australia’s career and technical education (cte) system - key features - challenges - reforms
TRANSCRIPT
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Australia’s career and technical education (CTE) system
- key features- challenges - reforms
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Key Features of the Australian CTE System• Strong industry leadership and
engagement
– Training qualifications developed by industry; and
– Industry determines competencies for each qualification
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Australia is a Federation
• 6 States and 2 Territories; and
• States and Territories have primary responsibility for education and training
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NATIONAL GOVERNANCE AND ACCOUNTABILITY FRAMEWORK
•legislation•intergovernmental funding•planning and reporting•research and analysis.
Industry Governments
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The Australian Qualifications Framework supports learning pathways
Schools Sector Accreditation Vocational Education and Training Sector Accreditation
Higher Education Sector Accreditation
Doctoral Degree
Masters Degree
Vocational Graduate Diploma Graduate Diploma
Vocational Graduate Certificate Graduate Certificate
Bachelor Degree
Advanced Diploma Associate Degree, Advanced Diploma
Diploma Diploma
Certificate IV
Certificate III
Senior Secondary
Certificate of Education
Certificate II
Certificate I
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A range of training providers are registered to offer CTE qualifications
• Technical and further education (TAFE) institutes– publicly funded;
• Private training providers; • Community training providers; • Secondary schools;• Australian Technical Colleges• Private Sector businesses.
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CTE participants are diverse
• 89% undertake part-time training; and
• 1.4% of the CTE total are overseas students
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People of all ages participate
VET Engagement by Age Groups, 2006
0%
5%
10%
15%
20%
25%
30%
<15 15-19 20-24 25-29 30-39 40-49 50-59 60-64 65+
Per
cen
tag
e o
f to
tal
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What are the challenges for the CTE system?
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There are national imperatives
• Providing Employees with industry skills;
• National systems for recognising skills ;
• Performance in a globalised economy;
• Responding to changes to work structures and patterns; and
• Managing an aging population.
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What is changing in Australian CTE?
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New reforms in Australia
Skills Gaps
Mobile WorkforceMutual Recognition
Recognition of Overseas Qualifications
Better Skills Information
Improving Training Quality
Rapid SkillingApprenticeship duration
School-based apprenticeships
New entry and exit points
Better Skills Recognition
Strengthening Regions
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• fee vouchers for approved courses for those aged 25+ but without a Year 12 qualification;•fee vouchers to study business skills for apprentices; and•wage top-ups for apprentices aged 30+•incentives payments to employers to encourage apprenticeships.
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Change in Australian Government, November 2007
New Priorities:• additional career and technical education
positions to be funded;• greater access to traditional trades training in
secondary schools around the country; and• a roll out of computer technology to schools
to increase computer literacy
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Relevance of Australian CTE to APEC Economies
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Strengths of the Australian system …
• competency-based;
• curriculum based on industry needs;
• regulatory structure maintains quality across public and private providers;
• the national qualifications framework permits articulation between qualifications; and
• competition between training providers.
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Australia-China Vocational Education and Training Project
• The project ran over 2002-2007• Key elements:
– school planning– teacher development– competency-based training delivery
and assessment• Overall objective:
– demand-driven industry-led CTE system drawing on Australian experience
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Challenges• transition costs• ‘soft’ systems
– industry linkages– curriculum– teaching and managerial personnel– regulatory frameworks
Lessons Learned• National ownership and commitment• International links• Industry partnerships
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Thank you