councils’ economic strategy for the education sector, which is to:

• Consolidate education as a strategic export sector in Ballarat.

• Use education as an enabler of an innovative community and economy.

• Grow Ballarat as a location for international and intra-regional students.



• Build institutional and education industry engagement with industry to build research and development capability.

• Develop a culture of lifelong learning Improve the rate of retention of students post-qualification and the capacity to attract previous residents back to Ballarat.

8.2 Education City An Education City is a marketing phrase, which might better depict the City’s competitive advantage in education in the future. At the moment the aspiration is to be recognised as Australia’s leading regional education provider. This reference is based on the number and diversity of the education providers in the hope that not many regional cities have their own university.

A better approach would be to create a new phrase definition such as Ballarat an Education City. This approach creates uniqueness around and a truth about the offering and immediately creates interest in what is meant by the term Education City?

As educational leadership is much more than facilities and providers. The Ballarat an Education product could include a statement incorporating some of the following concepts:

• An initiative of the City of Ballarat

• Coordinated by a Foundation for the advancement of the regions Education, New Technologies and Community Development

• The City’s initiative which aims to be the centre of educational excellence in the region, instructing students in critical areas important to the region including ICT and sustainability

• Houses a diverse range educational facilities from pre school to research level

• Has its own international recognized university

• Every person is connected to the internet and has access to learning resources

• Is also conceived of as a forum where the education sector shares research and forges relationships with industry, government and education

Being able to position Ballarat and education in an honest and interesting way is a vital marketing tool for external markets as well as the community.



8.3 NBN The NBN program announced by the Federal Government is an excellent opportunity for Ballarat. Both the 2010-2014 economic strategy and Ballarat ICT strategy recognise its importance.

The NBN development will see Ballarat well placed to drive skills development and economic growth and diversification, and help establish Ballarat as the premier high tech; knowledge based regional economy in Australia.

8.4 Mapping the Education Sector Mapping is a way of describing and assessing the functions that make up the education sector.

Key components of the mapping process beyond this review, would be to:

• Facilities - Identify all the education facilities

• Students – identify recipients of education in the region

• Teachers – identify the teacher sills shortages

• Industry – quantify education usage

• Research – focus on major research initiatives

• Diversity – what is the range of curriculum offered

The results of the research should inform the future strategy development process and help in the design and development of an education sector web site.

8.5 Partnership Framework - The Triple Helix As regions seek to create a more dynamic approach to the emergence of knowledge-based economy development, new relationships between industry, governments and universities are emerging. These new relationships are being referred to as a ‘triple helix’. As these relationships develop each group is undergoing some internal transformation, often creating hybrid organizations such as technology centres and virtual incubators, but certainly more collaborative and innovative approaches to existing problems.

Academic-industry-government cooperation requires new learning, communication, and service routines on the part of institutions that produce, diffuse, capitalize, and regulate processes of generation and



application of useful knowledge. In projects, communication, and new kinds of shared values.

A university-industry-government interaction at the regional level is not an entirely new phenomenon. What is new is the spread of technology policy to virtually all regions, irrespective of whether they are research or industrially intensive.

Within specific regional contexts universities, governments and industry are learning to encourage economic redeployment through the development of loosely coupled reciprocal relationships and joint undertakings. For this to happen a local region must have some scientific and technological institutions and have produced or obtained access to other necessary kinds of innovation supporting instruments such as investment mechanisms and institutions to promote concerted action.

The recommendation is to form an educational Triple Helix a unique approach to the development of Ballarat an Education City. The uniqueness is found in:

• The creation of a new knowledge space with a focus on “regional innovation” where different actors work to improve local education conditions for innovation by concentrating related R&D activities and other relevant operations

• The creation of consensus space where new ideas and strategies are generated in a “triple helix” of multiple reciprocal relationships among the various sectors (academic, public, private), and

• The creation of new innovation space – to collaborate in establishing and/or attracting public and private funds to the sector (combination of capital, technical knowledge and business knowledge) is central to the concept.

8.6 Sharing Compliance Best Practice As the compliance demands increase on the sector there is a need to provide more resources and time, which can divert the energies of an organisation away from delivering its services.

With more than 100 organisations required to undertake an audit and address compliance issues, thus duplicating knowledge and resources, there is a need to be able to share some of the core elements of the process being consolidated into a best practice compliance approach.

Using new technologies a knowledge management system could be used to great affect to reduce the time wasted and improve the regions providers performance.

Council’s role in the process is in the coordination and getting groups together and possibly sharing their management knowledge management system



8.7 Sector Forums Council to convene an annual forum for sharing information and the continuous development of the 2030 Vision.

The content of the forums will evolve from the 2030 Vision and strategy.



9. Action Plan

Strategies Actions When Who

Map the Sectors resources

• Design the mapping program as a student research project through UB using a web site

• Identify the linkages and gaps

• Feed results in to 2030 Vision

• Build a an Education Sector web site for ongoing communications

2011 UB

2030 Vision • Scope the Vision 2030 project using the key stakeholders in the triple helix model

• Conduct the vision workshop and document the outcomes

• Present the outcomes to participants and publish on the web site

• Implement the strategies

Oct/Nov 2010

Triple Helix

Education City • From the 2030 Vision process identify the key elements of Ballarat an Education City

• Design marketing collateral

• Create the web site

• Incorporate into marketing activities

Nov 2010 ED

CoB

NBN Rollout • ED identifies the role of the education sector

• Review Ballarat ICT strategy

• Create projects through the triple helix network

Mar 2011 ED

CoB

Partnership Framework

• Assemble the key stakeholders

• Discuss the 2030 Vision and the types of project that will meet its objectives

• Conduct meetings in the new tripartite approach being sensitive to new learning’s and collaboration

• Continue to meet on a regular basis.

Mar 2011 ED CoB

Key stake.

Compliance Best Practice

• Identify the scope of the need for a knowledge management system across the sector

• Identify the platform to deliver the service, i.e. software or more likely web based.

• Build content from those requiring the service

• Maintain the content through the sector

Jun 2011 ED CoB

Ed Sector

Sector Forums • Convene annual sector forums Annually ED CoB

Figure 10: Education Sector Action Plan



10. Acknowledgments We are grateful for the time and valuable contributions made to the Education Sector Review by the following groups:

Ballarat Health Services – Andrew Rowe

Ballarat Community Health Centre -

Ballarat and Clarendon College – David Shepard

Ballarat Grammar School – Stephen Higgs

Ballarat Group Training – David Edwards

Ballarat High School – Peter Dredge

BEST CD – Ron Stone

CentaBRACE – David Beaver

Central Highlands Primary Care Partnerships

Centrelink

Damascus College – Sister Marie Davey

DEECD - Malcolm Miller

HLLEN – Wendy Draayers

Link Up -

Mt Clear Secondary College – Linda Flynn

Sebastopol Secondary College – George Porter

St Patrick’s College – Dr Peter Casey

That Place -

University of Ballarat – Professor David Battersby, Peter Matthews

UB TAFE – Barry Wright

UBTec

Youth Connections

Youth Options Guarantee - Cassie Lindsay



11. References Allen Consulting Group: The Economic Benefit in Investment in Adult Community Education in Victoria, Report to the Department of Planning and Community Development and the Adult, Community and Further Education Board, Melbourne, 2008

Australian Bureau of Statistics: Education and Training Experience, Australia (Cat. No. 6278.0) 2005

Australian Bureau of Statistics: Education and Work (Cat. No. 6227.0) 2007

Ballarat Economic Strategy 2010-2014

Birch E.R., Kenyon P., Koshy P. & Wills-Johnson N.: Exploring the Social and Economic Impacts of Adult and Community Education, National Centre for Vocational Education Research, Leabrook, South Australia, 2003

Business Council of Australia: The Cost of Dropping Out: The Economic Impact of Early School Leaving, Canberra, 2003

Campbell D.: What is Education’s Impact on Civic and Social Engagement; Measuring the Effects of Education on Health and Civic Engagement, Proceedings of the Copenhagen Symposium – OECD 2006

Centre for International Economics: Assessing the Economic Contributions of Regional Universities, A Report prepared for the Review of Higher Education Financing and Policy (West Review), Canberra, 1997

Canton, J.: The top trends that will reshape the world in the Next 20 years. Plume 2006

CQ University Australia: Submission to the Senate Inquiry; Rural and Regional Access to Secondary and Tertiary Education Opportunities, Rockhampton Queensland, 2009

Department of Education Training and Youth Affairs: Engaging Universities and Regions: Knowledge Contribution to Regional Economic Development in Australia, Canberra, 2000

EconSearch Pty Ltd: Murraylands Economic Outlook Report 4; Education Analysis, Prepared for the Murraylands Regional Development Board Inc. Murraylands, South Australia, 2008

Eslake S.: Education, Innovation and Australia’s Economic Future, An Address to the Australian College of Educators, 2008 National Conference, Hotel Grand Chancellor, Hobart, Tasmania, 2008

Institute for Research into International Competitiveness: Exploring the Social and Economic Impacts of Adult and Community Education, Prepared for National Centre for Vocational Education Research, 2002



Langworthy, A.: Determining the Impact of Universities, Centre for Regional Development, Swinburne University of Technology, Lilydale, 2002

Muirhead: Western Corridor Economic Development Strategy, 2003

Northern Rivers Regional Economic Development Organisation Inc: Submission to the Review of Higher Education Financing and Policy 1997

Regional competitiveness and skills: By Organisation for Economic Co-operation and Development

Western Research Institute: Economic Impact of Charles Sturt University, Prepared for the CSU Office of Planning and Audit, Bathurst NSW 2005

Walsh L., Wilde S., Buultjens J. & Mason S.: The Economic Value of Southern Cross University on the Coffs Coast Region Economy: An Input-Output Analysis, Research Report 5, Regional Futures Institute, Southern Cross University 2009

Walsh L., Wilde S., Buultjens J., & Mason S.: The Economic Value of Southern Cross University on the Lismore Region Economy: An Input-Output Analysis, Research Report 4, Regional Futures Institute, Southern Cross University 2009

Volkoff, V & Walstab, A 2007, Setting the Scene: Investigating Learning Outcomes with a View to the Future, Report to the ACFE Board Victoria, Centre for Post-compulsory Education and Lifelong Learning, University of Melbourne, February.

Walstab, A, Volkoff, V & Teese, R, ACE Connects: Building pathways to education, employment and community engagement. ACE longitudinal study —2005 survey, Centre for Post-compulsory Education and Lifelong Learning, University of Melbourne. 2005

Wilde S., Buultjens J., Walsh L. & Mason S.: The Economic Value of Southern Cross University on the Tweed-Gold Coast Economy: An Input-Output Analysis, Research Report 1, Regional Futures Institute, Southern Cross University 2009

Wolfe, B & Haveman, R, ‘Accounting for the Social and Non-market Benefits of Education’, in Helliwell, JF (ed.), The Contribution of Human and Social Capital to Sustained Economic Growth and Well-being: International Symposium Report, Human Resources Development Canada and OECD, 2001.



12. Appendix A - Excerpt from Report Prepared by EconSearch Pty Ltd for the Murraylands Regional Development Board Inc. 2008

Economic Impact of Construction and Expansion of Education Facilities

Analyses were undertaken to assess the economic impact associated with two alternative scenarios, namely:

• Scenario One: Cost of construction and expanding facilities is $8 million.

• Scenario Two: Cost of construction and expanding facilities is $15 million.

The results of the economic analyses are presented, in turn, in the following sections. It should be noted that the estimates of economic impact assume that the increase in demand for building construction will have no discernable effect on the cost of goods and services used in the construction process or the cost of labour. As noted in Section 4, in a relatively open economy, which has reasonable capacity to increase output in most of the key supply industries, this is a valid assumption. However, if local supply conditions are tight (for either materials inputs or labour), costs may increase, inputs and even labour may be sourced from outside the region and the impact on the Murraylands economy may not be as large as Tables 6 and 7 suggest.

Economic Impact of Construction and Expansion: Scenario One

Estimates of the net regional economic impact of construction relating to the upgrade and expansion of post secondary education facilities in the Murraylands region are provided in Table 6.

Estimates of economic impact were based on the assumption that the costs associated with construction and upgrade of facilities would result in an $8.0 million increase in building construction output (Table 6). Building and construction activity, of the magnitude detailed above, would generate an estimated 74 fte jobs in the Murraylands regional economy. Approximately 42 of these fte jobs would be generated directly in building and construction and the remaining 32 fte would be flow on jobs into other sector of the regional economy (Table 6). Jobs in building construction would account for 58 per cent of the total employment impact. Flow-on employment would be concentrated in trade, manufacturing, property and business services and transport and storage sectors.

An estimated $6.3 million (in 2008 dollars) in GRP would be generated in the Murraylands regional economy in 2007/08 as a result of building and



construction activity. An estimated $4.0 million would be generated directly and the remainder in flow on to other industry sectors (Table 6).

GRP in the building construction sector would account for 68 per cent of the total GRP impact (Figure 6). The remaining GRP would be generated in the trade, manufacturing and property and property and business services sectors.

Sector Output $m

Employment FTE

Contribution to GRP $m

Building Construction 8.0 42 4.0

Flow on impacts

Trade 11 0.4

Manufacturing 4 0.3

Agriculture, Fisheries & Forestry 3 0.2

Transport & Storage 1 0.1

Property & Business Services 2 0.2

Health & Community Services 2 0.1

Other flow-on impacts 8 1.0

Total flow-on impact 32 2.2

Total 74 6.3

Figure 11: Estimated regional economic impact of construction and expansion of education facilities in 2007/2008, scenario one ($8m)

a To avoid double counting only direct output impacts have being reported. b Totals may not sum due to rounding. Source: EconSearch analysis.

Economic Impact of Construction and Expansion: Scenario Two

Estimates of the net regional economic impact of capital development relating to the expansion of post secondary education facilities in the Murraylands region are provided in Table 9. Estimates of economic impact were based on the assumption that the costs associated with construction and upgrade of facilities would result in a $15.0 million increase in building construction output (Table 9).

It was estimated that 140 fte new jobs would be generated in the Murraylands regional economy by construction and expansion of education facilities. Approximately 79 of these jobs would be generated directly in the building construction sector and 61 flow on jobs in other sectors of the regional economy.

An estimated $11.8 million in GRP would be generated in the Murraylands economy by construction and expansion of education facilities, $7.6 million directly and $4.2 million in flow-on GRP in other sectors of the regional economy.



Sector Output $m

Employment

FTE


Building Construction 15.0 79 7.6

Flow on impacts

Trade 21 0.7

Manufacturing 8 0.5

Agriculture, Fisheries & Forestry 5 0.3


Property & Business Services 5 0.4



Total flow-on impact 61 4.2

Total 140 11.8

Figure 12: Estimated regional economic impact of construction and expansion of education facilities in 2007/2008, scenario two ($15m)


The Economic Impact of an Increase in Education Delivery to Local Students and Workforce

Estimates of regional economic impact of an increase in education delivery to residents of the Murraylands and surrounding areas have been undertaken for two alternative scenarios, namely:

• Scenario one: enrolment of 200 full-year (or equivalent) Murraylands students.

• Scenario two: enrolment of 500 full-year (or equivalent) Murraylands students.

Estimates of regional economic impact are based on student expenditure on tuition fees and exclude any government-funded component of course costs.

The analysis assumes that the economy has the capacity to meet demands for additional goods, services and labour. The extent to which this is not the case, the estimates provided in Tables 10 and 11 will overstate the impact on the Murraylands economy.

Education for Local Students and Workforce: Scenario One

Estimates of the net regional economic impact relating to an increase in delivery of post-secondary education to students and workers in the Murraylands region are provided in Table 8



Sector Output $m

Output FTE


Education 1.56 19 1.19

Flow-on impacts

Trade 4 0.13

Accommodation Restaurants & Cafes 1 0.03


Personal & Other Services 1 0.05

Manufacturing 1 0.05



Total flow-on impacts 11 0.80

Total 30 1.99

Figure 13: Estimated regional economic impact of education for local students and workforce in 2007/2008, scenario one (200 students)


Estimates of regional economic impact, for scenario one, were based on the assumption that the new facility would attract 200 full year (or equivalent) students from within the Murraylands region who would pay an average of $7,820 per year in tuition fees. This equates to an increase in the education sector output of $1.56 million (Table 9).

It was estimated that 30 fte new jobs would be generated in the Murraylands in response to the increase in education delivery of the magnitude detailed above Approximately 19 of these jobs (62 per cent) would be generated directly in the education sector and 11 flow-on jobs would be generated in other sectors of the regional economy.

Job generated in the education sector would account for 62 per cent of the total employment impact. Flow-on jobs would account for the balance of the total employment impact and would be concentrated in trade, accommodation, restaurants and cafes, health and community services and personal and other services.

It was estimated that almost $2.0 million (in 2008 dollars) in additional GRP would be generated in the Murraylands regional economy in response to an increase in education delivery to local residents. Approximately $1.2 million in GRP would be generated directly in the education sector and $0.8 million in flow-on GRP would be generated in other sectors of the regional economy.

GRP generated in the education sector would account for 59 per cent of the total impact, with the balance being attributed to flow on in other sectors of the regional economy.

Education for Local Students and Workforce: Scenario Two



Estimates of the net regional economic impact relating to delivery of post- secondary education to students and workers in the Murraylands region are provided in Table 9.

Estimates of regional economic impact, for scenario two, were based on the assumption that the new facility would attract 500 full year (or equivalent) students from within the Murraylands region and surrounding areas who would pay an average of $7,820 per year in tuition fees. This equates to an increase in the education sector output of $3.91 million (Table 9).

It was estimated that approximately 74 fte new jobs would be generated in response to an increase in education delivery in the Murraylands. The majority of these jobs (46 fate) would be generated in the education sector and the remainder (28 fate) in flow on to other sectors of the regional economy.

Sector Output $m

Output FTE


Education 3.91 46 2.96

Flow-on impacts

Trade 10 0.33

Accommodation Restaurants & Cafes 2 0.08


Personal & Other Services 2 0.11

Manufacturing 2 0.12



Total flow-on impacts 28 2.00

Total 74 4.97

Figure 14: Estimated regional economic impact of education for local students and workforce in 2007/2008, scenario two (500 students)


Other Facets of Regional Economic Development Associated with Education Activity in the Region

In addition to the quantifiable economic impacts outlined above there are a number of other facets of the regional economic development associated with education activity within the Murraylands region, namely:

• Population retention and attraction;

• Skilled workforce;

• Low unemployment; and



• Higher household incomes.

Population Retention

Increasing education opportunities available within the region may assist with population retention. Many residents, particularly young people, are likely to move away from the region to undertake post secondary education and training. An increase in education delivery in the Murraylands could reduce the number of people who leave the region.

Improved education facilities may also assist in attracting new residents to the Murraylands region.

Skilled Workforce

Increasing opportunities for obtaining post-secondary education within the region has the potential to increase the level of skills within the workforce. A higher proportion of skilled labour in the workforce will assist existing businesses in satisfying their workforce requirements and potentially attract new businesses and industries to the region.

Lower Levels of Unemployment

Higher levels of education and training are likely to correspond with lower levels of unemployment and poverty. Low unemployment has many social and economic benefits. Employed individuals and households are more likely to be actively involved in society and social activities and income earned provides individuals and households with greater opportunities to save, borrow and invest.

Higher Household Income Potential

It is likely that there is a positive correlation between higher levels of education and higher income earnings. An increase in the level of household income has flow-on social and economic benefits across the community.



13. Appendix B – Market Benefits of the ACE Sector

Stage Summary results

Estimate effect of ACE-type study upon individual income

Average annual wage income premium

Males Females

Age 25-49 $12 829 $1 336

Age 50-59: $8 316 $2 205

Additional annual wage premium derived on basis of hours worked

Males Females

Age 15–19: $3 830 $ 481

Age 20–24: $9 651 $1 368

Age 50–59: $8 316 $2 205

Age 60–64: $5 468 $1 180

Age 65–69: $1 241 $ 110

Identify ACE student contact hours (SCH) with market benefit

Estimated that in 2006, 63.7 per cent of Victorian Government funded School Contact Hours had a market benefit

Forecast ACE student contact hours with a market benefit

Estimate of average 0.6 SCH per capita in 2004-2006 with a market benefit

Estimated that market benefit SCH to grow from 4.53 million in 2007, to 5.082 million in 2031

Estimate future human capital stock On basis of estimated average student contact hours for certificate-level study (500 hours), calculated that certificate number equivalent of ACE human capital stock to grow from 8746 in 2007, to accumulated human capital stock of 205 655 in 2031

Value future human capital stock Estimated annual value of wage income attributable to ACE completions between 2007 and 2031, to grow from $30 million in 2007, to $819 million in 2031

Net present value of increased income estimated to be $7.5 billion

Net present value of future income from ACE completions in 2007 only estimated to be $202 million

Estimate Gross State Product (GSP) impact of future human capital stock attributable to ACE

GSP impact estimated to be 2.13 times the wage income effect, increasing from $63.7 million in 2007, to $1.7 billion in 2031

Net present value of additional GSP attributable to ACE estimated to be $16 billion

Valuing the market benefits of the ACE Sector: Summary

Source: The Allen Consulting Group



14. Appendix C – Wolverhampton City Curriculum Cit Curriculum framework provides a common timetabling agreement across the City to enable learners to follow the courses they wish to study. This may mean learning in organisations other than where the learner normally goes. It is possible to gain some or most of your learning at School A but attends School B or another training provider, such as the college to receive additional learning. Curriculum models could consist of five day learning packages that utilise the above framework for their delivery. Most of them have been developed to enable learning in more work like environments. The models are delivered in a variety of ways including:

• Employer led models, where a learner is based with an employer for one day per week but their assessment for accreditation being carried out by the school or a training provider.

• Training Provider led models, where the training provider may take a learner to a number of different employers and where the training provider carries out the assessment.

• Schools working as networks. In this instance, a learner may be undertaking a course across a number of schools, for example, undertaking practical learning off site but carrying out the theoretical work in their own school. Note: Use Figures 1 and 2 as examples for formatting Tables and Graphics respectively.



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Education Gap Review

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