Key Policy Directions Impacting on Community Colleges Community Colleges NSW Conference 20 May 2009...

Key Policy Directions Impacting on Community Colleges

Community Colleges NSW Conference20 May 2009

Helen de Silva Joyce, Director, Community and Migrant EducationGina Perks, ACE Unit Coordinator

MINISTERIAL COUNCIL FOR VOCATIONAL AND TECHNICAL EDUCATION

Ministerial Declaration on Adult Community Education

December 2008GOALS ONE : Work together to strategically position ACE to deliver vocationally focused

courses by optimising the contribution of community education and training providers towards increasing vocational education and training employment outcomes.

TWO : Optimise the capacity of community education and training providers to deliver vocationally focused courses, leading to increased workforce participation and building personal, social and economic capital.

THREE : Extend the participation of individuals in vocationally focused courses in ACE, which will enable individuals to participate in the labour market and lead active and productive lives.

FOUR : Demonstrate the quality of ACE outcomes in developing human and social capital.

SKILLS AUSTRALIA – Foundations for the Future – Draft Proposals for Future Governance, Architecture and Market Design

for the National Training System April 2009

• More rigorous and consistent approaches in State purchasing arrangements.

• Quality providers, best practice, nationally agreed core standards for provider performance and evidence of outcomes.

• Stimulate operational independence of TAFE for greater diversity in service provision.

• Adopt a purchasing approach as the preferred model for market reforms in VET.

• A national VET regulatory body for registration and audit of VET providers.

• Rapid response to poor RTO performance.

• Checking financial viability and track record of RTOs as a standard requirement for eligibility for funding.

• More closely integrated tertiary sector.

• Higher level of course completions and participation in higher level programs by those from lower socio-economic groups.

• Increased consumer choice.

• More public information about provider performance and outcomes. Job outcomes, satisfaction, learner engagement, course completion.

• AQTF 2007 Quality Indicators (learner engagement, employer satisfaction and competency completion) – In future RTOS will be required to collect data on indicators for continuous improvement and for registering bodies to assess risk of RTO operations.

• Purchase skill outcomes.

• Strengthened purchasing arrangements to provide for an increase in the proportion of contestable funding among high quality providers.

• Industry engagement – Genuine engagement between employers and RTOs.

• Option to increase purchasing by employers and learners.

SKILLS AUSTRALIA – Foundations for the Future – Draft Proposals for Future Governance, Architecture and Market Design

for the National Training System April 2009

National Agreement for Skills and Workforce DevelopmentCouncil of Australian Governments (COAG)

2009 - 2012TARGETS – Long term (out to 2020) and aspirational

1. Halve the proportion of Australians ages 20-64 without qualifications at Certificate III level and above between 2009 and 2020.

2. Double the number of higher qualification completions (diploma and advanced diploma) between 2009 and 2020.

Provides funds for the ACE Program - Now includes • Indigenous funds previously received separately as IEP• Adult Learners Week

OBJECTIVES

• All working age Australians have the opportunity to develop the skills and qualifications needed, including through a responsive training system, to enable them to be effective participants in and contributors to the modern labour market.

• Individuals are assisted to overcome barriers to education, training and employment, and are motivated to acquire and utilise new skills.

• Australian industry and businesses develop, harness and utilise the skills and abilities of the workforce.


2009 - 2012

OUTCOMES

• The working age population has gaps in foundation skills levels reduced to enable effective educational, labour market and social participation.

• The working age population has the depth and breadth of skills and capabilities required for the 21st century labour market.

• The supply of skills provided by the national training system responds to meet changing labour market demand.

• Skills are used effectively to increase labour market efficiency, productivity, innovation and ensure increased utilisation of human capital.


2009 - 2012

OUTPUTS

The following outputs will act as a proxy to measure progress towards outcomes.


2009 - 2012

• Number of enrolments in VET

• Number of course completions in VET

• Number of unit/module completions in VET

• Number of course completions by Indigenous Australians in VET

• Number of enrolments by Indigenous Australians in higher level vocational education and training qualifications

DEFINITIONS FOR THIS AGREEMENT

• Unit/Module Completion = Competency achieved or RPL granted

• Course completion = qualification awarded

• Higher level qualification = Certificate III or above


2009 - 2012

Questions for the ACE Program and Community Colleges

SCH still collected and reported NOW the key indicators are the • number of SUCCESSFUL completions and • attainment at a Certificate III and above.• Indigenous completions and attainment

How can we as community colleges and the ACE Unit demonstrate that non-accredited VET and Certificate I and II levels are truly pathways to higher level qualifications?

What cold hard facts can we provide?

How well are we currently achieving in these areas?

What areas do we need to focus on?

2005 – 2007 National Agreement Targets

Outputs 1 and 2: Course enrolments and course completions in VET

VET Qualification/Course Enrolments and Completions

0

10,000

20,000

30,000

40,000

2005 2006 2007

Qual/Course Enrolments Qual/Course Completions

Points to note:• 15% increase in number of Qualification/Course enrolments 2005-2007• 75% increase in number of Qualification/Course completions 2005-2007• No funding source information, therefore all completions shown


VET Load Pass Rate:

VET Load Pass Rate

73% 71% 69%

0%

20%

40%

60%

80%

100%

2005 2006 2007

• VET Load Pass Rate used by ANR • Calculation is nominal hours in assessable modules or units of competency completed with a

pass assessment over total nominal hours for all students who were assessed and either passed, failed or withdrew

• Does not include continuing and non-assessed in calculations


Output 3: Unit/Module Enrolments and Completions in VET

VET Unit/Module Enrolments and Completions

0

50,000

100,000

150,000

200,000

2005 2006 2007

UoC/Module Enrolments UoC/Module Completions

Points to note:• Completions = Pass and RPL granted• 33% increase in number of VET UoC/Module completions 2005-2007• Large proportion of outcomes are non-assessed or continuing (see next chart)


VET Enrolment Outcomes

0%

20%

40%

60%

80%

100%

2005 2006 2007

Non-assessed: notsatisfactory

Non-assessed: satisfactory

Continuing

Credit tsfr

RCC granted

RPL not granted

RPL granted

Withdraw n

Fail

Pass


Indigenous VET Qualification/Course Completions

0

500

1000

1500

2000

2500

2005 2006 2007

Indigenous Course Completions Indigenous Course Enrolments

Output 4 : Course completions by Indigenous Australians

Points to note:• 116% increase in number of indigenous VET Qualification/Course completions 2005-2007


Indigenous VET Qual/Course Enrolments - Cert III & above

0

500

1000

1500

2000

2500

2005 2006 2007

Indigenous Course Enrolments - Cert III & above Indigenous Course Enrolments

Output 5: Enrolments by Indigenous Australians in higher level VET qualifications

Points to note:• 146% increase in number of Indigenous VET course enrolments Certificate III and above 2005-

2007• 18.6% increase in number of students identifying as Indigenous 2005-2007


Number of students in CSWE/CGEA Levels I-III:

Students in CSWE/CGEA Courses

0

500

1,000

1,500

2,000

2,500

CSWE/CGEA I CSWE/CGEA II CSWE/CGEA III

2005 2006 2007

Points to note:• 10% increase in overall number of students enrolled in CSWE/CGEA I-III courses 2005-2007


Students enrolled in Certificate III and above aged 15-19 and 20-64 years:

Students Enrolled in Certificate III & Above

0

4000

8000

12000

2005 2006 2007

15-19 yrs

20-64 yrs

Age Unknown

Points to note:• 40% increase in number of students aged 15-19 years enrolled in Certificate III and above 2005-2007• 9% increase in number of students aged 20-64 years enrolled in Certificate III and above 2005-2007• Age unknown shown as a factor likely to affect the actuals above


Higher Qualification completions (Diploma and Advanced Diploma):

Diploma Completions

0

50

100

150

2005 2006 2007

Points to note:• 246% increase in number of Diploma completions 2005-2007

NSW ACE Performance 2006-2007


Percentage change 2006-2007:

Challenges and Opportunities for ACE

• How can we demonstrate that non-accredited VET and Certificate I and II levels are truly pathways to higher level qualifications?

• Increasing our offerings in Certificate III and above

• Analysing what the completions data really means. Improving completions – Is this a data issue or a delivery issue?

• Sharing our successes in working with industry

• Raising the profile of community colleges in meeting the changing agendas in VET

• Have ideas? Share them at the ACE Big Issues session after lunch or at the VET managers session tomorrow morning.

Key Policy Directions Impacting on Community Colleges Community Colleges NSW Conference 20 May 2009...

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