Pathways and the Unified
Tertiary Education System
Professor Helen Bartlett
PVC and President , Monash Gippsland
17 August 2011
Outline
1.
Tertiary education policy environment
2.
Provider attributes – the new environment
3.
VET access to Monash – some statistics
–
–
–
Student outcomes
Equity goals vs academic performance
Gippsland
pp
– access to higher
g
education
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
increased
d ttertiary
ti
participation
ti i ti off social
i l equity
it groups,
particularly in regional Australia

Strengthened and clearly defined AQF

Increased regulation (TEQSA and ASQA)

Traditional barriers between School
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
providers
id

Uncapped student demand

Intense competition and potential rapid growth
Pathways and the Unified Tertiary Education System
3
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 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
e games etc), anyhow (blended learning – off and on campus
in a variety of locations)

Student learning support – bridging and transition/foundation studies –
f
focus
on student
t d t achievement
hi
t and
d progression
i

Diverse institutions with appropriate ‘scale and critical mass’

F
Focus
on existing
i ti and
d emerging
i skills
kill and
d education
d
ti needs
d off llocall regions
i
Pathways and the Unified Tertiary Education System
4
3.
VET access to Monash – some statistics
Commencing
g Bachelor Arrangements
g
at Monash by
y admissions pathway
p
y 2010
Australian Campuses
Gippsland
Other
2%
Diploma of Tertiary Studies
Direct Entry
Direct
Entry
1%
12%
Previous Monash Qualification
23%
h l
E type Non School Leaver (mainly TAFE)
10%
Other
8%
V Type VTAC school leaver
52%
Direct Entry
34%
V Type VTAC school yp
leaver
19%
E type Non School Leaver (mainly TAFE)
15%
Diploma of Tertiary Studies
11%
Previous Monash Qualification
13%
UPS Pivot table, Bachelor Pass Admissions Enrolments 2010 (updated 16 May 2011)
Pathways and the Unified Tertiary Education System
5
3.
VET access to Monash – some statistics
2011 Distribution of VET students by campus as a % of total VET Students at Monash
B
Berwick,
i k 5
5.82%
82%
Caulfield,
16.82%
Peninsula,
Peninsula
37.77%
Berwick
Caulfield
Clayton
Clayton, 14.23%
Gippsland
Parkville
Parkville,
0 26%
0.26%
Peninsula
Gippsland 25.10%
6
3.
VET access to Monash – some statistics
Monash Total VET Student enrolments by Faculty 2008-2011 as a percentage of total VET enrolments
Pharmacy &
PharmSci,
0.07%
Science,
3.29%
Science, 0.68%
Art &
Design,
g ,
6.70%
Art & Design,
3.25%
MNHS
MNHS,
25.55%
Arts, 17.88%
Arts, 27.86%
43.08%
Bus & Eco,
14.88%
Bus & Eco, 9.06%
Education,
24.07%
Education, 14.36%
Law,
0.25%
Info
Tech,
6.62%
Info Tech, 1.71%
Engineering,
0.69%
Monash
Gippsland
7
3. VET access to Monash – student outcomes
 Monash admits VET students at a consistently higher rate than other Go8 M
Monash
h 6
6.3%:
3% G
Go8
8 - 2.7%
2 7% (2007)
 When performance is compared across corresponding ATARs, TAFE students
g
average
g marks than VCE p
pathway
y students
consistentlyy achieve higher
 TAFE pathway students generally perform strongly once admitted and achieve
significantly better than their ATAR at the completion of schooling would have
predicted
 VET students are more likely to belong to equity groups
 Ex
Ex-VET
VET students outperform others at Caulfield,
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)
Pathways and the Unified Tertiary Education System
8
3.
VET access to Monash – some statistics
Equity goals vs academic performance (cont)
Students who enter Monash through VET pathway – particularly those
entering
t i via
i VTAC with
ith completed
l t d Certificate
C tifi t IV and
d above
b
qualifications
lifi ti
– 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 the
students,
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)
Pathways and the Unified Tertiary Education System
9
3.
VET access to Monash – some statistics
Gippsland
pp
– access to higher
g
education (2009)
(
)
Gippsland
State Average
Govt students with university as
th i postt school
their
h ld
destination
ti ti
26.4 %
41.3 %
All students with university as their
post school destination
31.3 %
49 %
Students who defer their university
offer
17.1 %
9.8 %
People employed in Gippsland are less likely to be qualified than those in Melbourne
Gippsland
Melbourne
By 2018, Gippsland pop 20-59 yr
old are expected to hold a bachelor
degree or above
24 %
32 %
% 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
Pathways and the Unified Tertiary Education System
10
4. Cross-sectoral partnerships to improve
outcomes: 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
Key
Objectives
ti

Enabling achievement through choice and opportunity Pathways

Raising aspirations through community engagement
Participation

Supporting sustainable regional development
Partnerships

p
g outcomes through
g effective cooperation
p
Optimizing
Process
Pathways and the Unified Tertiary Education System
11
4. TAFE partnership to improve access and
participation in HE in Gippsland (cont)
 MoU Signed in September 2010
 Maps a shared vision between GippsTAFE and Monash
y
Universityy by:
− Contributing to the future prosperity, economic growth and
development
p
in Gippsland
pp
and outer eastern Melbourne through
g
a 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.
Pathways and the Unified Tertiary Education System
12
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
staff development
joint research projects
 Collaborate to optimise promotion and information sharing
Pathways and the Unified Tertiary Education System
13
4. Credit Transfer Pathways from TAFE (cont)
 Guaranteed admission (subject to achievement criteria) and
guaranteed credit approved for pathways in:
− Nursing
− Community Welfare
− Business
B i
and
dE
Economics
i
 Arrangements being negotiated in:
−
−
−
−
−
Education
Engineering
Several Arts disciplines
Art and Design
g
Information Technology
Pathways and the Unified Tertiary Education System
14
4. Integrated Dual Award programs (cont)


Students can enter directlyy into Monash Gippsland,
pp
, to study
y a Bachelor of
Community Welfare and Counselling AND either:

Diploma of Community Services (Alcohol, other drugs and mental
health)

Diploma of Disability
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
drugs
and
d mental
t lh
health)
lth)
Pathways and the Unified Tertiary Education System
15
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 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
Pathways and the Unified Tertiary Education System
16
4. Partnerships - Regional Industry Skills
Alliance – Gippsland (RISA-G)
(RISA G) (cont)
 Establish network to deliver high quality
quality, responsive
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 Plan
(Gippsland Regional Plan)
 Funding for 3 years from Skills Victoria and Gippsland Local
Government Network (GLGN)
Pathways and the Unified Tertiary Education System
17
4. Raising aspirations through a partnership
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
 increase transition to tertiary education.
 Plan
Pl to
t extend
t d TSF pilot
il t to
t allll Gippsland
Gi
l d schools
h l
 TSF Learning Club accredited for Monash Passport
 $160
$160,000
000 through Monash (GEP partner) from DEEWR,
DEEWR HEPPP
funding
 TSF contribution - 200 scholarships and embedded Learning for Life
worker at Kurnai College – three campuses
Pathways and the Unified Tertiary Education System
18
4.Partnerships - schools and their communities (cont)
The Churchill Art and Culture Pathways - aims to provide:
creative
cultural
engagement
through
community
engagement
through
continuing involvement programs
educational
engagement
through
interpretive information, displays, educational
resources and visitors guides
permanent and temporary exhibitions
social
engagement
through
quality meeting places and improved public
amenities
active
lifestyle
engagementt
through
recreational, health and leisure activities
Pathways and the Unified Tertiary Education System
19
4. Improving pathways through the Gippsland
Health Consortium (cont)
The 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 for
Seamless
Gippsland across the training continuum in response to the need for a
sustainable, responsive and skilled health workforce
Pathways and the Unified Tertiary Education System
20
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,
Pathways and the Unified Tertiary Education System
21
Comments and Questions
22