from learning to employment - successful tranisiton for equity groups - department of education and...

A Victorian Government

initiative

From learning to employmentSuccessful transition for Equity Groups

SUMMARY REPORT

ACRONYMS USED IN THIS REPORT

ABS Australian Bureau of Statistics

ACFE Adult Community Further Education

AVETMISS Australian Vocational Education and Training Management Information Statistical Standard

CALD Culturally and Linguistically Diverse

DEEWR Department of Education, Employment and Workplace Relations

ESL English as a Second Language

NCVER National Centre for Vocational Education Research

TAFE Technical and Further Education

VCAL Victorian Certificate of Applied Learning

VET Vocational Education and Training

From Learning to Employment: Successful Transition for Equity Groups SUMMARY REPORT 1

TABLE OF CONTENTS 1. Executive Summary 2

2. Introduction 4

3. Background 5

4. Research Approach 6

5. Statistical Snapshot 7

6. Strategies to support disadvantaged learners 9

7. Success Factors 22

8. Conclusion 26

From Learning to Employment: Successful Transition for Equity Groups SUMMARY REPORT2

1. ExECUTIvE SUMMARYThe Summary Report Successful Transitions for Equity Learners considers the results of research undertaken into the strategies and success factors that can improve transition rates from learning to employment for students from particular equity groups.

The focus is on three equity groups – Indigenous students, students with a disability and recently arrived migrants from culturally and linguistically diverse backgrounds.

The research was commissioned in the knowledge that Victoria has a shortage of skilled workers across a range of industries, and yet there are people available to enter the workforce if they receive the right support, encouragement and advice.

The researchers analysed data from the eighteen TAFE institutes across Victoria, and investigated more closely the strategies and approaches being adopted by eight of these institutes.

They found that the initiatives could be grouped under five key themes, as illustrated in the diagram overleaf.

While formal evaluation of many of these initiatives has not yet been undertaken, common factors influencing success were that the TAFE institutes:

• Tookanequityapproach

• Hadstrongcommunityconnections

• Usedseedfundingeffectively

• Ensuredknowledgetransferacrosstheinstitute

• Monitoredandsupportedstudentsfromenrolmenttocompletion

• Builtacapableandcommittedworkforce.


FIvE APPROACHES TO SUPPORTING EQUITY GROUPS

Responsive organisational structures and pathways

Build a diverse staff

Workforce development

Linking with community and industry

Integrated learning facilitates student transitions


2. INTRODUCTIONThis Summary Report draws together research commissioned by Skills Victoria to better understand the issues and opportunities for learners from equity groups in their transition from learning to employment.

The purpose was to look for strategies and success factors that can improve transition rates into employment, further education and training; and to see if a model for best-practice could be developed. The research was undertaken by the Equity Research Centre and included both quantitative and qualitative analysis. The research focussed on three equity groups:

• Indigenousstudents(thosewithanAboriginalorTorresStraitIslanderbackground);

• Studentswithadisability;and

• Studentsfromculturallyandlinguisticallydiversebackgrounds(thisgroup focussed on migrants from Central Asia and the Middle East, HornofAfricaandSudan,SlaviccountriesandSouthEastAsiawhohad arrived in Australia in the last four to six years).

Eighteen generalist TAFE institutions in Victoria were surveyed to establish baseline data for equity group learners compared with all learners in TAFE in Victoria and quantify participation and transitions into further education, training or employment for the equity groups.

A qualitative study of four metropolitan and four regional TAFE institutions (seebreakoutbox)wasthenundertakento:

• AnalyseTAFEpoliciesandstrategies;

• Identifyapproachestotransitioningequitygroupsintoemployment,further education or training; and

• Considerthesuccessfactorsunderpinningtheseapproaches.

Metropolitan Regional

Chisholm Institute of TAFE

HolmesglenInstituteofTAFE

Kangan Batman Institute of TAFE

VictoriaUniversityofTechnology

Bendigo Regional Institute of TAFE

Gordon Institute of TAFE

Goulburn-Ovens Institute of TAFE

Wodonga Institute of TAFE


3. BACkGROUNDVictoria has a shortage of skilled workers across a range of industries which limits growth and the ability of businesses to stay competitive. Businesses continue to report that the lack of access to skilled workers is a significant barrier to their success. Across industry there is increasing unmet demand for higher skill levels and qualifications.

To be competitive in a changing labour market, people must have a post-school qualification. Those with low levels of formal education are least likely to participate in the workforce.

TheVictorianvocationalandeducationtrainingsystem(VET)isconsideredthenational leader in training provision, and half a million people are currently participating init.Howeverin2007asmanyas1.64millionVictoriansheldnopost-schoolqualificationandby2015itisestimatedthattherewillbeashortfallof123,000Diploma and Advanced Diploma qualified workers if positive action is not taken.

VictorianEmployers’ChamberofCommerceandIndustry(VECCI)researchsuggests there are one and a half million Australians available to enter employment given the right support, encouragement and advice. Multiple barriers prevent these potential workers from participating in the paid workforce.

Groups that are particularly disadvantaged include refugees, homeless people, sole parents, carers of the ill and elderly, redundant older workers, people with disability, former prisoners and people with mental illness. The factors influencing low levels of economic participation by such equity groups must be addressed if we are to remain globally competitive, and meet our skill requirements in the years to come.

UntilrelativelyrecentlythemainmeasureofequityinVEThasbeenparticipationlevelsoftargetgroups.Howeverithasbecomeevidentthatsimplybeing“inthesystem” is not a measure of successful achievement. Attention has now shifted to outcome measures, particularly the transition of learners into employment, further education or training.

Some TAFE institutes have been able to develop strategies that improve the transitions of learners from equity groups into employment, further education or training.However,thepersistentissueofpooroutcomesformanydisadvantagedlearners remains.


4. RESEARCH APPROACH The researchers applied a range of research methodologies to build an understanding of the current opportunities and issues for these equity groups in the Victorian VET sector.

The quantitative analysis was drawn from a range of data sources including SkillsVictoriaAVETMISS2007data,AustralianBureauofStatistics(2006Censusdata),theAustralianInstituteofHealthandWelfare,Departmentof Immigration and Citizenship data and data from the National Centre for VocationalEducationResearch(NCVERStudentOutcomesSurveyandtheVictorianAboriginalEducationAssociationIncorporated(VAEAI).

For the qualitative analysis, the researchers:

• ReviewedstateandfederalgovernmentVETpolicy.

• Conductedaliteraturereviewfocussingontransitionforeachofthethree equity groups to identify successful approaches to equity and inclusiveness in TAFE.

• RevieweddocumentationfromtheeightselectedTAFEinstitutesincluding Disability Action Plans, Wurreker Plans, and Equal Opportunity Plans; policies on racism and Cultural and Linguistic Diversity; and an assortment of other documents including community and business engagement strategies and information about student learning skills support.

• ReviewedIndustryChangeDriverReports.

• Helddiscussionsandfocusgroupswithindustryandwithindividualsand organisations with expertise in Indigenous, CALD and disability education.

• ConductedinterviewswithkeystaffandmanagementineachoftheTAFE institutes.


5. STATISTICAL SNAPSHOTA range of data sources were reviewed to develop an understanding of the outcomes and transition pathways for the equity groups.

This quantitative analysis found that people from the equity groups generally engagedwithTAFEathigherratesthanthegeneralpopulation.Howeverthetraining outcomes for these groups were often lower than for other students, particularly for Indigenous students and for students reporting disability.

Compared to other students, Indigenous students were:

• Lesslikelytobeemployedaftertheirtraining;

• Equallylikelytobeenrolledinfurtherstudy,howevertheyweremore likely to be enrolled at a private or other provider than at university or TAFE.

The research also identified that Indigenous students were less likely to complete their courses than non-Indigenous students. They found that the probability of course completion by Indigenous students was one in eleven enrolments compared with one in six and a half probability for non-Indigenous students.

Post training outcomes for Indigenous students

In post training employment

Enrolled in further study

Enrolled at TAFE

Enrolled at university

Enrolled at a privateor other provider

IndigenousNon-Indigenous

10%

4%

16%

30%

72%

7%

6%

17%

30%

81%

0% 20% 40% 60% 80% 100%


Compared to other students, CALD students were:

• Lesslikelytobeemployedaftertheirtraining;• Morelikelytobeenrolledinfurtherstudy,includingenrolmentat

TAFE, university and especially at a private or other provider.

The research identified that the probability of CALD students completing their courses was close to the same as for other students.

Compared to other students, students reporting a disability were:

• Significantlylesslikelytobeemployedaftertheirtraining;and

• Morelikelytobeenrolledinfurtherstudy,withslightlymorelikelytobe enrolled at TAFE or a private or other provider, and slightly less likely to be enrolled at university.

The research also identified that students reporting a disability were less likely to complete their courses than students with no disability. It found the probability of course completion by students reporting a disability was one in ten enrolments compared with a one in six probability for other students.

Post training outcomes for CALD students



Enrolled at TAFE



CALDNon CALD Students

21%

9%

20%

35%

71%

7%

6%

16%

30%

84%

0% 20% 40% 60% 80% 100%

Post training outcomes for students with disability



Enrolled at TAFE



Students with disabilityStudents with no reported disability

8%

5%

20%

34 %

59%

7%

7%

17%

31 %

84%

0% 20% 40% 60% 80% 100%


6. STRATEGIES TO SUPPORT DISADvANTAGED LEARNERSInterviews and focus groups held at regional and metropolitan TAFE institutes found that they respond to disadvantaged students in a range of ways depending on their location and catchment area, the institute size and training focus, and local industry and community needs.

While no formal evaluation of these initiatives has yet been undertaken, anecdotal feedback from the organisations indicates that these approaches can have an impact on the successful completion of study and the transition of disadvantaged learners into further education or employment.

Some institutes were primarily concerned with re-thinking organisational structures and pathways, while others have focussed on the development of teaching staff. Professional development and peer mentoring activities amongst teaching staff were raised across all TAFE institutes, as was the importance of building a diverse and capable staff.

A number of strategies focused on finding ways to build employability skills into courses which had previously not included such a focus.

Strong community and industry connections supported strategies to link students into work experience and industry. Work placement and career advice for students moving into the workplace and internal TAFE traineeships for students contributed to the capacity for students to move from education into employment.

Overcoming gaps in literacy and basic study skills was an emphasis for all equity groups.

Program models that embedded an integrated approach from entry to exit, focussing on supported transition pathways and a range of personal, emotional and learning supports, were able to boast definitive improvements in transition outcomes.


RESPONSIvE ORGANISATIONAL STRUCTURES AND PATHWAYSA number of TAFE institutes have found ways of organising internally to enhance support for recently arrived CALD students, Indigenous students, and students with disabilities.

It is well documented that such students may have educational gaps or a history of disengagement, and will require specific study support as well as broad social support to successfully transition through a TAFE qualification and into employment. English language, literacy, numeracy and other study, work and life skills are increasingly recognised as critical requirements of all students as they progress through TAFE and into further education or employment.

Approaches to structural changes included:

• GroupingsupportsforthesestudentsbycreatingacentreorfacultywithintheTAFE(seecasestudy);

• Providingspecificbridgingcoursesthatprovideinnovativepathwaysinto vocational courses throughout foundation level courses;

• Removingtheadministrativehurdlesforinternalstudentswhopassone level of study as they apply for access into the next; and

• Establishingsystemsthatcantrackandanticipatestudentresourceand support requirements.


CASE STUDY

Creation of a College

One TAFE institute re-structured to establish a ‘College’ with responsibility for English language and foundation skills programs, as well as provision of career advice and study skills support to students across the whole institute. The College plays a vital role in dual delivery of English language/ literacy and vocational courses, development of bridging programs and professional development across the institute.

After 18 months, it is now widely recognised across the institute that many CALD students may enter at the foundation level but aspire to acquire more than language and literacy qualifications. Students are usually ultimately focussed on training and education towards employment in a chosen field. There is now a growing awareness of the need to strengthen the links between foundation studies and vocational studies.

AmajorDiversityStudywasconductedforthisTAFEinstitutein2007toanalyse the demographic of students, which also heightened awareness of the multicultural student population.

The College offers a number of educational programs at the Further Education level, providing an entry point to study and learning for CALD students as well as students returning to study and students with intellectual disabilities.

The College also has a broader remit, to support and foster the full range of academic skills that students need to successfully graduate from their vocational and higher education courses into employment. Groups of CALD students are assistedthroughparalleldeliveryofEnglishlanguagemodules(orcertificates)andVocationalorHigherEducationqualifications.

Study skills, English language and literacy support are available through the College to all students.

The College plays a major role in the development and delivery of professional development to improve skills of teachers across the institute.

Whilst the College groups together educational programs in English as a Second Language, Foundation Studies and Work Education, the Koori education unit sits outside the College and does not oversee or deliver foundation level courses specifically for Koorie students. Student welfare and counselling services, the Aboriginal Liaison Officer and the Disability Liaison Officers are also situated outside the College. While these areas are not yet integrated into the role and function of College, there are moves to bring them into its remit in the future.


BUILD A DIvERSE STAFFEnsuring that TAFE staff include people from CALD and Indigenous backgrounds with a range of abilities and disabilities, ages and life experiences helps to ensure that the different needs of students are better understood and acknowledged.

Some TAFE institutes are working to ensure that the institute staff profile reflects a diversity of backgrounds and perspectives. By building a diverse staff, they are generating increased confidence among the student population.

CASE STUDY

Diversity Traineeships

At one TAFE its core mission and values are integrated with a Diversity Employment Strategy which attracts trainees and ultimately, valued staff, from graduates from the Language and Cultural Studies unit, as well as candidates identified by partner organisations in the community.

Its management sees this diversity of staff profiles as critical in attracting a diverse body of students, addressing their needs throughout their studies, and demonstrating commitment to employment outcomes.

The TAFE has established a Diversity Traineeship Program as part of its workforce development strategy, which is designed to bring six CALD trainees a year into the TAFE.TheTAFEcommits$200000ayeartothisprogram,andactivelyrecruitsfrom recently arrived communities and the Indigenous community.


CASE STUDY

koorie Employment Strategy

In order to increase the presence of Indigenous staff, one TAFE institute is implementing a Koorie Employment Strategy resourced by a full-time Koorie Employment Officer. The position is funded internally and managed through theHumanResourcesareaalthoughthepositionworkscloselywiththeKoorieeducation unit.

This strategy appears to have been extremely effective, with the number of Koorie employees increased over the first year from six to twenty-five - half way towards the2013target.TwoofthesepositionsareTAFEteachers.

Potential Indigenous employees in the community and in the TAFE graduate programs are notified of all positions at the TAFE and may be actively supported in applying for the positions.

For example, the four TAFE Child Care Centres identified that they had no Indigenous workers and that this could be an impediment to Indigenous students. There were no Indigenous students doing Child Care Studies at the TAFE at the time, so the TAFE offered candidates a three year traineeship with a guaranteed employment outcome and work experience at the Child Care Centres. Potential candidates were recruited through local Indigenous networks through relationshipsestablishedbythelong-termstaffintheTAFEinstituteKoorieUnit.


WORkFORCE DEvELOPMENTIn addition to broadening the diversity of staff, a focus on professional development and peer mentoring activities amongst teaching staff can increase understanding and support for disadvantaged learners. Many TAFE institutes have commenced development programs designed to upgrade the qualifications and professional skills of teachers.

While such formal qualifications and professional development are important in upgrading teacher skills, there is an enormous amount of learning which is currently taking place through the practice of team teaching and peer learning between teachers from different disciplines and technical areas.

For CALD students, it is important that their English as a Second Language teachers have a passion for delivering language programs that are contextualised with the technical language and knowledge the student requires for their particular discipline.

These teachers need the skills to build courses and modes of delivery based on technical concepts, technical language and technical skills. They also need to be practised in flexibility and diplomacy and have a willingness to learn about disparate areas quickly. They need to be people who excel at teamwork and people management. Peer review is an approach that is used to build teacherskillsandconfidence.Underthisprocess,teachersfromverydifferentareas give formal feedback on each other’s teaching.

A number of TAFE institutes are also actively providing professional development to improve inclusiveness of students with disabilities. Often this involves considerable input from Disability Liaison Officers at the TAFE, either through one-on-one advice or by running professional development exercises for staff.


CASE STUDY

Peer Learning

At one TAFE institute teachers of English as Second Language, Adult Literacy and Basic Education and Youth stream teachers work closely with vocational teachers in trade, information technology, pre-apprenticeship, business, community development, and health areas.

The skills involved in teaching young, CALD or educationally disadvantaged students are increasingly part of ‘core business’ for all teachers across this TAFE which has led to some exciting synergies between TAFE teaching areas.

The TAFE staff acknowledge that it is not easy to change teaching practice. The approach has forced staff to consider ways to deliver a ‘holistic’ educational response rather than delivery which only looks at the development of language or technical skills in any program. The ESL VCAL delivered by the Technical Education Centre has delivered excellent transition results as a result of the synergies between teachers from different disciplines. Progress is not immediately apparent - it takes time to review training competencies, consider the best ways of delivering programs, plan the sequences and the materials, and timetable team teaching and reflection.

LINkING WITH COMMUNITY AND INDUSTRYStrong engagement with community and industry stakeholders can make a difference to the outcomes for learners. Many TAFE institutes are embedding external partnerships with industry into course development processes to ensure that students can meet employer requirements on graduation.

For these cohorts of students, work placements are exceptionally important to transition outcomes. Workplace learning attained through successful work placements has been shown to increase graduate employment outcomes. Successful placements often require TAFE staff to engage in educative and supportive processes with employers as well as broad ranging supports to the students.

Some TAFE institutes are developing innovative strategies to build work and life related skills into courses to increase the level of practical or industry knowledge attained by CALD and Indigenous students during their foundation studies as well as in Vocational Certificates or Diplomas.


The creation of dedicated positions to encourage and support links with employersandemploymentagencies,andbuildingrelevant“employabilityskills” into courses for all students - intensively for students with cultural, language or other barriers – are part of the approach some TAFE institutes are taking to improve transition outcomes.

CASE STUDY

A focus on industry liaison

One TAFE institute is successfully supporting young CALD and other students through VCAL and into vocational courses, work placements and employment.

This TAFE has both a Youth Pathways Co-ordinator and a CALD Co-ordinator who work in a specialist Centre for Youth, which runs two programs designed specifically for young CALD students. The funding available for the Pathways Officer was originally for a three-year pilot set up with Skills Victoria Equity funding.

The success of these programs for CALD students is partly due to a dedicated position created to support the transition process for the cohort.

Students complete English classes, as well as personal development alongside theirvocationalsubjects.Theyaregiven“IndustryTasters”withdifferentdepartments across the TAFE and take part in community projects with local agencies, which provide important industry experience.

Instead of the Language Studies Department providing language support to this cohort, it is provided directly by specialist staff based in the Centre for Youth. The CALD Co-ordinator works across the Institute to provide placement support for these students as they move into mainstream courses. The CALD Co-ordinator develops partnerships in the community and in industry to provide work placements with sympathetic employers.


CASE STUDY

Ongoing work placement support

Once out of foundation level courses, Indigenous, CALD students and students with disabilities are less likely to receive targeted support from vocational teachers. One TAFE has a commitment to increase assessable work placement and workplace learning exercises for students in all courses longer than twelve months.

Without specialised support and information, many students with disabilities can find that work placements are not the successful opportunities they should be.

To address this challenge, the Disability Liaison Officer has developed TAFE-wide guidelines for teachers setting up work placement for students with disabilities. This kind of documentation is designed to make staff aware of the pitfalls in work placements for students with disabilities. Many of the issues that employers and students face in a work placement situation are complex and teachers need to undergo a process of learning in order to build in more supports.

The Disability Support Officer provides support to teachers in how to negotiate and develop a good work placement opportunity for students with disability, recognising that the need for such opportunities to be set up well from the beginning.


INTEGRATED LEARNING FACILITATES STUDENT TRANSITIONSome cohorts of students come into the TAFE system from a very low base of foundation level study skills. They may have learning gaps which can take years to fill. Often they also need social and emotional support as they develop the confidence to learn, plan and enter further education and the workplace. Bridging courses which assist disengaged students to re-imagine their potential and the role of education in their lives are critical to their entry into foundation level courses.

Indigenous students, recently arrived students from refugee backgrounds and students with intellectual and other profound disabilities often benefit from TAFE programs which are designed to simultaneously build their vocational, cultural and social skills. While this type of integrated teaching takes place within specific units or departments responsible for delivering foundation-level courses and Certificates I and II, integrated approaches often fall away once studentsenterhigherlevelVETorHigherEducationcourses.

A successful strategy employed by some TAFE institutes is the delivery of integrated educational and support programs which accompany students from entry to further education and into traineeships and ongoing employment.


CASE STUDY

A gateway to success

In order to improve entry into and completion of the Nursing Division II and the Bachelor of Nursing qualification the TAFE institute has offered the bridging program Gateway to Nursing for a decade. It is designed for potential students who do not have the required skills or knowledge required to enter a Nursing course at Division II level or higher. Many CALD students benefit from this program.

ThissixmonthparttimecourseisdeliveredasaCertificateIVinHealthScienceFoundations. It provides English language, Science and Biology, and other study skills which are pre-requisites for selection into the two Nursing qualifications.

The Certificate is delivered by TAFE College staff in the English Language and Preparatory Studies Department. Participants in the course include CALD students who have completed English as Second Language courses, students who have failed Year 12, or internationally qualified nurses who have failed to meet the selection criteria into either of the two Nursing qualifications.

Data collected from course participants shows that not only has the course facilitated increased access for CALD students to these qualifications, but that students who have completed the Gateway course often excel and generally do well in their nursing qualification.

AstheCertificateIVinHealthScienceFoundationsdoesnotallowforanESLmodule, there is work currently taking place to find a more appropriate certificate through which to provide the support. If the TAFE has a full class requiring the ESL component it is now set up as a separate course which runs alongside the vocational course.

Once students get into the Division II Nursing course, they may continue to require additional support. This is provided through study skills support approaches which include team teaching, one-to-one tuition and drop-in support from the Study Skills Centre.


CASE STUDY

Internal pathways for students with intellectual disability

Work Education is a twelve month to two year foundation skills program run by several TAFE institutes for students with disabilities. Classes are funded by Skills Victoria at a higher rate to enable smaller classes and additional support. It demonstrates how vocational departments across TAFE have facilitated transitional outcomes for these students with the support of specialist teachers and youth workers.

The Work Education program at one TAFE institute has developed a model for working with students which provides essential and successful support to students, staff, parents and employers as they transition through study and into employment.

Youth workers with experience working with young people with disabilities are recruited to the program. They provide information and support to teachers, students, parents and employers and provide social support to the students. They build and maintain relationships with employers, and match students to work placements and traineeships, and are involved in the preparation for student work placements, which take place two or three times across the program, by setting up an Individual Vocational Plan for each student.

The Work Education curriculum involves a three-way relationship between parent, learner and training provider. Youth workers give one-to-one support to the student and are a conduit for information to parents. Profile funding is used to fund both the teachers and the youth workers on the program.

Twenty-four Work Education students are participating in the program this year. They are exposed to a number of ‘taster’ sessions with different vocational departments to see which area of learning and work they wish to pursue. Tasters consist of blocks of several one and a half hour sessions in different areas includingHorticulture,Automotivestudies,PlumbingandHospitalityandstudentsattend in groups of twelve.

As a result of these experiences, students then choose various apprenticeship programs or work placements, and develop a broader range of practical skills. Whilst the core units such as Literacy, Numeracy, Job Readiness are delivered by Work Education teachers, the staff in vocational areas run Certificate I units.


CASE STUDY

vIP Access supports ongoing success

Recently introduced in one TAFE VIP Access ensures that every internal student who has passed a course is guaranteed a direct entry into a course at the next level. It has been developed as a way to promote access into further study for all students and to reduce barriers to students from CALD and Koorie backgrounds as well as students with disabilities such as Learning Disorder.

It has influenced departments to undergo a range of changes and has extensive implications for selection processes, approaches to assessment, study skills support provision, innovative delivery methods, professional development and peer support across the TAFE.

VIP Access commenced as a trial program within the Centre for Vocational Pathways. A VIP officer now works across the institute to promote and document the process. It is perceived by the TAFE CALD, Indigenous and Work Education teachers to be an excellent way of improving access to higher qualifications for existing students who may previously have been screened out during the selection period.

A place is provided for all internal applicants to courses. The VIP officer assists each department to review the selection and application process is to ensure there are no unreasonable hurdles, and to develop alternatives for students who need further skill development before they can start the course.

VIP Access is viewed by teachers across the TAFE as an excellent strategy to improve transition.

The institute is now studying the need for bridging programs into higher level courses, focusing on ESL and literacy as well as other skill areas such as maths or biology.


7. SUCCESS FACTORSWhile a formal evaluation is yet to occur with many of these initiatives, a number of factors were common across many of the TAFE institutes studied.

AN EQUITY APPROACHMost TAFE institutes shared the view articulated in the research literature that there is a need to address equity and disadvantage in the broadest terms. Increasingly, disengagement from learning, undeclared or undiagnosed mental illness, long term or inter-generational unemployment, learning disability and gaps in language, literacy, numeracy or basic education, are seen to be cross cutting issues in the definition of disadvantage and equity in the broad student population.

Many of the Indigenous education, work education and VCAL programs for CALD students identified in the research are associated with a broader approach to tackling disadvantage.

Institutes with successful programs had very often articulated equity as a key strategic priority. Such a TAFE institute seamlessly integrates policy and practice and deeply embeds it in the organisation culture so that equity becomes the standard practice. A strong sense of community obligation ensures that approaches to transition across the TAFE are driven by the needs of both its existing cohort and its catchment community.

As well as being explicit in the institute’s strategic plan as a core responsibility, equity is firmly located in senior management roles, and strategic responsibility for inclusiveness sits high in the hierarchy. Support units have institute-wide jurisdiction and are not isolated. New organisational structures deploy existing resources such as Koorie Liaison Officers, Disability Liaison Officers, Foundation Skills staff, counsellors and departments in new ways.


STRONG COMMUNITY CONNECTIONSThe successful programs demonstrated strong engagement with community stakeholders and external linkages are robust. Community engagement may include formal community consultations, partnership agreements and pursuit of two-way referrals with a variety of service agencies.

Successful community engagement starts with a detailed understanding of community composition. Effective programs occur in TAFE institutes with dedicated staff for managing of community consultation and engagement. These responsibilities are also embedded in senior teacher and staff roles. Partnerships are forged across all levels of the TAFE – with institute boards, departments and units and with individual teachers and staff.

Emphasis on industry partnerships and incorporation of employability skills in technical qualifications mean that TAFE staff are required to manage these relationships and ensure students have more than technical competence by the end of their courses. Students need to know about the industries and the jobs they are going to enter and how to present themselves find and maintain a job. They need to have engaged in work placements to practise employability skills learnt in the classroom.

MONITOR AND SUPPORT – FROM ENROLMENT TO COMPLETIONIn the inclusive TAFE institute, strategies are in place for monitoring student progress, ensuring transition from one phase of study to another on the journey through the institute and beyond into further study or employment.

These strategies provide support that is socially and culturally appropriate, and include programs to enhance language, literacy and numeracy skills. There is well developed and widely utilised provision of in-house non-educational support or referral.

Strategies for inclusiveness in the institute are also dependent on how curriculum is developed and delivered. For successful transitions to occur, curriculum, assessment and length of delivery are customised and delivery takes place in a context conducive to meeting cultural and personal needs of learners. This takes the form of flexible and blended delivery of curriculum in a range of locations and in consultation with community and industry in the catchment area.


Learner progress and transitions are tracked through improved internal data collection and analysis. There is a focus within the TAFE on student engagement, progression and completion.

A CAPABLE AND COMMITTED WORkFORCESuccessful programs occur in TAFE institutes where resources are dedicated to the development and diversification of the workforce.

Many TAFE staff come to teaching directly from industry. Ensuring that all TAFE teachers are accredited with a teaching qualification is now occurring across the sector. There are also peer learning strategies in place to ensure that TAFE teachers are learning from each other.

Teaching staff in TAFE are now challenged to broaden their pedagogical skills and approaches in order to provide more effective and inclusive educational experiences for Indigenous and CALD students as well as students with a range of disabilities and learning styles who access their vocational courses. TAFE institutes are increasingly investing in ongoing professional development opportunities for teaching staff across all departments.

Design and delivery of programs that increase the diversity of the workforce is heightening the capacity of some TAFE institutes to deliver better transition outcomes for learners from equity groups.

IMPORTANCE OF SEED FUNDINGInnovation funds were regarded as critical resources for piloting and consolidating new strategies to improve transition.

Many of the programs identified through the research would not have been undertaken without seed funding from government. While there is a risk is that programs will cease without provision of ongoing funding, with the longer term approaches it can be seen that when a program delivers successful outcomes the institute will more likely extend it with ongoing resourcing.


kNOWLEDGE TRANSFERThere was considerable shared knowledge and anecdotal evidence in TAFE institutes about the success of strategies to promote successful outcomes and transitions for students from the three equity groups, or for disadvantaged students more broadly.

Most of the strategies have been initiated too recently for formal evaluation to have been undertaken. The TAFE institute which achieves a high level of success with learner transitions is concerned to develop intellectual capital and promote knowledge transfer – both formal and informal.


8. CONCLUSION While many innovative and interesting programs were identified through this research project, the literature review and quantitative analysis indicates that that outcomes for recently arrived CALD students and especially for Indigenous students and students with disabilities, remain lower than for other students.

TAFE institutes designing and implementing programs to support disadvantaged learners should take note of and build in the common success factors outlined in Section 7.

The importance of formal evaluation of programs cannot be understated. Without rigorous assessment and review, the effectiveness of these initiatives is unknown. Anecdotes and advocacy can only go so far. Innovation funding from government must ensure that evaluation measures are considered from the beginning of all projects, and ongoing monitoring and improvement practices are built in to new initiatives.

Take an equity approach

Evaluate and ensure knowledge

transfer

Build a capable and committed

workforce

A FRAMEWORk FOR SUCCESSFUL

TRANSITION PATHWAYS

Build strong community connections

Seek seed funding

Monitor and support student

progress


TAFE INSTITUTIONS IN vICTORIA

Metropolitan

BoxHill BoxHillInstituteofTAFE

Chisholm Chisholm Institute

Holmesglen HolmesglenInstituteofTAFE

Kangan Batman Kangan Batman Institute of TAFE

NMIT Northern Metropolitan Institute of TAFE

RMIT RMITUniversity

Swinburne SwinburneUniversityofTAFE

VU VictoriaUniversity

William Angliss William Angliss Institute of TAFE

Regional

BRIT Bendigo Regional Institute of TAFE

Ballarat UniversityofBallarat

Central Gippsland Gippsland Institute of TAFE

East Gippsland East Gippsland Institute of TAFE

Gordon Gordon Institute of TAFE

Goulburn Ovens Goulburn Ovens Institute of TAFE

South West South West Institute of TAFE

Sunraysia Sunraysia Institute of TAFE

Wodonga Wodonga Institute of TAFE

Published by the Victorian Government, Melbourne

Skills Victoria, Department of Innovation, Industry and Regional Development 2TreasuryPlace,EastMelbourne,Victoria,3002

www.skills.vic.gov.au

©CopyrightStateofVictoria2009.

This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968.

from learning to employment - successful tranisiton for equity groups - department of education and...

Documents