MORE THAN YOU IMAGINE Head Teacher Development Forum 3 31 August 2011 Alison Wood, R/Institute...

MORE THAN YOU IMAGINEwww.sit.nsw.edu.au

Head Teacher Development Forum 3

31 August 2011

Alison Wood, R/Institute Director


Skills shortages Uncertain global financial climate Slow State economic growth Environmental sustainability Workforce and workplace change Increased competition Regional/rural disadvantage Integration of Higher Education Aging population

Key Drivers in 2011 include:


Increase participation inhigher qualifications

Focus on existing workers

Maximise RPL and workplace delivery

Increase completions

Market reform – student entitlement?

Commonwealth Response


In 1971, 7.6 workers supported 1 retiree.

2009: 4 workers to 1 retiree.

By 2050: 2.9 workers to 1 retiree.

Source: ABS, Population by Age and Sex, Australian States and Territories (2009), Cat. No. 3201.0; ABS, Population Projections Australia (2009), Cat. No. 3222.0.

5

There are fewer working-age adults to support the non-working population


Source: ABS, National Health Survey: Summary of Results (2007-08), Cat. No. 4364.0.

Lowest level of education

Highest level of education

6

Well-educated People Tend to be Healthier


Source: ABS, Education and Training Experience (2009), Cat. No. 6278.055.

NSW median weekly earnings (2009) = $863

7

The More you Learn, the More you Earn


All States moving to a more flexible and demand-driven training system

Greater contestability of funding for public training

Greater competition between providers

Council of Australian Governments (CoAG) Communique Canberra, 19 August 2011


CoAG Communique

Key role of TAFE as public provider in a competitive

market recognised and supported including

TAFE delivery of high-cost technical training TAFE’s encouragement of disadvantaged

students, and The offering of services in regional and

remote areas


CoAG Communique Future reform to encourage increase in higher-level

qualifications to

Improve employment resilience and productivity

Raise the standard of learning outcomes

Possibility of income contingent loans for publicly

subsidised diploma and above qualifications

Pathways between sectors to be strengthened


CoAG Communique Greater transparency to support informed choices by

employers and students

Implementation of My Skills website to improve

access to information and support informed choice

Introduction of a Unique Student Identifier

Enhanced collection and sharing of VET data to

improve accountability of outcomes.


CoAG Communique Reforms to continue to drive improved quality

including

Newly-established regulatory arrangements

Renewed focus on VET teacher development

Introduction of stronger quality measures for VET providers

MORE THAN YOU IMAGINEwww.sit.nsw.edu.auNote: Figures for Australia are GDP Source: ABS Australian National Accounts: State Accounts, 2009-10, 5220.0

Average annual growth in Gross State Product 1999 to 2010

The New South Wales economy lags behind other states

WA Qld NT Australia Vic SA ACT Tas NSW

NSW Economic Challenges


*High unemployment is 8.25% and above – 50 per cent higher than the NSW unemployment rate of 5.5% in September 2010. Areas are Statistical Local Areas. Source: DEEWR, Small Area Labour Markets Australia, September quarter 2010

Areas in NSW with high* unemployment rates, September 2010

Many regions and towns have high unemployment


NSW Skills – Future Directions


• “Securing Jobs For Your Future” (www.skills.vic.gov.au)

• Innovative economy• Ageing population• Global competitiveness• Reform VET• Increased workforce productivity• Increased workforce participation

Information regarding Victorian VET Reforms from Kangan Institute, Victoria

Victorian VET Reforms: Drivers


• Increase numbers of people in training• System to engage more effectively with

industry/individuals• System more responsive to changing workforce

needs• Create culture of lifelong skills

development• Provide student ‘entitlement’


Victorian VET Reforms: Agenda


• $316m over 4 years/172,000 extra places• Uncap public RTO quotas• All RTOs eligible for government subsidy• Adoption of ‘private’ RTO funding allocation model - $

follow eligible students on confirmation and progress monthly in arrears (contestability)

• Public RTO =‘full service’ with price differential


Victorian VET Reforms: Process


• Learners up to 20 years eligible for subsidised place at any level

• Learners 20 years + eligible for subsidised place at sequentially higher level than their current maximum qualification level except for:– Foundation – Certs 1 & 2 - all learners eligible– Exemptions and concessions available


Victorian VET Reforms: Eligibility for subsidised places


• Full implementation 01/01/2011• Second Quarter Data c/w same period 2010• Reported (cumulative) enrolments +15%• Individual student numbers +24%• Private RTO market (student numbers) share up from

14% in 2008 to 38% now.• TAFE Market share down to 52%


Victorian VET Reforms: Metrics


• 4 TAFEs report enrolment growth 5%+• 8 TAFEs report no change • 6 TAFEs report decline of 5%• Diploma level and above +28%• Certificates 3 and 4 +22%• Foundation (literacy/numeracy) +59%• 1,700 funded exemptions and 5,000 concessions granted


Victorian VET Reforms: MetricsFirst half 2011 compared with 2010


• Retail +36%• Health and Community Services +32%• Manufacturing +37%• Construction +32%• Accounting, electrical engineers, construction

engineers, wood trades workers, down• Average increase in occupations declared ‘specialised’

and in ‘short supply’ +14%Information regarding Victorian VET Reforms from Kangan Institute, Victoria

Victorian VET Reforms: MetricsEnrolments


• More Victorians in training• More training at higher qualification levels• More training where skills needs • People with no/low quals engaging more• Eligibility exemptions and fee concessions are

providing access to disadvantaged


Victorian VET Reforms:Summary*

*source: SV Training Market Quarterly Report


Institute Funding Mix


Targets for 2012Enrolments Cert III and above


Targets for 2012Enrolments for Employment based and Flexible Training


Targets for 2012Completions Cert III and above


TRAINING OUTCOMES Student Outcomes Survey 2010 conducted by the National Centre for Vocational Education Research (NCVER)

/ 71% of graduates gained employment after training/ 38% of graduates undertook further study after training

/ 88% of graduates were satisfied with overall quality of training/ 71% of graduates reported after training that the training was relevant to

their current job/ 76% of graduates stated that the main reason to study at TAFE was to

achieve employment outcomes

/ 80% of graduates fully or partly achieved main reason for doing the training

Snapshots of Sydney Institute


STUDENT SATISFACTION* (2010) EMPLOYER SATISFACTION (2010)

Overall satisfaction 71.3% Overall satisfaction 65.8%

Trainer quality 71.8% Trainer quality 66.4%

Active learning 70.2% Effective assessment 58.6%

Competency development 70.3% Training relevance 63.4%

Snapshots of Sydney Institute


Organisation Direction

Results Focus

Mission & Values

Ethics

Role Clarity

Diversity

Resources

Processes

Technology

Safety

Facilities

Senior Leadership

Local Leadership

Recruitment &Selection

Cross-Unit Cooperation

Learning & Development

Involvement

Rewards &Recognition

Perf .Mgmt. / Ann.Review

Supervision

Career Opportunities

Workload

Teaching

Comm. / Ind. Engagement

Entrepreneurship

Motivation & Initiative

Talent

Teamwork

Wellness

Work / Life Balance

Flexibility

Environmental Sustainability

Systems

Faculty Arrangements

performance

importance

Results of the myVoice Survey

higherlower

low

er

hig

he

rmaintainmaintain

prioritiseprioritise

Practices towards the right (higher “importance”) have a greater impact on Passion and Progress based on the data. Ideally, practices should rest in the oval where there is a good match between performance and importance. Practices in the bottom right corner are potential priorities for action.

Voice Project Survey Report, (c) Voice Project Pty Ltd.

promotepromote

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Finally,A Vote of Support from the NSW Minister of Education, Adrian Piccoli


Extracts from Minister Piccoli’s statement in Parliament in Question Time on 25 August

• NSW must have all the resources available to offer training to as many people as possible

• NSW will not sit back and allow the Commonwealth simply to dictate to us what will happen in vocational education and training

• We are strong supporters of TAFE, particularly in regional NSW


Extracts from Minister Piccoli’s statement in Parliament in Question Time on 25 August

• We must make sure we keep TAFE as the public provider of training

• We need to support TAFE, maintain its strength and, most importantly, maintain the quality training that TAFE provides


Council of Australian Governments MeetingCommunique

Canberra 19 August 2011

MORE THAN YOU IMAGINE Head Teacher Development Forum 3 31 August 2011 Alison Wood, R/Institute...

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