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Pathways, Participation and Partnerships

Pathways, Participation and Partnerships. Presentation to the 2011 CEET Conference. Virginia Simmons virsis consulting. Overview. The Context Overview of existing tertiary partnership models Examination of their impact on pathways Implications for participation. The Context. Context.

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Pathways, Participation and Partnerships

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  1. Pathways, Participation and Partnerships Presentation to the 2011 CEET Conference Virginia Simmons virsis consulting

  2. Overview • The Context • Overview of existing tertiary partnership models • Examination of their impact on pathways • Implications for participation

  3. The Context

  4. Context The last three years have seen an unprecedented growth in partnerships and partnership models between Higher Education and TAFE/VET: • The Bradley Review spawned a new emphasis on the importance of a tertiary sector • COAG targets for participation in both VET and Higher Education (HE) have influenced the ways in which HE and VET work together • Increased emphasis on contestability in both sectors is a further driver, with the advent of uncapped places in Higher Education in 2012 set to drive further change – both competition and co-operation.

  5. Overview of existing partnership models – 12 models

  6. Model 1

  7. Model 1b

  8. Model 1c

  9. Model 2

  10. Model 3

  11. Model 4 Cross–sectoral Dual Awards Most often, but not always in dual sector universities, students are offered concurrent, discrete awards in VET and HE. These may be, but are by no means always in the same discipline. Examples:Certificate IV in Frontline Management Certificate IV in Occupational Health & Safety Certificate IV in Business Management Certificate IV in Massage Practice

  12. Model 5

  13. Model 6

  14. Model 7

  15. Model 8

  16. Model 9

  17. Model 10 Credit Transfer via Course Mapping Course mapping is used for numerous individual pathways across the country, which include VET to Higher Education and, less often, Higher Education to VET in reverse articulation. The former may also involve bridging programs. The negotiation process can be time-consuming and is often personality dependent.

  18. Model 11 Cross-sectoral Electives A number of TAFE institutes with state of the art practical facilities make these available to universities for skill/applied learning electives in degree programs. Likewise, Higher Education electives are available to some TAFE/VET students.

  19. Model 12 Jointly Designed Degrees Degrees that are jointly designed at the outset by HE and VET partners have considerable potential for innovation. Outside of the dual sector institutions there is only limited evidence of this occurring at this stage. Joint accreditation would be a further step.

  20. Model 13

  21. The Impact on Pathways

  22. Summary of the Models Model 1 - Dual Sector University/Higher Education Providers Model 2 - University - TAFE/VET Network Model 3 - Concurrent HEP/RTO status Model 4 - Cross-sectoral Dual Awards Model 5 - Physical Co-location Model 6 - Joint Delivery Model 7 - Franchising Model 8 - State-government facilitated pathways Model 9 - Embedded Programs/Integrated Pathways Model 10 - Credit Transfer via Course Mapping Model 11 - Cross-sectoral Electives Model 12 - Jointly-designed Degrees Model 13 - Other

  23. Observations • For many of the partnership arrangements the predominant rationale is commercial – issues such as funding, financial viability, size, and increased competitiveness are primary • Many of the partnerships rely on personalities and are at risk if there is a change of personnel • Together they represent a huge amount of time and effort • In by far the most cases, the university qualification remains intact in the pathway • The extent to which this plethora of partnerships contributes to the diversity of offerings for students is debatable

  24. The Acting Director General of Education and Training, NSW recently stated: Endless mapping of curriculum to try and get articulation right had seen only a trickle of VET students accepted into higher education. TAFE NSW has over 500 articulation agreements with universities for individual courses. The waste of time and effort of all that work, compared with the actual flow of students granted entry on the basis of that credit (shows) it’s not working.”

  25. Implications for Participation

  26. Some Implications • Achievement of COAG participation targets relies on attracting new cohorts of students • Partnerships and pathways, although important, are only part of the answer • New qualifications and new provider types will be the way forward.

  27. Final Thought ‘(TAFEs are) extending (their) educational successes to higher education where … it is feasible and strategic. (They) are are developing innovative teaching and learning approaches, (they) are preparing work-ready graduates, because (they) know how to prepare graduates who have got their hands dirty in real industry environments at the same time as having been educated to think critically and develop as global citizens. They are seeing … graduates meet goals by progressing to post-graduate study and gainful employment and … in the absence of public funding.’ Dr. Christine Spratt, The Age, October 25, 2-11, p.13

  28. Thank you

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