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PUBLIC TECHNICAL AND FURTHER PUBLIC TECHNICAL AND FURTHER EDUCATION PROVIDERS IN THE EDUCATION PROVIDERS IN THE
TERTIARY SECTORTERTIARY SECTOR
Presentation to the
Universities Australia 2013 Higher Education Conference
Martin Riordan
Chief Executive Officer
TAFE Directors Australia
Feb 27, 2013
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Public Technical and Further Public Technical and Further Education ProvidersEducation ProvidersTDA urges COAG to recognise:1.they play a special role in the nation’s education system and are highly valued by communities, enterprises and industry2.they are making an increasing contribution to realising the interconnected tertiary sector required to secure Australia’s future3.some of them are evolving into a new form of ‘mixed sector’ institution, appealing to new cohorts of students and enhancing the diversity of the tertiary sector
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Public Technical and Further Public Technical and Further Education ProvidersEducation ProvidersTDA urges COAG to recognise:4.greater degrees of devolution would assist them to respond more effectively to government priorities and to industry needs5.they are well-placed to impact on the achievement of government targets four Higher Education and there are at least four options available to prudently manage the extension of Commonwealth Supported Places to enable them to do so.
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Bradley: A New Tertiary System
‘The Review has considered both why a better interface between higher education and VET is now imperative as well as the broad range of ways in which it could be pursued. While the issues to be dealt with are complex, reform is vital if a fully effective tertiary system … is to be achieved. This will require significant changes …’
(Bradley Review, page 179)4
Tertiary: Bradley’s VisionTertiary: Bradley’s VisionEqual value given to VET and HERecognition that institutions may have a
primary mission in one sector and still offer qualifications in another
A shared and coordinated information base and approach to labour market analysis
Capacity for the whole system to provide an integrated response to workforce needs for industries and enterprises
An efficient regulatory and accountability framework
Clearer and stronger pathways between the sectors
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Public Technical and Further Public Technical and Further Education Providers as HEPsEducation Providers as HEPs
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Public Technical and Further Education Providers
2009 2012
Registered Higher Education Providers (HEPS)
10 9
Number Delivering 9 16
Number of Qualifications offered
68 81
2012: 16 ‘Mixed Sector’ Institutions 5 ‘Dual Sector’ Universities
Functions of the Public Functions of the Public UniversityUniversity
Audience
Knowledge
AUTONOMY- academic audience
HETERONOMY – extra
academic audience
Instrumental knowledge
PROFESSIONAL POLICY
Reflective knowledge
CRITICAL PUBLIC
Burawoy, M, ‘Redefining the Public University: Global and National Contexts’ in Holmwood, J (ed) 2012 A Manifesto for the Public University, Bloomsbury Academic
Functions of Public Functions of Public Technical and Further Technical and Further EducationEducation
AUDIENCE
FUNCTION
INDIVIDUALSStudent/
Community Audience
ENTERPRISESEnterprise/Industry
Audience
Technical Skills and Competencies
Quadrant 1EMPLOYMENT
Quadrant 2ENTERPRISE
SUSTAINABILITY
Further Education and Specialisation
Quadrant 3CAREERS/
CITIZENSHIP
Quadrant 4LABOUR MARKET PRODUCTIVITY
Government HE TargetsGovernment HE Targets
On target:By 2025, 40% of all 25-34 year olds will hold a qualification at bachelor level or above (currently 36.8%)
At risk:By 2020, 20% of all enrolments at the undergraduate level will be of people from a low SES background (16.5% in 2010; 16.8% in 2011)
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Australian Tertiary Australian Tertiary Students Students
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2010 VET HE
TOTAL STUDENTS 1,799m 1,193m
Indigenous Students 3.9% 0.9%
Students indicating a disability 6.7% 3.2%Students from outer regional, remote or very remote regions
14.8% 4.8%
Students from within the most disadvantaged quintile in the Index of Relative Socioeconomic Disadvantage
14.5% 9.8%
NMIT ‘First in Family’ NMIT ‘First in Family’ StudentsStudents
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Bachelor of Education (Early Years)
2011 Semester 1
Year 1
2012 Semester 1
Year 1Commencing Students
60 59
‘First in Family’ 50 40
% 83% 68%
Extending CSPs: OptionsExtending CSPs: Options
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Option 1 - Extend CSP’s (TDA’s preferred option)Extend CSPs to a wider range of HE students in settings other than universities
Option 2 – Cap Government contribution to CSPsAs for option 1, but cap the government contribution and allow institutions to charge fees to make up the difference
Option 3 – Create savings to fund more placesIntroduce a minimum ATAR and redirect the savings generated to support additional places for new cohorts of students in alternative pathways
Option 4 – Strike a different formula for new placesApply a different funding formula for non-university places, omitting the research component. Other considerations such as skill shortage areas, qualification pathways and priority for students from low SES backgrounds might also be used as criteria.
THANK YOUTHANK YOU
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FUNDING