Some Observations

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 CAEs 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 SectorsNo Single Model
continuum
integrated
separate
hybrid
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
Simplified Differentiation

• 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

12
Cultures

• 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

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 RTOs

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
Strategic Planning

• 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

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
• ? dont 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
Seamlessness -
Only one of a range of areas of possible
competitive advantage for dual sectors

• 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

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Potential Dual Sector Advantages

• 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

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Potential Single Sector Response

• 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.

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Thank You