A Model for Engaging and Evaluating Innovative Cross

A Model for Engaging and Evaluating Innovative Cross. Sectoral Education Reform – Case Studies from Queensland Australia. Friday, September, 18 2009 Turin, Italy Managing the Transition from General Schooling to Vocational Careers Wayne Delaforce & Judi Buckley

South East Queensland urban development footprint 1981 Approx 1. 1 Million

Urban footprint 2001 Approx. 2. 3 Million Second only to Phoenix Arizona in global percentage growth KPMG 2006

Reality or exaggeration? 2026 and beyond 3. 4 m, 3. 6 m, 3. 83 m Approx 4 Million

Population growth in Queensland? We grow a new net Queenslander every 5 minutes 36 seconds 4 14 53 48

Population growth in Queensland? We grow a new net Queenslander every 5 minutes 36 seconds 4 14 53 48 4, 425, 511 @ 10. 45 am Last Friday

Basil Bernstein’s idea of classification Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London: Taylor and Francis

Boyer: applied institutions Scholarship of Research Scholarship of Teaching “Overlapping [academic] neighbourhoods” Scholarship of Application Scholarship of Integration

cross-sectoral collaboration and engagement Space of Engagement Horizontal discourse Trust Communication distribution network Boundary Spanning Individual Institutional Evidentiary evaluation for decision making System Society Shared Language © Delaforce 2006 Regional Sector Vision

Program Theory and Logic Model 1999 2001 QUT 2002/3 QUT 2003 QUT EQ Nolan Report NCEP TAFE EQ TAFE AISQ/CE TAFE 2003/7 QUT EQ EQ AISQ/CE TAFE DET Training ACU Intervention Outputs Reflections Outcomes Mechanisms Outcomes 2 Variables Moderators Reflections Outcomes Summary IMPACT

Analytics, Diagnostics, and Evidence. Based Education Information Value Optimization Predictive Modeling Forecasting What will happen next? What’s the best that can happen? Reporting / OLAP Data Management Data Access How Much? How Many? What Happened? Insight

Training Policy Environmental Scan Federal Agenda Global Environment Economy • Boom – skills shortage • Bust – retain skills Demography • Population growth • Ageing • Embedded disadvantage – 86 500 still unemployed – 200 000 outside the labour market COAG • SPP • NP Fee Waiver Childcare Quals • NP PPP (job seekers, employed) • Market design • Qualification targets Skilling Australia for The Future • Skills Australia • Industry Skills Councils • State Training Information Centres Environment • Climate change Bradley Review • Two systems, one shared vision Technology • New expectations AQFC • Improve articulation & connectivity between sectors World of Work • Rapidly changing roles • Age of information, knowledge, innovation Positioning VET • Education Investment Fund (EIF) • Capital Fund for VET & community education • Trade Training Centres in Schools Skills For Recovery • $950 Training & Learning Bonus Cutler Review (innovation) NQC • Review Training Packages • Flexibility of investment in training • Improved planning information / communication • Trade taskforce – Pre-voc – Institutional training • Flexible pedagogy for skills – Simulated – On-line – In workplace • Delivery models for young, old, techno savvy • Restructure to manage potential changes • Prepare for competition • Good relationships with businesses • • • / industry (can’t be done by ID / BDM) Good relationships with clients Childcare strategy Strategic capital program Competition support strategies Continue governance reform Build real marketing skills Date: 01 -04 -09 QLD Government DETA Q 2 (Strong, Green, Smart, Healthy, Fair) • 2020 Target: 75% of QLD’ers 2564 Cert III or above • Reducing State revenue • 2009 Commitments Employment – Create 100 000 new jobs over next 3 yrs – $47 m over 3 yrs for aid green work placements for up to 2 300 QLD’ers – $10 m over 3 yrs for subsidised Green Traineeships for up to 700 QLD’ers – Fund $57 m Green Army – 5 000 public sector apprenticeships & traineeships over next 4 yrs – Expanding 10% government training policy – Establish $500 K Green Building Skills Fund (HIA) Training – 41000 training places for QLD workers, 61 014 up skill, and 46 096 job seekers over 4 yrs with 148 000 new additional training places to support QLD workers • and joblevel skills strategy Higher seekers during global recession strategy • Competition Strategic Plan • Every child & young person will be well prepared for life success through learning and education • Qlders will be linked to opportunities that support economic prosperity and enhance life-ling learning • Qlders will benefit from a rich cultural life & thriving creative communities • Productive relationships will be fostered to maximise outcomes for Qlders • Our people’s talents & ideas will create a dynamic & innovative organisation • Migration strategy • Manage challenge of individuals wanting skills sets + policy today for quals – Skills bank • Green skills products & marketing • Improving credit transfer QSP 2006 – training system that • Works for Queensland • Works for industry and employers • Works for trades: 17 000 extra trade training places available in each year by 2010 • Works for individuals: 14 000 extra Cert IV and above training places available in each year by 2010 QSP 2008 • Developing skills of existing workers and apprentices • Engaging unemployed /under-employed people • Improving youth transitions to enhance education, training and employment outcomes • Building capacity of QLD VET sector • Building bridges to the professions • Statutory Institutes, SBS, SATS, Lead Institutes, Higher level quals, Master Tradepersons, Pre-trade • training, Trade BIZ, VET Futures, Skillsets, finance, Professional development - governance, marketing LNQ/TOL • VET in schools policy - cert III • Indigenous inclusion • Higher level quals strategy – Cert II Cert IV + above – Social networking for higher level quals • Youth career framework implementation • Green skills project • Flexibility of funding deployment § Responsiveness to competition § E Learning Models G: 6131_ADG TAFEGP-OADG-IVP-BNE1. TAFE FuturesProgram PlanningTraining Environment Context 01 -04 -09

Federal Reform Agenda Systemic Tertiary Reform COAG • Nat Agreement Skills & Workforce Development • NP Childcare • NP PPP (job seekers, employed) – more than 700, 000 places 85, 000 places for apprentices. • Market Design • Target – halve the proportion of adult Australians without Year 12 or Two Systems, one shared vision: A stronger and fairer Australia • Focus on student demand • Dynamic pathways of opportunities for students & employers • Equity Regulation an equivalent qualification by 2020 – at least halve the gap in Year 12 attainment for Aboriginal and Torres Strait Islander people by 2020 – halve the proportion of Australians aged 20 -64 without qualification at Certificate III and above between 2009 and 2020 – double the number of higher qualification completions (diploma and advanced diploma) between 2009 and 2020 Funding Models Current Initiatives POSITIONING VET • Education Investment Fund (EIF) - open up universities and VET • Capital Fund for VET and community education ($500 M, launched Dec 2008) improve quality of teaching and learning • Trade Training Centres in Schools Program ($2. 5 billion over 10 years) enable all secondary schools to access new trade facilities in traditional and emerging fields • SKILLS FOR RECOVERY • $950 Training & Bonus Learning – paid to students and people outside of workforce returning to study AQFC • • • Strengthening AQF Credit Transfer Terminology Measuring effort / volume / complexity Levels EQF Mobility NQC • Review Training Packages – broaden knowledge / skills Definition of competence Institution vs workplace delivery Date: 01 -04 -09 Skills Australia AQFC Facility Owners Targets Whole of sector National Regulatory & Quality Agency for HE focus on • Streamline current regulatory arrangements to reduce duplication & retention, provide national consistency selection and • Establish objective & comparative benchmarks of quality & exit standards, performance graduate VET outcomes • Gov’t to work with States and Territories to develop strong & cohesive arrangements (to progress alongside of HE Regulator) Australian Universities • Will be funded on basis of student demand from 2012 (i. e. will fund a C’wealth supported place for all domestic students accepted in an eligible, accredited HE course at a recognised public HE provider. (NOT a voucher) • Universities will not receive funding for places they do not deliver • Current cap on over-enrolment will be raised from 5 to 10 % from 2010 and then wholly removed in 2012 VET • Student entitlement model – under public debate & discussion Income support for students • Bradley recommended changes being examined, response provided at time of Budget Regional Australia • Cost of providing quality teaching & research will be examined and a new, more logical basis for funding introduced • Ambit expanded to encompass full scope of Aust’s labour market needs to give advice to C’wealth about the effectiveness of university & VET systems in meeting the broad range of Australia’s skills needs. • Commissioned to improve the articulation and connectivity between the university and VET sectors to enable competency-based and merit based systems to become more student-focused • States remain major funders & owners of facilities • 40% of all 25 -34 year olds will have a qualification at bachelor level or above by 2025 (current 32%) • 20% of HE enrolments at undergraduate level be of people from low SES backgrounds by 2020 (current 16%) • 90% of young people achieving Year 12 or an equivalent qualification by 2020 G: 6131_ADG TAFEGP-OADG-IVP-BNE1. TAFE FuturesProgram PlanningTraining Environment Context 01 -04 -09

Educational Continuum DRAFT COAG Priorities Compulsory Non Compulsory ETRF Industry Requirements ISCED – 97 ISCO Skills Levels Time AHC Equivalent Comparative Hr’s Professional Doctorate Course Work Masters Degree Research Masters Graduate Diploma Graduate Certificate Trade Masters Vocational Graduate Diploma Vocational Graduate Certificate Trade Honours Bachelor Degree Associate Degree Advanced Diploma Bachelor Degree Registration Prerequisite Professional Development RPL LLL Transition Pathways Credit Transfer Ph. D Advanced Diploma Cert IV Cert III Cert I SAT and VET IN Schools Secondary School Middle School Early Childhood G: 6132_DDGGP-PPPU-BNE4 TAFE Futures Admin/Projects/080002 Higher Education/Position Paper/AQFC V 1. 0 (3) University Schools Programs

Approximately 90% of state schools and a significant percent of non- state schools are RTO’s.

The senior phase of learning Career planning VET Cert OP Registration all lea rning ents ievem ach Learning account pattern and standard Legislation: Compulsory Participation Phase Senior Statement QCE CPCSE (QCIA)

Pathways, Partnerships • Clearly identified and seamless pathways from school to vocational and/or tertiary education • View education sector holistically • One school alone cannot be all things to all students

Accounting Pathways Project incorporating FNS 30304 - Certificate III Financial Services (Accounts Clerical) Brisbane North and Brisbane Central & West Districts A partnership project between DETA, BNIT (Bracken Ridge) and QUT

University Attendance Vocational Outcomes Virtual / Online Delivery Yr 11 & 12 Accounting Industry Engagement Face-to-face Workshops Mentoring Blended-delivery Model

QCE credit table Core credit Preparatory credit Enrichment credit • Authority or Authorityregistered subject* 4 • VET certificate I Advanced credit • a one-semester university subject achieved while at school • a recognised certificate (maximum of 2 can count) 2 or award in areas such (except Functional Maths/English) 2 as music, dance, drama, • an employment skills • Senior external sport and community development program • a two-semester examination 4 development 1 (only 1 can count) 2 university subject • VET Certificate II 4 achieved while at school • a negotiated workplace, • a re-engagement 4 community or self • VET Certificate III – IV 8 program (only 1 can count) 2 directed learning project 1 • competencies in a • school-based diploma or advanced apprenticeship and diploma over at least traineeship 4 • structured workplace or one semester (or its community learning 1 • tailored training program equivalent) 2 4 • Authority extension subject 2 • international learning program 4 Minimum of 12 credits Maximum of 4 credits Maximum of 8 credits

Future Pathways After Yr 12 BNIT QUT/ACU (Further study/ part time employment) Employment with Certificate III level qualification

In summary… 15 - 444 • Enables students to develop independent learning skills necessary for university and/or vocational success • Provides seamless pathways through to vocational and tertiary education • Assists students to make informed career decisions • Students exit school with a nationally recognised qualification – Certificate III Financial Services (Accounts Clerical) – 8 points towards QCE • Is a blended delivery model that engages students and meets their learning needs • Partners with industry Financial Sector professional bodies CPA Australia, Institute of Chartered Accountants and leading Accounting firms

Healthy Futures (2005 pilot - state-wide) • To grow awareness and provide opportunities and pathways in the Health and Allied Health industries for young people in the Senior Phase of learning. Strong preparation phase • awareness raising/marketing to students • Students undertake mentored work experience placements • Students apply for advertised SAT positions identified by industry partners (eg Certificate III in Allied Health, Certificate III in Business Administration) • Pathways from qualification developed –articulation to further training/degree/employment • Achievement contributes to QCE • Curriculum option now available for schools – link to Science

Pathways Certificate III • Allied Health • Aged Care • Health Care Assistant Bachelor of Nursing Diploma of Health Care Assistant Full-time employment Assistant Nurse

Outcomes (from 2006) 36 signed into ASBA 35 have graduated All students remain in the industry either through employment (full/ part time), further study or a combination of both. Strong collaborative and productive partnerships between industry partners, TAFE’s, Universities and schools. Articulation arrangements in place with TAFE’s and Universities to ensure pathways beyond completion of ASBA. Sense of community strengthened - industry partners realise potential and benefits of recruiting and supporting local youth. Teachers have gained knowledge of the Health industry and this is being fed back into curriculum.

Partners • • • North Brisbane Metropolitan Health District Masonic Care Qld (Sandgate) Sunshine Coast Institute of TAFE Australian Catholic University of Queensland

Meaningful student support – key features High quality learning opportunities • Range of Certificate III courses delivered flexibly to meet diverse student needs. Committed partners • A shared vision and implementation across a range of health care organisations, universities, TAFE’s, community organisations, and schools. Strong coordination • Liaison/facilitation with all partners to support student and successful outcomes Curriculum development • Integration of aspects of the industry into appropriate subject areas to provide relevance and authentic learning experiences. Articulation arrangements • Guaranteed entry to Training and Tertiary Institutions developed through partnership commitment and trust

Possible Aged Care Pathways Degree courses in Social Science eg Social Work Diploma in Community Welfare Work Degree Courses In Health eg Medicine or Allied Health Diploma in Community Services Management Alternative Pathways Diploma in Enrolled Nursing Certificate IV in Service Coordination or Certificate IV in Aged Care Certificate IV in Community Work Primary Pathway Degree Courses in Registered Nursing Certificate III in Aged Care Work

Possible Health Pathways Degree Courses in Social Science eg. Social Work Diploma in Community Welfare Work Degree Courses In Health Degree Courses in Registered Nursing Diploma in Enrolled Nursing Certificate III in Allied Health Certificate IV in Community Work Primary Pathway Alternative Pathways Health Services eg. Food Services, Laundry Services, Administration, etc. Qualifications in Health Assistance or Health Technicians eg. Allied Health Assistant, Mortuary Service

Certificate II in Sustainable Energy (Career Start)

• Science 21 • STA (BNIT) • Griffith • QSA • Multi-strand • Physics • Flexible delivery Holistic approach • Schools Mapping Partnerships Course Development • Multiple pathways • Articulation arrangements • Chemistry • Teacher PD

Cert II in Sustainable Energy (Career Start) • Specifically designed for secondary school students. • Contribution to development of young people to become active and informed citizens in society. • Contributes to community capacity building and positive future action. • Pathways into emerging industries, electrotechnology, environmental sciences and engineering. • Blended delivery model with real world applications.

Competencies overview in a schematic framework

Website Flowchart

The mobile workshops A cubby house on wheels allows the workshop to come to the students and provides a safe environment for them to demonstrate and learn how to wire and install solar panels etc

Teachers participating in PD activities in preparation of course roll out next year. Some activities/resources to be used with students.

Teacher PD needs § TAA qualification § Certificate II qualification - Demonstration of practical skills - Wiring diagrams and solar energy installations - Completing remainder of course online § My-Tafe induction § Changing role of classroom teacher

SAVE expansion 156 today – State-wide and National • • Water Operations CAD GIS Conservation and Land management • Clean production • Waste Management

cross-sectoral collaboration and engagement Space of Engagement Horizontal discourse Trust Communication distribution network Boundary Spanning Individual Institutional Evidentiary evaluation for decision making System Society Shared Language © Delaforce 2006 Regional Sector Vision

Thank You w. delaforce@qut. edu. au