& Technical Education

Transcription

1 Australia s Vocational & Technical Education System Bogota, 17 October 2005 Dr Wendy Jarvie Deputy Secretary, Department of Education, Science and Training Australia THIS P RESENTATION W hy has Australia developed a strong vocational and technical education (VTE) system? How does the VTE system w ork? W ho are its students and w hom does it serve? The links betw een secondary education and vocational training 1

2 W hy has Australia developed such a strong Vocational and Technical Education (VTE) system? There are a range of reasons Provide high skilled labour for a developed economy University qualifications do not meet the needs of all industries Reduce youth unemployment Re training and up skilling Re entry to the labour market 2

3 Having a post school qualification makes a significant difference Labour force participation by age and highest educational attainment P er c e n t l ab o u r f o r c e p a rt ic i p at io n Degree Skilled No post school Age group More jobs may need VTE skills than university qualifications Qualification Current profile of population % of population Potential pathway for jobs % of employment University VTE No tertiary

4 The vocational and technical education system Australia is a federation.. of 6 States and 2 Territories: States and Territories are responsible for education and training 4

5 The Australian Government has national leadership on VTE policy It also provides: One third funding for the public sector Funding for specific progr 5

6 VTE has strong links w ith the other education sectors Schools Vocational & Technical Education Higher Education compulsory general education to age 15 or 16 (around Year 10) and 2 extra years of voluntary senior secondary studies (may be both general and vocational). voluntary work related education at the entry level, technician and para professional levels apprentices and trainees delivery mainly through institutes of Technical and Further Education voluntary education in the general disciplines or as preparation for a professional career delivery mainly by Universities, which combine teaching and research A national recognition framew ork links qualifications betw een the sectors By sector of accreditation Schools Senior Secondary Certificates of Education Vocational & Technical Education Vocational Graduate Diploma Vocational Graduate Certificate Advanced Diploma Diploma Certificate IV Certificate III Certificate II Certificate I Universities Doctoral Degree Master s Degree Graduate Diploma Graduate Certificate Bachelor s Degree Associate Degree Advanced diploma Diploma 6

7 VTE is the largest post school sector VOCATIONAL AND TECHNICAL EDUCATION 1,641,300 students in 2005 SCHOOLS HIGHER EDUCATION 3,348,139 students in ,176 students in 2005 VTE is an important pathw ay betw een education and employment in Australia Vocational & Technical Education Secondary Education Employment University Education 7

8 Australia s VTE system has a number of key features A national system Employer/industry led Pathways available Flexible and modular Competency, not time, based Focus on apprenticeships All ages benefit Australian Apprenticeships are a feature of the VTE system Open to all age groups Full or part time employment On or off the job training or both Nationally recognised qualification Incentives and tax advantages for employers Traditional trades and beyond 8

9 The national governance and accountability framew ork to ensure quality plus competition 9

10 I ndustry/ employers play a key role NATIONAL GOVERNANCE AND ACCOUNTABILITY FRAMEWORK INDUSTRY LEADERSHIP AND ENGAGEMENT NATIONAL SKILLS FRAMEWORK Advice to Ministerial Council Input to planning & policy development Input to national research and analysis priorities National Industry Skills Council Industry Skills Councils Action Groups Determine basis for training standards competencies Input to Training Packages & qualifications Input to recognition, accreditation & regulation Training is Competency Based Time based training competency level attained Training Packages 75 Training Packages nationally cover 80% of the workforce outcomes determined by industry 10

11 Training P ackages are the foundation of the system Endorsed National Competency Standards Assessment Guidelines National Qualifications Training Package Support Materials Learning Strategy Assessment Materials Professional Development Materials Australia s VTE system performs w ell Selected VET Sector Efficiency Measures % Change Government funding Unit cost per competency Year Competencies achieved 11

12 VTE Students Students choose VTE for a variety of reasons Self developers 23% 14% 28% 5% 4% 5% 17% 7% 11% 9% Employment seekers 37% New Apprentices labour market entrants job seekers self employed career changers skill improvers personal developers basics bridgers Career improvers 40% 12

13 P eople of all ages participate VET Engagement by Age Group Percentage of total < Students learn and train in many locations TAFE and other Government providers Commercial training providers Adult and community education organisations Enterprises Secondary schools 13

14 across a range of industries 15 Pro p o rti o n o f to tal (% ) General Manufacturing Business Services Commu nity Services and Health Electrotechno logy and Communications Tourism and Hospitality Cultural and Recre atio n Tra nsport and Storage Primary and Forest Wholesale Retail and Personal Services Building and Construction Metals and Engineerin g A utomotive Industry of student's major course Public Administration and Safety Generic Skills No industry classification fo r course Subject Only Enrolments no indu stry VTE students are diverse 1.64 million students undertook training in 2005 = 11.4% of working age population 50% undertook short, focussed programs 89.4% undertook p/t training 389,000 Australian Apprentices 4% of total Overseas Students 211,828 students undertook VTE in Schools in

15 Links betw een secondary schools and vocational and technical training Many reasons for offering VTE in secondary schools.. Make school more attractive for the 70% of students who will not go on immediately to university. strong commitment to general education in schools balance this with more employment related curriculum Support disengaged young people and those at risk of leaving early need for alternative pathways between school and employment meet specific industry needs in key locations 15

16 Three w ays to study VTE subjects in secondary school VTE in Schools School based Australian Apprenticeships Australian Technical Colleges W hat is VTE in Schools? programs undertaken by school students as part of the senior secondary certificate provide credit towards a nationally recognised VTE qualification training that reflects specific industry competency standards delivered by a Registered Training Organisation 16

17 There is significant involvement 49 per cent of school students Across 95 per cent of schools 250,000 No. students 200, , ,000 60,000 94, , , , , , , ,991 50, Students encounter a range of industry training Other Textiles, clothing, footwear, furnishings Sales and personal services Primary industry Arts, entertainment, sport and recreation General education Com puting Business and clerical Tourism and hospitality Building and construction Engineering and mining 17

18 School Based Australian Apprenticeships incorporate employment Based on a formal arrangement with an employer Opportunity to gain a recognised VTE qualification in conjunction with completing a senior secondary certificate. Participating as a fulltime student and a part time employee. Australian Technical Colleges 24 regions across Australia School based Australian Apprenticeships metal and engineering, automotive, building and construction, electro technology, commercial cookery Industry governing body 18

19 ATCs all around Australia Darwin Townsville Pilbara Gladstone North Brisbane Gold Coast Lismore/Ballina Perth Whyalla/Port Port Macquarie Augusta Dubbo Gosford Illawarra Hunter Western Adelaide Sydney Bendigo Sunshine Queanbeyan Eastern Melbourne Bairnsdale/Sale Warrnambool Geelong Northern Tasmania Australia s VTE system is delivering good results Better system and student outcomes Improved options for students High satisfaction rates Increased competition International interest But more to do: Increased flexibility More higher level courses and students Processes simplified and streamlined 19

20 Central principles to continuing reform: Industry and business needs must drive training policies, priorities and delivery All working age people must have opportunities to gain a range of skills The system must be as streamlined as possible consistent with effective quality assurance Thank you 20