Some Observations CEET Presentation, August 23, 2001

1. Seamlessness: TAFE in Dual Sector and Single Sector Environments Some Observations CEET Presentation, August 23, 2001

2. Background • Executive Director, TCCAV/VTA • 2½ years • Director, Kangan Batman TAFE • 11 years • Deputy Vice-Chancellor TAFE, Swinburne University of Technology • 3½ years • Director/CEO, Chisholm Institute • since May 2001

3. Overview • History/Context • Legal Framework • Key Issues • Tensions • Advantages of each Sector

4. National Scene Most examples of intersectoral operations a result of: • geographic contiguity • isolation/distance • experimentation • international student marketing • specific disciplines, target markets Examples: Northern Territory, Wollongong, Curtin, Batchelor, Australian Maritime College, UWS, Charles Sturt Note: No ‘sandstone’ University has a significant intersectoral focus

5. Dual Sector Institutions • Long history in Victoria • CAE/TAFE prior to University/TAFE • not replicated to same extent in other states • Over time: • some shed their TAFE components • some retained them • TAFE now predominantly linked to Universities of Technology

6. TAFE strengthens HE Generalisations: • Some CAE’s that shed TAFE sectors did not survive the Dawkins mergers: • Preston, Caulfield, Footscray • Those that retained their TAFE sectors avoided amalgamation: • RMIT, Swinburne

7. Impact of HE/TAFE Linkages • TAFE in Victoria more autonomous than in any other state • (also assisted by previously autonomous technical schools) • strong industry, applied focus • Victorian TAFE arguably: • more entrepreneurial • more cost-effective

8. Existing Dual Sectors • RMIT University • Swinburne University • Victoria University • Ballarat University • The University of Melbourne - Institute of Land and Food Resources (former VCAH)

9. Dual Sectors:No Single Model continuum separate hybrid integrated 3 4 2 5 1 Seamlessness

10. Dual Sectors: No Single Model • Extent of overlap of programs • Relative size of TAFE/HE operations • Perceived importance of market differentiation vs seamlessness • Historical issues e.g.: campus locations program colocations use of equipment industry linkages Council membership personalities

11. Higher Education further study qualifications provider-driven mostly full-time research oriented mid-point entry DETYA funding TAFE employment skills industry-driven mostly part-time applied orientation operator entry level ETTE funding Simplified Differentiation

12. Higher Education part of academia research oriented multiple cultures diversity discipline focus, niches competitive/collegiate TAFE part of TAFE system consultancy oriented one culture cohesion/coordination industry focus, generic collegiate/competitive Cultures Dual sector advantage strengthened if cultures can blend

13. Recent Government Policy • Mixed models support competition: • dual sector institutions • large stand-alone (esp. metropolitan) • smaller stand-alone (esp. rural) • Dual sectors could be larger • outcomes of Ramler Review • expansion of VUT, RMIT, Swinburne, Ballarat • TAFE seen as boosting universities

14. Dual Sector Context • University operates under own State Act • specific arrangements for TAFE • Vice-Chancellor is: • CEO • Council Member • accountable to Chancellor

15. TAFE: Dual Sector • Designated Director of TAFE • not necessarily a member of Council • powers of employer under VET Act • otherwise subject to University Act • accountable to Vice-Chancellor and university Council • Designated Board of TAFE (advisory) • Greater autonomy of University has flow-on effects to TAFE

16. TAFE: Single Sector • Operates under VET Act • TAFE Director is: • CEO • Council member • employer for the purposes of the Act • CEO status impacts on emphasis placed on TAFE cf dual sector TAFE

17. Key Issues • Strategic Planning • Seamless Options • International Marketing • Industry Consulting • Career Development/Succession Planning

18. Tensions: HE and TAFE • University pressure for high ENTER scores • competition for students at medium ENTER score • competency, graded assessment • pressure of viable student groups • Victorian universities: little/no growth • national recognition: public/private RTO’s Applies whether in dual or single sector situation

19. Tensions: TAFE • explaining training packages • mapping to degrees • determining credit transfer • preserving the integrity of competency • high expectations of articulation • not always realistic • competition for students • ‘poaching’ of TAFE staff • Victorian TAFE: no recurrent growth Applies whether in dual or single sector situation

20. Dual Sector TAFE strategic plan a subset of University plan Advantages/dis-advantages from being part of a ‘bigger picture’ Single Sector TAFE strategic plan developed in its own right advantages/dis-advantages from focussing solely on TAFE Strategic Planning Competitor analysis needs to include TAFE in both cases

21. Seamless Options • guaranteed learning pathway • guaranteed entry* • credit transfer* • dual awards* • common first year • nested programs • advanced standing* • RPL/RCC* * possible in both models BUT dual sector does not guarantee success

22. International Market Anomalies: • TAFE/VET not well-developed in many countries esp. Asia  don’t distinguish between sectors • cultural preference for universities • training requirements often more akin to TAFE than HE • ideally, dual sectors can provide best of both worlds

23. Industry Consulting Dual Sectors: Anomalies • dual sectors can offer ‘shop-floor to boardroom’ training • certificate to PhD • consulting conflicts with Universities’ incentives to engage in research • not self-evident that dual sectors will exploit industry consulting potential • cf Deakin Australia

24. Industry Consulting Single sector TAFE: • mainstream delivery and working in industry • recognised synergy • potential at national level • consortia arrangements • emphasis on work-based delivery • not mirrored in HE • working in industry key source of income generation and career variety

25. Career Development & Succession Planning Single Sector • Institute-based employment: staff career development planning confined to internal possibilities (limited) • teachers’ only real career path is in management • PACCT/HEW staff have few options • TAFE specific staff development

26. Career Development & Succession Planning Dual Sector • University-based employment: staff career development planning confined to internal possibilities (broader) • teachers can pursue teaching-based career thru’ promotion to HE (can create other problems e.g. poaching) • PACCT/HEW staff have more options • joint staff development programs

27. Dual sector in best case scenario, seamlessness enhanced dual sector status no guarantee Single sector universities with commitment to articulation will work equally with single sectors TAFE in better negotiating position Seamlessness - Only one of a range of areas of possible competitive advantage for dual sectors

28. Students Curriculum Staffing Finance Facilities Markets Research seamless educational opportunities program synergy/nesting professional development, careers economies of scale, savings efficient facilities, equipment usage certificate to PhD across both sectors Potential Dual Sector Advantages

29. Students Curriculum Staffing Finance Facilities Markets Research TAFE the best solution for many - small personalised learning settings solely focussed on TAFE outcomes career TAFE personnel economies of scale, savings efficient facilities, equipment usage differentiate within VET establish TAFE capability, collaborate. Potential Single Sector Response

30. Thank You