PUBLIC TECHNICAL AND FURTHER EDUCATION PROVIDERS IN THE TERTIARY SECTOR

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PUBLIC TECHNICAL AND FURTHER PUBLIC TECHNICAL AND FURTHER EDUCATION PROVIDERS IN THE EDUCATION PROVIDERS IN THE TERTIARY SECTOR TERTIARY SECTOR Presentation to the Universities Australia 2013 Higher Education Conference Martin Riordan Chief Executive Officer TAFE Directors Australia Feb 27, 2013 1

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PUBLIC TECHNICAL AND FURTHER EDUCATION PROVIDERS IN THE TERTIARY SECTOR. Presentation to the Universities Australia 2013 Higher Education Conference Martin Riordan Chief Executive Officer TAFE Directors Australia Feb 27, 2013. Public Technical and Further Education Providers. - PowerPoint PPT Presentation

Transcript of PUBLIC TECHNICAL AND FURTHER EDUCATION PROVIDERS IN THE TERTIARY SECTOR

Page 1: PUBLIC TECHNICAL AND FURTHER EDUCATION PROVIDERS IN THE TERTIARY SECTOR

PUBLIC TECHNICAL AND FURTHER PUBLIC TECHNICAL AND FURTHER EDUCATION PROVIDERS IN THE EDUCATION PROVIDERS IN THE

TERTIARY SECTORTERTIARY SECTOR

Presentation to the

Universities Australia 2013 Higher Education Conference

Martin Riordan

Chief Executive Officer

TAFE Directors Australia

Feb 27, 2013

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Public Technical and Further Public Technical and Further Education ProvidersEducation ProvidersTDA urges COAG to recognise:1.they play a special role in the nation’s education system and are highly valued by communities, enterprises and industry2.they are making an increasing contribution to realising the interconnected tertiary sector required to secure Australia’s future3.some of them are evolving into a new form of ‘mixed sector’ institution, appealing to new cohorts of students and enhancing the diversity of the tertiary sector

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Public Technical and Further Public Technical and Further Education ProvidersEducation ProvidersTDA urges COAG to recognise:4.greater degrees of devolution would assist them to respond more effectively to government priorities and to industry needs5.they are well-placed to impact on the achievement of government targets four Higher Education and there are at least four options available to prudently manage the extension of Commonwealth Supported Places to enable them to do so.

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Bradley: A New Tertiary System

‘The Review has considered both why a better interface between higher education and VET is now imperative as well as the broad range of ways in which it could be pursued. While the issues to be dealt with are complex, reform is vital if a fully effective tertiary system … is to be achieved. This will require significant changes …’

(Bradley Review, page 179)4

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Tertiary: Bradley’s VisionTertiary: Bradley’s VisionEqual value given to VET and HERecognition that institutions may have a

primary mission in one sector and still offer qualifications in another

A shared and coordinated information base and approach to labour market analysis

Capacity for the whole system to provide an integrated response to workforce needs for industries and enterprises

An efficient regulatory and accountability framework

Clearer and stronger pathways between the sectors

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Public Technical and Further Public Technical and Further Education Providers as HEPsEducation Providers as HEPs

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Public Technical and Further Education Providers

2009 2012

Registered Higher Education Providers (HEPS)

10 9

Number Delivering 9 16

Number of Qualifications offered

68 81

2012: 16 ‘Mixed Sector’ Institutions 5 ‘Dual Sector’ Universities

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Functions of the Public Functions of the Public UniversityUniversity

Audience

Knowledge

AUTONOMY- academic audience

HETERONOMY – extra

academic audience

Instrumental knowledge

PROFESSIONAL POLICY

Reflective knowledge

CRITICAL PUBLIC

Burawoy, M, ‘Redefining the Public University: Global and National Contexts’ in Holmwood, J (ed) 2012 A Manifesto for the Public University, Bloomsbury Academic

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Functions of Public Functions of Public Technical and Further Technical and Further EducationEducation

AUDIENCE

FUNCTION

INDIVIDUALSStudent/

Community Audience

ENTERPRISESEnterprise/Industry

Audience

Technical Skills and Competencies

Quadrant 1EMPLOYMENT

Quadrant 2ENTERPRISE

SUSTAINABILITY

Further Education and Specialisation

Quadrant 3CAREERS/

CITIZENSHIP

Quadrant 4LABOUR MARKET PRODUCTIVITY

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Government HE TargetsGovernment HE Targets

On target:By 2025, 40% of all 25-34 year olds will hold a qualification at bachelor level or above (currently 36.8%)

At risk:By 2020, 20% of all enrolments at the undergraduate level will be of people from a low SES background (16.5% in 2010; 16.8% in 2011)

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Australian Tertiary Australian Tertiary Students Students

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 2010 VET HE

TOTAL STUDENTS 1,799m 1,193m

Indigenous Students 3.9% 0.9%

Students indicating a disability 6.7% 3.2%Students from outer regional, remote or very remote regions

14.8% 4.8%

Students from within the most disadvantaged quintile in the Index of Relative Socioeconomic Disadvantage

14.5% 9.8%

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NMIT ‘First in Family’ NMIT ‘First in Family’ StudentsStudents

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Bachelor of Education (Early Years)

2011 Semester 1

Year 1

2012 Semester 1

Year 1Commencing Students

60 59

‘First in Family’ 50 40

% 83% 68%

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Extending CSPs: OptionsExtending CSPs: Options

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Option 1 - Extend CSP’s (TDA’s preferred option)Extend CSPs to a wider range of HE students in settings other than universities

Option 2 – Cap Government contribution to CSPsAs for option 1, but cap the government contribution and allow institutions to charge fees to make up the difference

Option 3 – Create savings to fund more placesIntroduce a minimum ATAR and redirect the savings generated to support additional places for new cohorts of students in alternative pathways

Option 4 – Strike a different formula for new placesApply a different funding formula for non-university places, omitting the research component. Other considerations such as skill shortage areas, qualification pathways and priority for students from low SES backgrounds might also be used as criteria.

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THANK YOUTHANK YOU

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FUNDING