Pathways and the Unified Tertiary Education SystemTertiary Education System Professor Helen BartlettPVC and President , Monash Gippsland17 August 2011
Outline1. Tertiary education policy environment2. Provider attributes – the new environment3. VET access to Monash – some statistics
Student outcomes– Student outcomes– Equity goals vs academic performance– Gippsland – access to higher educationpp g
4. Partnership approaches to improve access and participation at Gippsland – multiple strategies
5. The way forward
Pathways and the Unified Tertiary Education System 2
1. Tertiary education policy environment Population with higher qualifications - vital for future prosperity
Government focus on improving school success, retention and i d t ti ti i ti f i l itincreased tertiary participation of social equity groups, particularly in regional Australia
Strengthened and clearly defined AQFStrengthened and clearly defined AQF
Increased regulation (TEQSA and ASQA)
Traditional barriers between School VET and Higher Education Traditional barriers between School, VET and Higher Education changing e.g: VET in schools; Diplomas offered by HE providers; Degrees offered by VET providers; dual sector/multi-sector
idproviders
Uncapped student demand
3
Intense competition and potential rapid growth
Pathways and the Unified Tertiary Education System
2. Provider attributes - new environment Institutional arrangements that allow growth and agile, swift responses
Seamless articulation between school and tertiary education – including guaranteed entry with credit and multiple entry/exit pointsguaranteed entry with credit and multiple entry/exit points
Student focused, innovative and competitive new course offerings –unconstrained by traditional ‘sector’ offerings
Flexible delivery supported by contemporary technology – anytime (24/7; continuous enrolment), anywhere (iPod/phone; tablet; interactive simulation; e-games etc), anyhow (blended learning – off and on campussimulation; e games etc), anyhow (blended learning off and on campus in a variety of locations)
Student learning support – bridging and transition/foundation studies –f t d t hi t d ifocus on student achievement and progression
Diverse institutions with appropriate ‘scale and critical mass’
F i ti d i kill d d ti d f l l i
4
Focus on existing and emerging skills and education needs of local regions
Pathways and the Unified Tertiary Education System
Commencing Bachelor Arrangements at Monash by admissions pathway 2010
3. VET access to Monash – some statisticsg g y p y
GippslandAustralian Campuses
V Type VTAC school Other8%
Diploma of Tertiary Studies
Direct Entry
Other2%
ypleaver19%
E type Non School Leaver (mainly TAFE)
15%
Direct Entry34%
8%
V Type VTAC school leaver52%
h l
Previous Monash Qualification
23%
1%Direct Entry
12%
Previous Monash Qualification
13%
Diploma of Tertiary Studies
11%
E type Non School Leaver (mainly TAFE)
10%
UPS Pivot table, Bachelor Pass Admissions Enrolments 2010 (updated 16 May 2011)
5Pathways and the Unified Tertiary Education System
2011 Distribution of VET students by campus as a % of total VET Students at Monash
3. VET access to Monash – some statistics2011 Distribution of VET students by campus as a % of total VET Students at Monash
B i k 5 82%Berwick
Berwick, 5.82%
Caulfield, PeninsulaCaulfield
16.82%
Clayton, 14.23%
Peninsula, 37.77%
Clayton
Gippsland
Parkville, 0 26%
Parkville
Peninsula
6
Gippsland 25.10%
0.26% Peninsula
Monash Total VET Student enrolments by Faculty 2008-2011 as a percentage of total VET enrolments
3. VET access to Monash – some statistics
Art & Design,
Pharmacy & PharmSci, Science,
Art & Design, 3.25%
Science, 0.68%g ,
6.70%
Arts, 17.88%MNHS, 25.55%
PharmSci, 0.07% 3.29%
Arts, 27.86%43.08%
MNHS
Bus & Eco, 14.88% Bus & Eco, 9.06%
Education, 24.07%
Info
Law, 0.25%
Education, 14.36%
Engineering, 0.69%
Tech, 6.62%
Monash
Info Tech, 1.71%
Gippsland
7
3. VET access to Monash – student outcomes
Monash admits VET students at a consistently higher rate than other Go8 -M h 6 3% G 8 2 7% (2007)Monash 6.3%: Go8 - 2.7% (2007)
When performance is compared across corresponding ATARs, TAFE students consistently achieve higher average marks than VCE pathway students y g g p y
TAFE pathway students generally perform strongly once admitted and achieve significantly better than their ATAR at the completion of schooling would have predictedpredicted
VET students are more likely to belong to equity groups
Ex VET students outperform others at Caulfield with the reverse true at Ex-VET students outperform others at Caulfield, with the reverse true at Clayton; no consistent trend at other campuses
Source - briefing papers to Monash Academic Board (August 2009) and Monash Council (March 2011)
8Pathways and the Unified Tertiary Education System
Equity goals vs academic performance (cont)3. VET access to Monash – some statistics
Students who enter Monash through VET pathway – particularly those t i i VTAC ith l t d C tifi t IV d b lifi tientering via VTAC with completed Certificate IV and above qualifications
– contribute in important ways to achieving the University’s equity goals without any diminishment of levels of academic performance.
Given that Monash leads the Go8 in terms of rate of admission of ex-VET students and is in the top three in terms of rate of admission of low SES students the government focus on these equity issues may present thestudents, the government focus on these equity issues may present the University with an opportunity to capitalise on existing strengths with respect to the interface between VET and higher education.
Ref: Briefing paper to Monash Academic Board (August 2009)
9Pathways and the Unified Tertiary Education System
Gippsland – access to higher education (2009)
3. VET access to Monash – some statistics
pp g ( )
Gippsland State AverageGovt students with university as th i t h l d ti ti
26.4 % 41.3 %their post school destination
All students with university as their post school destination
31.3 % 49 %
Students who defer their university 17.1 % 9.8 %offer
17.1 % 9.8 %
People employed in Gippsland are less likely to be qualified than those in Melbourne
Gippsland MelbourneBy 2018, Gippsland pop 20-59 yr old are expected to hold a bachelor degree or above
24 % 32 %degree or above
% of workforce with a Certificate level qualification as their highest qualification,
25 % 21 %
Source: A Tertiary Education Plan for Gippsland, Victoria: Discussion paper, August 2011, Professor Kwong Lee Dow
10Pathways and the Unified Tertiary Education System
4. Cross-sectoral partnerships to improve outcomes: Gippsland Education Precinctoutcomes: Gippsland Education Precinct
GippsTAFE, AGA, Kurnai, Latrobe City and Monash Gippsland
MoU signed in 2003 and facilities opened 2006
To improve access and equity in educational & employment outcome
K Obj tiKey Objectives Enabling achievement through choice and opportunity Pathways Raising aspirations through community engagement ParticipationRaising aspirations through community engagement Participation Supporting sustainable regional development Partnerships Optimizing outcomes through effective cooperation Process
11
p g g p
Pathways and the Unified Tertiary Education System
4. TAFE partnership to improve access and participation in HE in Gippsland (cont)participation in HE in Gippsland (cont)
MoU Signed in September 2010
Maps a shared vision between GippsTAFE and Monash University by:y y
− Contributing to the future prosperity, economic growth and development in Gippsland and outer eastern Melbourne through p pp ga collaborative approach to enhancing educational opportunities.
− Supporting and servicing the people of Gippsland by improving accessibility to and participation in higher education and vocational training, and by aligning teaching and learning outcomes with workforce needs.
12Pathways and the Unified Tertiary Education System
4. Scope of MoU between Monash and GippTAFE (cont)
Collaborate to maximise learning potential and opportunity through:
− shared facilities− shared teaching delivery− innovative interactive learning technologies− shared work placements
collaborative curriculum design− collaborative curriculum design− staff development− joint research projectsjoint research projects
Collaborate to optimise promotion and information sharingCollaborate to optimise promotion and information sharing
13Pathways and the Unified Tertiary Education System
4. Credit Transfer Pathways from TAFE (cont)
Guaranteed admission (subject to achievement criteria) and guaranteed credit approved for pathways in:
− Nursing− Community Welfare
B i d E i− Business and Economics
Arrangements being negotiated in:Arrangements being negotiated in:
− Education− EngineeringEngineering− Several Arts disciplines− Art and Designg− Information Technology
14Pathways and the Unified Tertiary Education System
4. Integrated Dual Award programs (cont) Students can enter directly into Monash Gippsland, to study a Bachelor of y pp , y
Community Welfare and Counselling AND either:
Diploma of Community Services (Alcohol, other drugs and mental health)health)
Diploma of Disability
Students study the two qualifications concurrently in three years offering Students study the two qualifications concurrently in three years – offering significant savings in time and costs.
Further dual awards under consideration
Bachelor of Primary Education and Dip of Community Services Work
Bachelor of Business and Commerce and Dip of Sustainability
Bachelor of Civil and Env Engineering and Dip of Project Management
Bachelor of Nursing Practice and Dip of Community Services (Alcohol, other d d t l h lth)drugs and mental health)
15Pathways and the Unified Tertiary Education System
4. Further pathway development (cont)
Pathways with credit transfer into Bachelor of Primary Education (and any new degrees) from:
− Diploma of Children’s Services (Out of school hours care)− Diploma of Education Support− Diploma of Children’s Services (Early childhood education
and care) Enabling programs through GippsTAFEEnabling programs through GippsTAFE Joint development of Associate Degree – VET and HE components,
foundation skills included and multiple exit points Dual awards with Diploma of Sustainability offered to all students at
Gippsland
16Pathways and the Unified Tertiary Education System
4. Partnerships - Regional Industry Skills Alliance – Gippsland (RISA-G) (cont)Alliance Gippsland (RISA G) (cont)
Establish network to deliver high quality responsive flexible industry Establish network to deliver high quality, responsive, flexible industry focussed training and education courses and pathways to address identified skills shortages in the region,
Manager, Regional Skills & Training is also responsible for implementing the Skilling the Valley objectives and Skills Action Planimplementing the Skilling the Valley objectives and Skills Action Plan (Gippsland Regional Plan)
Funding for 3 years from Skills Victoria and Gippsland Local Government Network (GLGN)
17Pathways and the Unified Tertiary Education System
4. Raising aspirations through a partnership with The Smith Family (cont)with The Smith Family (cont) TSF has established programs for raising aspiration, educational
achievement and community engagement. The pilot aims to:
raise student engagement, improve retention to Year 12 and improve retention to Year 12 and increase transition to tertiary education.
Pl t t d TSF il t t ll Gi l d h l Plan to extend TSF pilot to all Gippsland schools TSF Learning Club accredited for Monash Passport $160 000 through Monash (GEP partner) from DEEWR HEPPP $160,000 through Monash (GEP partner) from DEEWR, HEPPP
funding TSF contribution - 200 scholarships and embedded Learning for Life
worker at Kurnai College – three campuses
18Pathways and the Unified Tertiary Education System
4.Partnerships - schools and their communities (cont) The Churchill Art and Culture Pathways - aims to provide:
creative cultural
engagement through permanent and temporary exhibitions
community engagement through continuing involvement programs
educational engagement through interpretive information, displays, educational
resources and visitors guides
social engagement
through quality meeting places and improved public amenities
active lifestyle
tthrough recreational, health and leisure activities
19
engagement
Pathways and the Unified Tertiary Education System
4. Improving pathways through the Gippsland Health Consortium (cont)Health Consortium (cont)
The Gippsland Health Consortium is a collaborativeThe Gippsland Health Consortium is a collaborative proposal between GippsTAFE, East Gippsland TAFE and Monash Gippsland. pp
Its vision is to create:
Seamless innovative and high quality regional health education forSeamless, innovative and high quality regional health education for Gippsland across the training continuum in response to the need for a sustainable, responsive and skilled health workforce
20Pathways and the Unified Tertiary Education System
5. The Way Forward Resources needed to provide necessary support for articulating students
Perceptions and tensions re pathways and Go8
Achieving greater responsiveness across Monash
Specific needs of regional campus to meet community expectations
Gippsland Tertiary Education Plan and the Future Differentiated Monash Gippsland - flexibility and regional responsiveness Gippsland University College - pathways with TAFE Location and use of higher education facilities - sharing with other HEs Blended learning options - greater partnerships with TAFE providers,
21Pathways and the Unified Tertiary Education System