2. VET Landscape
National training system
– Skilling workers
– Provide pathways to higher education
National framework
– National (industry specific) Training
Packages
– Australian Quality Training Framework
(AQTF)
Australian Qualifications Framework
– Certificate I to Advanced Diplomas
5000 institutions (RTOs) with 1.7 million students
3. What is happening in VET in Australia?
Let‟s just say, it is interesting times...
4. New AQF
The Australian Qualifications Framework
underpins the quality and integrity of
Australian qualifications.
The new Australian Qualifications
Framework (AQF 2011) was introduced on 1
July 2011.
5. New VET landscape
The AQF (2011) covers all education and
training sectors that issue AQF qualifications,
and in looking forward to an integrated tertiary
education sector, uses terminology that is not
sector specific.
The AQF (2011) introduces a new „levels‟
structure, with 16 „types‟ of qualifications being
allocated across the ten levels.
6.
7. New tertiary landscape
Blurring of sectoral boundaries
Clearer and stronger pathways for students
Stronger focus on meeting industry needs
More choice for students at all levels
Challenges the traditional student journey
8. New Regulatory Body
COAG agreed to the establishment of a
National VET Regulator in 2009
– Australian Skills Quality Authority
(ASQA)
– National Vocational Education and
Training Regulator Act 2011
– VET Quality Framework (July 2011)
www.deewr.gov.au/vetregulator
9. The VET Quality Framework
Standards for NVR Registered Training
Organisations
Fit and Proper Person Requirements
Financial Viability Risk Assessment
Requirements
Data Provision Requirements, and
Australian Qualifications Framework.
10. Contestable Funding
COAG agreed on a need for fundamental
reform “to ensure training is more responsive
to the needs of industry and individuals in a
dynamic economy”.
“A more flexible and demand-driven training
system, seeking greater contestability of
funding for public training and greater
competition between providers”.
COAG Aug 19 2011
11. COAG targets
Halving the proportion of Australians aged 20-
64 without qualifications at Certificate 3 level
and above between 2009 and 2020
Doubling the number of higher [VET]
qualification completions (Diploma and
Advanced Diploma) between 2009 and 2020.
Increasing the proportion of 25‐34 year olds
with bachelor level qualification or above from
32 per cent to 40 per cent by 2025.
12. COAG recommendation on USI
COAG gave in principle support for a unique
student identifier (USI) 2009
– greater capacity for individuals to manage
their learning and skills development
– gain credit for their existing learning and
obtain transcripts of qualifications or
achievements
– improving the capacity of providers to verify
learners‟ existing achievements
– endorsed by MCTEE November 2010
13. Key themes and players
COAG
Training
Package AQF
Reform
Foundation Access and
Skills Participation
ASQA
DEEWR
Increased National
Competition Regulator
Higher
qualifications
MCTEE FLAG
14. Legacy of the Framework
2000-2004 2005-2007 2008-2011
The emphasis: Capability building Client engagement Integration
The strategy: Demonstrating and Engaging with clients Embedding
raising awareness of from key policy target e-learning in training
the potential of groups providers and
e-learning businesses
The focus: Building provider Strengthening the role of Capitalising on the
capability clients in shaping VET infrastructure and
provision to meet their knowledge created to
needs date
15. 2012-2015 National VET E-learning Strategy
Goal 1: NBN Goal 2: Workforce Goal 3: Access
Development and Participation
Develop and utilise Support workforce Expand participation and
e-learning strategies to development in industry access for individuals
maximise the benefits of through innovative training through targeted e-
solutions
the national investment in learning approaches
broadband
1.1 NBN E-learning 2.1 Industry System Change 3.1 Partnerships for
Programs Participation
1.2 New Generation 3.2 Access to Skills
Technologies for Learning
3.3 Learner Pathways
1.3 Broadband Content
Services
16. E-portfolios
E-portfolios provide a way to support successful
learning pathways by enabling learners to
manage their lifelong learning records
Curyer et al, 2007
17. E-portfolios and VELS
Learner Pathways (3.3.1 and 3.3.2)
USI
ACE
VELS
COAG
ASQA AQF
DEEWR
E-portfolios
18. The story so far...
Research
reports & Action Community
Guidelines
Positioning Research of Practice
papers
Managing Learner Discussion Forum
Information 2009 Trials – RPL
& Fast Tracking
E-portfolios & Webinars
RPL
Concept
2010 Trials – brochures
Privacy Impact E-portfolios and
Learner
Assessment Privacy (draft)
Transitions
Blog
Verifying Learner
Info Resource Centre
2011 Trials -
Accessing Communication National
Learner Info Conference
20. Current activity
Focussed on enabling a national e-portfolio
standards via the VET E-portfolio Roadmap
Verification of learner information through USI
Portability and access control of that
information
21. How are e-portfolios being used?
Workplace learning & assessment for
apprentices and trainees
RPL and e-Assessment
Individual learning plans to help learners
achieve their goals
Supporting continuous professional
development
Integrating with other e-learning activities
22. What‟s happening in WA?
Establishing a state-wide e-learning platform
– LMS (Blackboard or Moodle)
– Virtual Classroom (Elluminate)
– E-portfolio (Mahara)
– Single sign on
Hinweis der Redaktion
Was talking to Ray Tuckeyyesterday – reminiscing about the good old days when you had an 18 week semester and 18 chapters in the text book.We both agreed
Furthermore diplomas and advanced diplomas operate at the same AQF level asassociate degrees and the first two years of bachelor degrees. Similarly graduate certificates andgraduate diplomas operate at the same AQF level as the first stages of masters degrees.Bradley report?
The new regulator is being established through:a referral of powers by the states (other than Victoria and Western Australia), and the exercise of the Commonwealth’s constitutional powers in the territories. There will be a transition period for transfer of registration from state and territory regulators to the national regulator. With the passage of legislation establishing the national VET regulator through the Commonwealth Parliament, the regulator will commence operations in July 2011. Victoria and Western AustraliaIn Victoria and Western Australia, the national regulator will be responsible for registering VET providers that:offer courses to international students, oroperate in a state or territory other than Victoria or Western Australia. Victoria and Western Australia will continue to regulate VET providers that:only deliver services to domestic students, andoperate in Victoria only, Western Australia only, or Victoria and Western Australia.Victoria and Western Australia have agreed to enact legislation which will mirror the Commonwealth legislation.Also mention TEQSA (RobynQuin)The Tertiary Education Quality and Standards Agency (TEQSA) is Australia’s regulatory and quality agency for higher education. TEQSA’s primary aim is to ensure that students receive a high quality education at any Australian higher education provider. TEQSA is currently operating in a quality assurance capacity and will begin its regulatory functions in January 2012. Until this time the Government Accreditation Authorities (GAAs) in each state and territory will continue their role as regulation authorities. Click here for more information about the GAAs.
The new AQTF?
In December 2009, COAG gave in principle support for the introduction of a unique student identifier (USI) for the Vocational Education and Training (VET) sector, with capacity to be fully integrated with the entire education system, and potentially early childhood education. VET stakeholders were consulted in June 2010 about the proposed scope, likely benefits, concerns and indicative cost of a USI for VET. This information was used to inform a preparatory business case, along with further technical and privacy advice. At their 19 November 2010 meeting, the Ministerial Council for Tertiary Education and Employment (MCTEE) endorsed the purpose and scope of the USI, and the underlying principles for the development of the USI. On 13 February 2011, COAG welcomed progress on the development of the VET USI and agreed to develop a formal business case by mid 2011. COAG noted that a unique student identifier could simplify the process of enrolment and engagement with VET providers. A detailed business case for a VET USI is currently being prepared by the Principal Committee to go to COAG in September 2011, involving further expert advice and additional public consultation. The discussion paper and the results of the public consultation are now available on the NCVER website at: http://www.ncver.edu.au/publications/2412.html . Further development of the Unique Student Identifier will occur pending Senior Official approval.
New National VET E-learning Strategy – aiming to utilise the NBN to offer to develop sector-wide capability through workforce development and access and participation
As Robyn said yesterday Portfolios may not be a new thing, from my perspective, having spent may years working with web designers etc e-portfolios (or electronic portfolios) are also not that new - for a long time employees have wanted to see digital evidence of a persons web design skills.
Mention ACE – Adult Community EducationE-portfolios provide a real opportunity to showcase and leverage of ACE courses.
A number of research reports have helped establish the ePF Bus Activity: including2005 Sustaining the Momentum Report: Interoperability Directions for VET system recommends e-portfolios as area for attention 2006COAG RPL AgendaE-portfolio report released 2006 environmental scan of e-portfolios which identifies their value for recognition of learning to support learner transitions between education levels, jurisdictions and employment2007RPL survey of recognition of prior learning systems and tools in each jurisdiction completedCarrick e-portfolio project (HE)2008- E-portfolio – Managing Learner Information Business Activity - Australia e-Portfolio Symposium - Brisbane- National e-Portfolio Symposium - Adelaide
Workplace learning & assessment esp apprentices and trainees (TAFE NSW Western Sydney Institute / Skills Queensland / Blue Dog Training etc) RPL/e-Assessment (DET NT/Charles Darwin Uni, YHN Services, TAFE NSW Sydney Institute) Individual learning plans to help learners achieve their goals (Box Hill TAFE) Supporting continuous professional development (CPD) - (Tasmanian Polytechnic, RDNS SA)