Comparing the Chinese and Australian Vocational Teacher Training Systems: Models of Practice amongst Victorian TAFE Institutes

Transcription

1 Comparing the Chinese and Australian Vocational Teacher Training Systems: Models of Practice amongst Victorian TAFE Institutes Prepared by Kate Dempsey December 2011

2 Comparing the Chinese and Australian Vocational Teacher Training Systems Victorian TAFE International (VTI) is an association of staff who work in TAFE Institutes and dual sector universities in international education in the State of Victoria, Australia. Participation is open to any international education staff members including those in: management, recruitment, business development, admissions, and quality and compliance in member public vocational education institutions. VTI exists to support and inform members, improve communication between members and other bodies, to increase awareness and understanding of international education generally and to provide quality advice to the Victorian TAFE Association (VTA), on international education issues which will then inform policy and strategic directions for the enhancement of the TAFE brand. Members of the VTI Offshore Special Interest Group participated in the development of this document through its various drafts during Members represent Box Hill Institute, Bendigo Institute of TAFE, Chisholm Institute, Gordon Institute, Goulburn Ovens Institute, Holmesglen, Kangan Institute, Northern Melbourne Institute, RMIT University, South West TAFE Institute, Sunraysia Institute, University of Ballarat, Victoria University, William Angliss Institute and Wodonga Institute of TAFE. Acknowledgements The VTI acknowledges the generous assistance provided by the International Education Branch of the State Government Department of Business and Innovation in the production of this report. ISBN Victorian TAFE International PO Box 2195 Caulfield Junction Victoria Australia

3 Contents 1. Background to this Report 3 2. Qualifications Required by VET Teachers in Australia 3 3. Summary of this Report 4 4. Current Teaching Qualification System in China 4 China s National two-tiered education system Two types of Teacher Qualification Dual Qualification Teachers (higher education) Chinese Teacher Certificate Types of Teacher Certificates Qualifications required by teachers at HVTEs 5. Discussion of the Issues by VTI Members in Survey results VTI members operate in 15 provinces Verifying Chinese teaching qualifications Translation and unit mapping Logistics of offering the Certificate IV 6. VTI Member Responses to the Complexity of Teacher Training in China 9 Teacher training already undertaken by majority of Chinese teaching partners An understanding of CBT is needed Certificate IV as an initial qualification more flexibility is needed The logistics of operating a course in the Certificate IV offshore make it too costly The Graduate Certificate in VET is it a better offering? Non-accredited study in teacher training may be a better option 7. Models of Best Practice 12 Model #1 Full Certificate IV training Model #2 Full Certificate IV training provided across the VTI Model #3 Modular Certificate IV with RPL Model #4 Flexible Delivery Modes Model #5 Bank of Master Trainers Model #6 RPL and Shadowing 8. Conclusion 13 Appendix 1 15 Units undertaken as part of the Bachelor of Education in China at a sample of universities Appendix 2 18 Summary of the Graduate Certificate in VET Appendix 3 20 Online survey questions of VTI members Appendix 4 21 Master Trainer Program Box Hill TAFE Appendix 5 23 Teacher Training Program Kangan Institute 2

4 1. Background to this Report VTI member TAFE (Technical and Further Education) Institutes work with partners in China where locally qualified teachers (in conjunction with Australian staff) offer Australian vocational education and training qualifications to local students. China is the largest overseas market in which Victorian TAFE members operate. Collectively Victorian TAFE undertakes the majority of offshore training across all States (and across private and public VET) and has over 47,000 students studying offshore, mainly in China 1. In 2010, VTI embarked on a collaborative project that investigated issues associated with member TAFE institutes teaching Australian qualifications in other countries. VTI has previously produced a discussion paper on this and related issues and it is available on the VTI website. It is called, Supervision and Moderation for Offshore Delivery: VTI Guide to Good Practice in Transnational Education. One of the key issues identified in that collaborative work was the requirement of the Australian Qualification and Training Framework (AQTF) that all teachers in the Australian vocational education and training (VET) system have the relevant competency based training qualification (the Certificate IV in Training and Education). The AQTF requires that If VET teachers do not have the Certificate IV in TAE, someone who has this qualification must supervise them. VTI members working in China note that many of their Chinese teaching partners already have teaching qualifications, but they may not have the Australian Certificate IV in TAE. Their qualifications are not formally recognised in the Australian VET system. The AQTF was essentially created for the Australian environment and VTI members working in other countries find applying its requirements complex. Following from the publication of the discussion paper Supervision and Moderation for Offshore Delivery: VTI Guide to Good Practice in Transnational Education in February 2011, VTI members working offshore became interested in finding ways to pool their knowledge and to find ways to make it easier for our teaching partners (especially in China) to become accredited trainers in the Australian system. 2. Qualifications Required by VET Teachers in Australia The AQTF requires registered providers of accredited vocational education and training programs to ensure that their staff, delivering and assessing programs, meet specified standards. Standards in programs offered under the banner of the AQTF offshore must be equivalent to the standards expected of programs offered in Australia. In addition the AQTF requires that all trainers meet nationally agreed competency requirements. Trainers and assessors competence and currency must be established, verified and monitored. If a trainer does not have these competencies, he or she must be directly supervised by someone who does. The key means of ensuring quality of teaching in VET has been the requirement 1 Data Collection on VET Offshore by Public & Private Providers National Quality Council

5 that all trainers and assessors undertake Certificate IV in Training and Assessment. In 2010 this qualification was reviewed and the National Quality Council (NQC) endorsed a modified package in May It is now called Certificate IV in TAE (Training and Education). This regulation covering VET trainers means that training providers working in other countries with partner providers of VET must also ensure their courses are equivalent to those offered in Australia. 3. Summary of this Report VTI members would like to be able to benchmark teaching qualifications in China against the competencies required in the Certificate IV in TAE, so that teachers in China may more quickly and easily gain RPL (recognition of prior learning) before undertaking the TAE. However this benchmarking is not possible at present due to the complexity of the two different education systems. There is no single, national Chinese teaching qualification in China; Chinese teachers are assessed and credentialed differently in each of the provinces and there are several relevant teaching qualifications that they may attain. This current report is the culmination of our discussions and research in 2011, regarding the application of the Certificate IV in TAE offshore by VTI members. It highlights the Chinese system of teacher accreditation, canvasses the issues regarding teacher credentials, summarises how member TAFE institutes deal with the complexity of providing qualified trainers offshore and it offers a conclusion with recommendations for action. 4. Current Teaching Qualification System in China China s National two-tiered education system In China, VET is a system separate from mainstream ( normal ) education. It comprises VET primary and secondary schools, college education and vocational training. VET schools include primary level, secondary and tertiary education. The Higher Vocational Technology Education Table 1: National Level of qualifications for teachers in China Teacher Category Qualification Kindergarten teachers 2-3 years post year years post year 9 Primary school teachers 2-3 years post year years post year 9 Junior high school teachers 2-3 years post year 12 Senior high school teachers Bachelor degree in a discipline (field of teaching) Vocational Education Schools Vocational qualification in a discipline Tertiary Education Bachelor degree and higher degree (in field of teaching) 4

6 Institutes (HVTE) offer diploma level courses and are similar to TAFE. By the end of 2009, there were 14,400 secondary vocational schools in China, with 8.6 million enrolments. There are 1200 Higher Vocational Technology Education Institutes and in 2009, they had 9.6 million students enrolled. These enrolments account for half (49%) of the total enrolment in the tertiary sector in China. 150 million people are involved in training overall in China. The total population in China is around 1.4 billion. In 2005, the central government invested heavily in VET capacity building. From 2006 to 2010 it set up and funded 2000 VET practicum-training bases, improved facilities for 27,000 secondary VET schools and supported 100 demonstration HVTE institutes. Funding and administration is controlled at the provincial level, but the national government oversees the capacity building plan. There is also a capacity building plan for teacher training. More than 30,000 master VET teachers have been trained. Two types of Teacher Qualification China has two nationally integrated criteria for assessment of teachers at each level of teaching (higher education or schooling). On the one hand teachers may be dual-qualified teachers or they may be certified teachers. Both these qualifications are recognised nationally, but administered and assessed at the provincial level. Dual Qualification Teachers (higher education) Dual qualified teachers are those who have studied a profession (engineering, law, accounting and so forth) and have done extra units as a part of their training relating to teaching pedagogy. They are qualified to teach at higher education level or secondary/ primary school levels. In 2000, the Chinese National Education Ministry put forward a document (No 3, 2000, Higher Education Department, Education Ministry) suggesting that it was essential to foster and strengthen dual-qualified teaching faculty to improve the teaching quality of HVTE. This document was in response to the fact that in reality, many teachers at higher education level were not dual qualified. It is stated that teachers need to accord with one of the following conditions to be qualified as dualqualified teachers: 1. All those with the title lecturer or above must have more than two years enterprise experience related to the units they lecture in and be able to guide students training. 2. All those with the title lecturer or above must have a corresponding professional title of a technical post or professional certificate as well, such as Engineer, Accountant or Lawyer. 3. Teachers must have completed two applicable projects (industry experience) or more. Their achievements must have been put into practice and proven to achieve good social or economic benefit. Alternatively, teachers may have the Teacher Certificate. Chinese Teacher Certificate All graduates wishing to teach (theoretically) require Teacher Certification in order to practice as teachers. The Teacher Certificate (TC) is the working permit for anyone in China who wants to work as a teacher. Once a graduate has this certificate, he or she can 5

7 teach anywhere in China and the certificate is nationally recognised. In order to obtain this certificate, students from a Normal University usually need to study 2 additional Education units in their Bachelor course. These units are: Pedagogy, and Educational Psychology. They also need to achieve Level 2B in their Mandarin Examination (for students who major in Chinese language, Level 2A must be achieved). Other fields of examination depend on the category of the TC and city of registration and may cover Teaching Methodology, Teaching Ethics, Mandarin and others. People who did not study at a Normal University but want to get a Teacher Certificate have to pass a series of examinations conducted by their provincial or local education authorities. The content of these may vary at provincial level. Types of Teacher Certificates Kindergarten TC Primary school TC Junior high school TC High school TC Vocational school TC (In-Class Theory) Vocational school TC (Practice/ Internship Instructor) Higher Education TC Different provinces may have different requirements to attain the TC, but generally speaking, the applicant has to pass at least two written exams: Pedagogy and Pedagogical (or Educational) Psychology. For some provinces, the applicant needs to pass 4 exams: Pedagogy, Pedagogical Psychology, Teacher s Professional Ethics, and Education Policies and Laws. The applicant also needs to achieve Level 2B at the National Standard Mandarin Exam (for those who wants to teach Chinese Language, Level 2A must be achieved). The applicant also has to specify which subject/ area and at what level (e.g. primary school, technical middle school, etc.) he or she wants to teach. After passing the written exams, the applicant has to go through an interview (15 minutes) and a demonstration of teaching (15 minutes). Finally the applicant must pass a health check. If the applicant satisfies all of these requirements, then he or she will be given a Teacher s Certificate. Although administered at the provincial level, generally, any graduates or current students from a Diploma course or above can apply for the certificate. Different levels of Teacher Certificate also have specific requirements of the applicant s academic qualification. Qualifications required by teachers at HVTEs 2 The following section gives an indication of the qualifications of the Chinese teaching staff at one HVTE in Northern China. In general, they are highly qualified both in their professional field and also as qualified teachers. At Hebei industry Vocational Technology Institute 70% of teaching staff have the dual qualification (bachelor degree in their professional field and additional teaching qualification). 2 Thanks to Tao Xia from Hebei Industry Vocational Technology Institute for this information from institute websites 6

8 Hebei Industry Vocational Technology Institute: there are 348 full-time and part-time teachers, among whom there are 147 associate professors and professors, 134 teachers have PhD or master degrees, 245 teachers have been qualified as dually qualified teachers The summary shown in table 2 of staff recruitment requirements from two HVTEs in the north of China suggests that Chinese teaching staff working at institutes similar to TAFE have significant tertiary education, including higher degrees in their fields, but the specific Teacher Certificate is not advertised as a requirement, neither is the dual qualification although it would appear many have the dual qualification as a teacher (70% at Hebei HVTE have dual qualifications). The table shows that education background and professional titles (accountant or lawyer) are emphasised in HVTE recruitment as they are in other universities, therefore almost 100% of full-time teachers of HVTEs have bachelor degrees or above. This is not the case at VET providers in Australia 3 where a significantly lower rate of higher education is the norm for VET trainers. Research such as published articles and industry projects are used as an important assessment in promotion in China. Because Table 2: Advertisements for new teachers at Shijiazhuang Vocational Technology Institute Wanted Majors Requirement of Education Background Requirement of Initial Degree Requirement of Initial Major Relative Condition (desirable but not required) Transportation Administration Supply Chain Business Management Banking Accounting Applicant has graduated from Chinese elite university, with fulltime master degree or above A full-time bachelor degree The major and the highest degree should be in field of the teaching post Given priority if candidate has work experience in enterprise or business Internet and Information Security 3 A South Australian report suggests 48% of VET teachers there have a bachelors degree or higher. and other reports extrapolate from Census data that between 59% and 62% have a degree or higher see Wheelahan, L (2010) Literature Review: The Quality of Teaching in VET default/files/vet_- _Literature_review_with_logo1_0.pdf 7

9 applicants are not required to have the Teacher s Certificate before applying for teaching posts in HVTEs, new staff learn the two units mentioned above (Pedagogy and Educational Psychology) and take tests on teaching quality and capacity to acquire the Teachers Certificate later after they have taken the teaching post and given lectures. The units typically undertaken for a Bachelor of Education in China are outlined in Appendix #1. 5. Discussion of the Issues by VTI Members in 2011 Survey results As a part of VT deliberations in 2011 an anonymous survey of VTI members working in China was undertaken. The survey aimed to ascertain how each member currently deals with the requirement of qualified teachers in China and sought suggestions as to the best way forward to both support the existing experience of Chinese teaching partners and also uphold the spirit of the Australian competency base training system. The survey was undertaken anonymously on line and is detailed in Appendix #3. It showed that 8 VTI members are currently active in China with a total of 260 Chinese teaching partners working for them. Of these 31% had the full Certificate IV, but 72% had undertaken non-accredited training in the Australian CBT system. A surprisingly high percentage (63%) had an existing Chinese teaching qualification. The survey showed (on average) that one qualified supervisor oversees 8 teachers who do not have the Certificate IV, with half of these supervisors located in the same city as those they supervise. The supervisors themselves are also engaged in teaching. The majority of survey respondents would like to be able to offer the Certificate IV in full to their Chinese teachers partners either for a fee, in China or in Australia. But the complex logistics and cost of this is well understood and therefore 20% would like to see a new system where only selected units could be undertaken, or where shorter, nonaccredited training could be undertaken to satisfy the requirements of the AQTF. VTI members have spent 10 months discussing the issue of how to more easily train and accredit Chinese partner teachers in the Australian VET system. Members put many issues forward and our debates are summarised below. VTI members operate in 15 provinces The situation is complex due to the different systems of teacher accreditation in China (the TC and the dual qualification), the fact that these are administered and accredited differently in each province and the fact that VTI members work in many provinces in China. VTI members work in more than 15 different provinces from the south to the north of China. While most members work in Shanghai, there is a significant presence in Jiangsu in the north and some 12 other provinces in China. Therefore there is no single RPL mechanism that will cover all areas of VTI member operation. Verifying Chinese teaching qualifications There are agencies (for example VETASSESS), which verify qualifications gained overseas. Member TAFE institutes do undergo a process to have the qualifications of their Chinese teaching partners verified as authentic. However, while vouching for the authenticity of a TC or a dual qualification attained by a Chinese teaching partner is 8

10 important, it does not assist with comparing what is studied in the Chinese teaching system with our own CBT system. Translation and unit mapping VTI members would like to have the subjects that Chinese teachers undertake translated (whether dual qualified or having the TC). The purpose of this is to map the competencies gained in units in existing Chinese teaching qualifications against the competencies required in the Certificate IV in TAE. If this mapping could take place it would allow our Chinese teaching partners to be qualified both in the Chinese teaching system and the Australian CBT system more easily. However, during 2011 VTI could find no existing translations of the teaching units undertaken by Chinese teachers and the cost of translating these is prohibitive. In addition, it is the experience of Victorian TAFE providers that not all teachers in China have either the TC or a dual qualification. As shown in Table 2 China is similar to Australian universities, whereby qualifications and currency in the field of teaching expertise are more highly valued than specific teaching skills and qualifications. However the Chinese National government is introducing requirements for teaching expertise (as evidenced above) to improve this situation and in our sample survey, some 63% of VTI teaching partners had a teaching qualification. Logistics of offering the Certificate IV VTI Members discussed the fact that it is difficult to attract Chinese teaching partners into undertaking the complete Certificate IV in TAE which can take 150 hours to complete and which does not take into account the higher level professional qualifications and the significant study of pedagogy already undertaken by many Chinese teachers. In many instances the logistics of offering the course have proved difficult and costly. Members discussed: should a group of Chinese teachers be brought to Australia to sit in on an existing Certificate IV training? If so who bears the cost? Can the Certificate IV be more effectively offered in China? Will the education partner see the purpose and value of gaining the Certificate and pay the cost? How do we train our partners if we have only two or three who need the Certificate? Offering a course for two or three is simply not financially viable. 6. VTI Member Responses to the Complexity of Teacher Training in China Teacher training already undertaken by majority of Chinese teaching partners VTI members take the view that when working with partner providers in other countries, they are aiming to forge relationships that will last. The emphasis in the AQTF on the strength and superiority of the Australian system of competencybased training can make overseas partner relationships complex. For example it is hard to explain why a Chinese teacher who is highly skilled, has recognised teaching credentials as well as currency in his/her field must undertake an additional Australian teaching qualification in order to teach local students in an Australian qualification. Nearly two thirds of member teaching partners (based on our survey results) already have a Chinese teaching certificate. 9

11 An understanding of CBT is needed It is the experience of Victorian TAFE providers that Chinese teachers generally have a good understanding of teaching principles and are well qualified in their chosen professional field. However the specific competency based training system of Australian VET is not well understood and of course not widely practised in China. It is this aspect of teaching an Australian qualification that is of interest and use to Chinese teaching partners. Working across both the Chinese system of education and that of Australia adds a significant level of complexity to the matter of offering VET offshore. As can be seen in the appendices of this document, subjects covered in the Chinese teaching courses are quite different to the VET system here. For example, there is an emphasis in China on Marxism. Units include Introduction to the Modern & Contemporary History of China, Introduction to Mao s Theories, Fundamental Theories of Marx, and Marxist Political Economics. In addition, teaching pedagogy units cover the principles of scientific education and the principles of moral education. These may be laudable, but they do not prepare a Chinese teaching partner for CBT or for offering training in seminar format, group work, workshops and the like. A different philosophical understanding of teaching is required. VTI members believe the important understandings that Chinese teaching partners must have include the Australian way of planning, delivering and assessing student work using the competency model. Chinese teaching partners regularly request the opportunity to sha dow Australian teachers so that they may understand how CBT works in practice. Certificate IV as an initial qualification more flexibility is needed Recent research by NCVER suggests that 40% of students in the Certificate IV in TAE in Australia have a degree or higher degree. The point is made by the NCVER that this figure indicates the high level of competency in the field that many trainee VET teachers already have. Yet amongst VTI members operating in China, an even higher number (63% in our sample of Chinese teachers) have a higher qualification. The teaching partners that VTI members work with are even more qualified than the general population of Australians undergoing the Certificate IV. Chinese teaching partners generally have the TC (rather than the dual qualification as described above). VTI members believe that for offshore application, there needs to be greater flexibility in the awarding and recognising of teacher training. The logistics of operating a course in the Certificate IV offshore make it too costly It is not logistically possible to put just one Chinese teacher through the Certificate IV course. This is because providers need a class of to make the course financially viable. The courses are not offered full time here in Australia and as such would not suit offshore teachers to come here to undertake a course part time and the cost would be prohibitive. VTI members do offer the Certificate IV full time in Chinese provinces from time to time and member TAFEs also advertise when they are next offering the course so that other members who may have one or two teachers needing the qualification can join the course on a fee-for-service basis. This is the key means members use to train their teaching partners in the Certificate IV: they offer the 10

12 Certificate full time in offshore locations as required (50% of members surveyed prefer this model). But this is a resource intensive operation, since the Australian institution generally provides an interpreter as well as a qualified and experienced VET teacher to assist in offering the Certificate IV. Since the qualification is gained in English, it is a complex procedure to ensure understanding and competency at each step. The Graduate Certificate in VET is it a better offering? Several VTI members consider the better route may be to offer a Graduate Certificate in VET as an alternative to the certificate level course, as this qualification more accurately matches the level of higher education training already attained by many Chinese teachers. Appendix #2 shows the detail of this Graduate Certificate as developed by Victoria University. This course can be added to the scope for offer at any VTI member TAFE. But again the same issue arises: will Chinese teachers see the merit of undertaking a complete Graduate Certificate? Non-accredited study in teacher training may be a better option Recent research by NCVER 4 notes that it may also be time to acknowledge a wider range of teacher qualifications than the Certificate IV in Training and Assessment that might be regarded as initial, especially if the alternatives are tied more appropriately to teacher work roles and the particular demographics of the students they teach. VTI endorses this view. The survey conducted of VTI members for this project indicates that the Certificate itself may be more than what is actually required by offshore teachers. The evidence for this is that 72% of members surveyed offer non-accredited training which outlines the basic requirements for Chinese teaching partners to understand the Australian competency based system of assessment, while only 31% of Chinese teaching partners have the full Certificate IV in TAA/TAE. VTI members have created non-accredited training options to fill the gap needed by offshore teaching partners and have found broader means of providing equivalency in relation to having qualified teachers working in the Australian VET system in China. One member uses non-accredited training modules, which form part of a teaching portfolio for offshore teachers. The teaching portfolio provides an evidence base of training undertaken and experience of the Chinese teaching partner. It could build to being recognised as meeting the requirements of the Certificate IV. Another member offers a Master Trainer course (see Appendix #4). This is a 3-week course and only students who have previously completed the Certificate IV in Training and Assessment can undertake the course, which is made up of units from the Diploma in Vocational Education and Training. The program has been customised (including the learning and assessment resources) for the purposes of offshore delivery, specifically dealing with cultural differences in delivery of competency based training and assessment. Students who complete the course are able to train fellow teachers at their International Campus in the Certificate IV Training and Assessment. The institute provides all materials and it charges a nominal fee for administration. 4 Guthrie, McNaughton & Gamlin (2011), Initial training for VET teachers: a portrait within a larger canvas NCVER 11

13 Model #3 Modular Certificate IV with RPL 7. Models of Best Practice Following the above discussion of the key issues in ensuring equivalence in offshore VET, we now turn attention to the various models that VTI members TAFE institutes and dual sector universities employ to ensure that high quality teaching does occur in China (and elsewhere). Below is a summary of the options available to ensure equivalence and quality when teaching in China. Model #1 Full Certificate IV training In this option providers can offer a full Certificate IV in TAE to their Chinese teaching partners. In the first instance this means online preparatory work, 3 weeks on shore (in Australia) with observation of local teachers included and followed by two weeks full time training in China. Model #2 Full Certificate IV training provided across the VTI Members of VTI, whilst independent entities, also co-operate with each other to provide the Certificate IV in China (and elsewhere) and offer places to teaching staff from other institutes on a fee-forservice basis. In this way, a full class of students may be gathered, making the exercise cost effective. Members use the VTI network to advertise when a full training program is offered and indicate where it is to be offered and how many places are available for additional staff from other institutes. Places are then filled on a first-come-firstserved basis. This model recommends modularising the Certificate IV. In this model Chinese teachers start by undertaking key units in the Certificate IV in order to develop the key competencies to deliver training in China and subsequently build a portfolio of evidence of their practice over time. The key units to be undertaken would be those dealing with designing assessment tools, planning assessment activities, assessing competence and group based learning. A portfolio is developed for each trainer detailing units undertaken, professional development (non-accredited) completed and teaching experience. This portfolio can then become evidence for RPL to complete the full Certificate IV in TAE. All forms of professional development programs undertaken would be documented in teacher portfolios. These non-accredited professional development programs are developed to address the learning needs of the teachers and outcomes can be used as evidence towards the Cert 1V in TAE. Model #4 Flexible Delivery Modes This model would also modularise the Certificate IV and include several modes of delivery. It offers preparation work to be delivered on-line, 3 weeks of face-to-face training in China and then follow up online. The key units undertaken, once again are those related to assessment, group work and competency based training methods. Model #5 Bank of Master Trainers Build a bank of master trainers in China. These are local teachers who have the Certificate IV in TAE and have undertaken a further qualification (accredited or not). They may have completed some or all units of the Diploma of VET Practice, the 12

14 Graduate Certificate in VET or something similar to the Master Trainer course offered by Box Hill Institute. These trained staff members are then able both to supervise and to provide updates and refresher training for other local teaching staff. Model #6 RPL and Shadowing Teachers from partner colleges in China undertake a mentoring and shadowing program at the partner institute in Australia. Duration ranges from 2 6 weeks and teachers have the opportunity to develop professional practice on the job. This process is very effective as it employs a work placement approach. Outcomes can be linked to Cert IV TAE competencies to accredit the experience. Appendix #5 shows an example of a sophisticated non-accredited training program, which is conducted both in China and Australia with the Australian visit lasting over two weeks. 8. Conclusion TAFE providers are working in China and other countries with strict rules under the AQTF that are not so simply transferred to operations in these other countries. All VTI members work hard to ensure the quality of their course offerings, as well as equivalence with the same courses as offered in Australia. This report is evidence of their commitment to the continual development of high quality vocational education and training. Nevertheless their collective experience is that having all teaching staff with the full Certificate IV in TAE is not always feasible, not cost effective and could be viewed as disrespectful to local teachers who often have a teacher training certificate or diploma and are highly qualified in their field. They are more highly qualified than those undertaking the Certificate IV in Australia. VTI members believe flexibility is required. This finding echoes the results of Guthrie, McNaughton & Gamlin, whose report for the NCVER suggests that in Australia there are concerns with the initial teacher training qualification, the Certificate IV in TAE. VTI members are well aware of debates occurring at present regarding the adequacy of the Certificate IV for VET teachers in Australia (see (Clayton 2009; Guthrie 2010; Productivity Commission 2010; Wheelahan & Moodie 2011) 5 and recommend that the issues regarding the qualification be raised at government level in relation to teaching offshore, as well as in Australian classrooms. The VTI will be seeking funds in 2012 to further develop our models of practice, including funds to translate Chinese teaching qualifications (in full) for the purpose of mapping against the Certificate IV units. But the requirement for initial training to be the Certificate IV alone is a larger issue and as Guthrie et al suggest, needs to be addressed at the national level. As the above models demonstrate, VTI members are looking constantly to improve the processes they use to ensure quality. The requirement of the Certificate IV could 5 Clayton, B 2009, Practitioner experiences and expectations with the Certificate IV in Training and Assessment (TAA40104): a discussion of the issues, NCVER, Adelaide, publications/2183.html; Productivity Commission 2010, Vocational education and training workforce: draft research report, Productivity Commission, Melbourne; Wheelahan, L & Moodie, G 2010, The quality of teaching in VET: options paper, Australian College of Educators, Canberra. 13

15 be seen as restrictive and members have found various ways to improve quality whilst still engaging with the requirements for equivalence offshore to onshore. VTI members agree with Guthrie, McNaughton & Gamlin (2011:8) that creative and complementary approaches to the delivery of initial teacher training are required. There may be a market gap offshore for a simpler, modified version of the key elements of the Certificate IV in TAE. The VTI would like to see elaboration of qualification elements that would be equivalent to the Certificate IV. Members argue that training and assessment units are vital unless there is a supervision regime, however some other units of the Cert IV in TAE are not relevant to offshore trainers. Whilst the AQTF requires equivalence of offshore teacher training, there may be several ways to ensure this equivalence: having all teaching staff qualified in the Certificate IV is not necessarily the best or only option available. This view is also in keeping with Guthrie et al (2011:8) who argue that while initial teacher training is important; of greater significance is access to ongoing professional development, which is what VTI members do now. In China, the requirement to have the Certificate IV has made contractual arrangements with local institutes or government departments difficult. The need to have existing staff upgrade by July 2012 to the new TAE from the discontinued TAA will also be challenging for providers working offshore. A contribution by government to ensure this key element of quality provision, may be warranted both, as Guthrie et al suggest, for casually employed trainee VET teachers in Australia but also for those undertaking this training offshore. In addition, the Federal Government recently undertook a review of the student visa program (the Knight Review)6 and amongst its recommendations were that high quality VET providers should be encouraged to explore offshore markets and that they be given assistance to do so. VTI welcomes this initiative and hopes that this report with its exploration of the complexities of working offshore provides a platform upon which to target such assistance. The issue of who should bear the cost for the training is also relevant to the broader debate. In Australia, ongoing staff members have access to professional development funding within their institution, which means the cost of training is either absorbed by the institute or shared with the person being trained. Casual staff here in Australia and, indeed contracted trainers based in China have limited access to these funds in the normal course. So the cost becomes a key issue. 14

16 Appendix 1 Units undertaken as part of the Bachelor of Education in China at a sample of universities Anhui Normal University Bachelor of Education (Self-taught examination) Introduction to the Modern & Contemporary History of China Fundamental Theories of Marx English (2) Educational Statistics and Measurement Chinese and Foreign History of Education Psychological Health and Counselling Developmental and Pedagogical Psychology Principles of Pedagogy Curriculum and Teaching Methodology Principles of Moral Education Principles of Education Management Scientific Research Methodology in Education Education Law Cognitive Psychology OR Comparative Education (Choose 1 from these 2) Psychology Pedagogy (1) Shanxi University, Shanxi Normal University Bachelor of Education (Self-taught examination) Introduction to the Modern & Contemporary History of China Introduction to Mao s Theories Fundamental Theories of Marx Marxist Political Economics English (2) Educational Statistics and Measurement Chinese and Foreign History of Education Psychological Health and Counselling Developmental and Pedagogical Psychology Principles of Education Management Curriculum and Teaching Methodology Principles of Moral Education Principles of Pedagogy Scientific Methodology in Education Education Law Cognitive Psychology OR Comparative Education (Choose 1 from these 2) Total credits 72 15

17 Shaanxi Normal University Bachelor of Education Introduction to the Modern & Contemporary History of China Fundamental Theories of Marx English (2) Japanese (2) Russian (2) Choose 1 from the 3 language subjects Principles of Education Management Educational Economics Education Law Education Management Psychology History of Chinese and Foreign Education Management Education Assessment and Supervision Educational Statistics and Measurement Education Projection and Planning Scientific Research Methodology in Education Pre-School Education Management (Choose 1 from the following 3 units) Secondary and Primary Education Management Higher Education Management Total credits: 73 List of subjects and credits for Yunnan Province Self-taught Examination Bachelor of Education (Mathematics) No. Core Elective Name of Unit Credits 1 Introduction to the Modern & Contemporary History of China 2 2 Fundamental Theories of Marx 4 3 English (2) 14 4 Basic Topology 5 5 Abstract Algebra 6 6 Theory of Functions of a Complex Variable 5 7 Basic Analysis of Real and Functional Variable 6 8 Elementary Number Theory 5 9 Differential Geometry 4 10 Partial Differential Equation 5 11 Advanced Language Programming 6 12 Mathematics Pedagogy 4 1 Modern Education Technology 5 2 Class Planning and Design 4 3 Pedagogical Psychology 5 4 Teaching Competence 5 Minimum total credits 71 Assessment for graduation Teaching internship and thesis Do not count for credits 16

18 Notes: 1. A student must undertake at least 13 units, including 1 elective unit. The total credits required cannot be less than Graduates of Diploma in Education (Mathematics) are eligible to apply for the course. 3. Non-Normal University graduates of Diploma in Education (Mathematics) should take the following extra units: Pedagogy (4 credits), Psychology (4 credits). 4. Normal University graduates of Diploma in Education (major in areas other than mathematics) should take the following extra units: Mathematical Analysis (2) (6 credits), Advanced Algebra (10 credits). 5. Graduates of Diploma in other areas should take the following extra units: Pedagogy (4 credits), Psychology (4 credits), Mathematical Analysis (2) (6 credits), Advanced Algebra (10 credits). 6. Those who do not wish to take English (2) can substitute the unit with the 3 elective units. 7. Those who are already working as teachers or in the teaching profession do not need to take the teaching internship. Those who do not have teaching experiences must take the internship for no less than 6 weeks. 8. Those who passed the units of Introduction to Mao s Theories and Marxist Political Economics in their previous studies do not need to take the politics units specified in this list. Those who only passed one of the 2 units in their previous studies need to take the unit of Introduction to the Modern & Contemporary History of China specified in this list. 17

19 Appendix 2 Summary of the Graduate Certificate in VET Graduate Certificate in Vocational Education and Training This program is designed for Vocational Education & Training (VET) personnel wishing to maintain their knowledge and skills in an ever-changing VET environment. In this course you will: 1. Assess the effectiveness of your current learning and assessment practice and improve it by researching and applying learning theories and improved strategies in a given context 2. Develop an understanding of the role of VET policy in shaping practice 3. Gain the skills and knowledge to lead and implement innovation and change within your RTO 4. Undertake an action research project designed to influence strategic practices and outcomes within your RTO Admission requirements To access this course you must have: 1. Completed a TAA40104 Certificate IV in Training and Assessment, including the TAA elective TAADEL402A Facilitate group-based learning OR equivalent relevant competencies AND 2. Completed a 21697VIC Diploma of Vocational Education and Training Practice OR equivalent relevant competencies AND 3. Relevant work experience demonstrating potential to undertake work at this level 4. In line with the Australian Qualifications Framework you may also enter under other arrangements. This includes but is not limited to: Transition from a Bachelor degree, with relevant professional practice required OR Transition from an Advanced Diploma, Diploma or higher-level Vocational Certificate together with extensive relevant work experience OR On the basis of extensive relevant work experience demonstrating potential to undertake work at this level. Assessment A variety of assessment methods will be used and may include oral presentations, 360 degree feedback, supervisor observation, written text, research tasks, a reflective journal, portfolio and case studies. If you are already competent in areas of the course, and have evidence of your training ability and background, you can apply for Recognition of Prior Learning. 18

20 Course details 1. Duration: 1 year with 14 days face to face contact timetabled over the year 2. Location: Newport Campus 3. Dates: Course Calendar Course Timetable Cost: Full course is $ It may be less if units are covered through the RPL process (there is a fee for RPL subjects) The Grad Cert in VET is a pathway into the Master of Education at Victoria University. Jayne Pitard - Project Officer, jayne.pitard@vu.edu.au 19

21 Appendix 3 Online survey questions of VTI members (anonymous) 1. How many Chinese teachers do you have on your books in China? 2. How many of your Chinese teachers have the full Certificate IV in TAE or TAA? 3. How many of your Chinese teachers have a Chinese teaching qualification (could be a vocational qualification or Masters of Education etc)? 4. How many of your Chinese teachers have participated in a non-accredited Australian teaching program? 5. How many Supervisors (i.e. those with the Certificate IV in TAE/TAA and who supervise teachers who don t have it) do you have in China? 6. Where are your teacher Supervisors located? mostly in the same city as Chinese teachers they supervise mostly in the same province as teachers they supervise mostly in another province in China mostly in Australia other 7. Do you see any issues/problems with your current system in China (in relation only to teacher qualifications)? 8. Now thinking of what might be the best fit model for having qualified (or supervised) teachers in China, can you say which of the options below is the BEST OPTION (tick one box only). Stay as we are currently Deliver TAE in China for fee (as needed) Deliver TAE in China for free Bring groups to Australia to undertake full TAE Undertake shorter, non-accredited training in the Australian system in Australia Undertake shorter, non accredited training in the Australian system in China Undertake selected units from the TAE Bridging course from TAA to TAE Other 9. If you ticked other in Q8 can you expand on what you suggest? If you have any other ideas for better models, can you describe them here? Thank you 20

22 Appendix 4 Master Trainer Program Box Hill TAFE Overview: This program is designed for teachers in Box Hill Institute (BHI) extended and partner campuses. It addresses the critical issue of assuring the quality of delivery and assessment via the use of a Master Trainer model of teacher development. The model provides Teacher Training by Box Hill Institute to off shore teachers. These teachers will then be supported to train other staff at each partner institution after the formal arrangements are signed off by BHI to ensure AQTF compliance, enrolment and evidence requirements are met. Formal studies and structured work based learning underpin the model. Prerequisites It is expected that participants will hold Senior Teacher positions and will have at least 4 years full-time teaching experience and a Certificate IV in Training and Assessment (TAA40104) or Certificate IV in Training and Assessment (TAE40110). This qualification is a pre-requisite to undertaking the Diploma of VET (Practice) units specified in the Master Trainer program. A copy of this qualification is to be provided, along with a resume highlighting demonstrated experience. The Master Trainer program is written to IELTS level 6 therefore participants will need to demonstrate IELTS level 6 or equivalent to attend this program. Qualifications within Master Trainer Program: DIPLOMA OF VOCATIONAL EDUCATION AND TRAINING PRACTICE (21697VIC) Unit Code Unit Title TAAENV501B Maintain and enhance professional practice TAADES501B Design and develop learning strategies TAADES502B Design and develop learning resources VBN389 Innovation in education and training TAADEL503B Provide advanced facilitation to support learning Qualification Requirements: The 21697VIC in Diploma of Vocational Education and Training Practice comprises 11 units packaged as 7 core and 2 electives from Stream I and 2 electives from Stream 2. It is anticipated that participants in the Master Trainer Program will complete 4 units from Diploma of Vocational Education and Training Practice 21697VIC. As part of the Diploma of Vocational Education and Training Practice 21697VIC Master Trainers will undertake a supervised Teaching Practicum. The participants will use the sector specific processes they have developed to deliver programs at Box Hill Institute. They will reflect and improve their teaching practice and consider their ongoing 21