pathways and the unified tertiary education systemtertiary ... · pathways and the unified tertiary...

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

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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


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

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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

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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)


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)


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


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

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p g g p


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.


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


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


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)


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


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)


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


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

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engagement


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


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,


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