Standing Committee on Employment, Education
and Workplace Relations
This document has been scanned from the original printed submission.
It may contain some errors
Submission 74
Executive Building, Level 11, 15 Murray Street, Hobart 7000
Telephone: (002) 33 3464 Fax: (002) 34 1572
2 1 Nov 1997
Dear Mr Charles
Thank you for the opportunity to comment on the Inquiry
into the Appropriate Roles of Institutes of Technical and Further Education.
In particular, you sought information on the appropriate roles of these
institutes and the extent to which those roles should overlap with universities.
The vocational education and training sector, with TAFE
as the principal provider, has generally undertaken the broad role of
preparing people for entry to the work force, providing increased skills
for current workforce participants, and providing accessible pathways
to gaining occupational skills for those who have failed to achieve such
an outcome through compulsory schooling. TAFE has undertaken this role
at levels up to the professional level. Both TAFE and higher education
seek overseas students and undertake off-shore fee-for service activities.
Historically, TAFE institutes and the higher education
sector have overlapped in provision of educational services in some locations.
Overlap still exists, with both higher education institutions and TAFE
offering diplomas and advanced diplomas as part of the Australian Qualifications
Framework (AQF).
There is potential under the Australian Qualifications
Framework to articulate diploma and advanced diploma programs into bachelor
degree programs, with a total duration of around three years. This could
be a pattern for efficient partnership arrangements for delivery of a
wide range of programs offering students access to the strengths of both
sectors. Variations on such models are evident overseas, particularly
in North America, where a stepped approach of two years in college and
two years at university is a common model. The most widely accessible
articulation pathway is seen to be the diploma/bachelor degree model.
There are some issues associated with dual provision
of qualifications. A lack of clarity about the relative roles of the TAFE
and higher education sectors could lead to resourcing issues, with double
funding of expensive infrastructure and resource shifting (particularly
in a competitive environment) towards either sector in the absence of
clear government policy and guidelines. Such an outcome could have a greater
impact in small States/Territories than in large ones.
There may also be a reduction in the perceived credibility
of qualifications gained through TAFE studies where the same level of
qualification is available at university, because of public perceptions
of a difference in levels of qualification gained in the different sectors.
Such a perception would work against the acceptance of the Australian
Qualifications Framework which maintains the credibility of qualifications
gained through all sectors through its alignment with skills attainment
rather than sectoral delivery.
An advantage of articulation is that it promotes efficient
use of resources in providing skills for all Australians, removing recognition
barriers which impede individual progression to qualifications without
repetition of studies. For this reason, developments in articulation,
and partnership arrangements where TAFE institutes and universities jointly
offer diplomas and advanced diplomas, are encouraged by the Australian
Qualification Framework Advisory Board.
Additional issues are the difficulties associated with
recognition by universities of competency based training to facilitate
credit transfer and articulation, and the extent to which cross sectoral
committees and advisory groups currently exist and can work together in
resolving these issues. The introduction of vocational education and training
in schools brings further pressure on cross sectoral arrangements.
Further, whereas articulation and credit transfer arrangements
between TAFE and higher education in relation to associate diploma and
diploma courses and degrees may be resolved in one jurisdiction, they
may not be in another. This has the potential to restrict the portability
of qualifications in Australia as a whole.
There is also a danger that if the primary emphasis in
development of diplomas and associate diplomas offered through TAFE is
on their function as a first stage of a degree qualification, then such
qualifications may have a content more appropriate to the professional
level than to the immediate work-related needs of individuals studying
at the TAFE level. Since TAFE is now strongly focussed on providing a
flexible and immediate response to the current needs of industry, there
may be a conflict of desired outcomes for qualifications offered through
the different sectors. In considering such issues, there may need to be
examination of the extent to which TAFE should operate as a "selection
process" for higher education, rather than meeting the immediate
needs of employers for skilled employees.
Transition programs may need to be offered by universities
in some areas where TAFE qualifications are not seen as meeting higher
education entry requirements. The introduction of transition programs
could be more effective than diluting TAFE courses designed to meet industry
needs by adding additional components to meet higher education requirements.
Historically, the higher education sector has maintained
strong international links and has fostered participation in its programs
by overseas students. TAFE has progressed in this area in recent years,
but there may be potential for enhanced collaboration between the sectors
through:
- examination of marketing of educational and training opportunities
for overseas students by Australia on a cross-sectoral basis; and
- fully exploring the potential for partnership arrangements as a way
of meeting the needs of off-shore or globalised industries.
Whereas TAFE is still positioned to provide people with
job-ready skills at the non-professional level and to provide skills development
for the existing workforce, there is a range of current influences on
its role. Change is being demanded of TAFE in its capacity to provide
rapid and innovative responses to the needs of individuals and industry
within an increasingly competitive and globalised economy. Limitations
on funding combined with high demand mean that efficiency and cost effectiveness
is a further demand. Community expectations of TAFE are that it will respond
to the needs of disadvantaged groups at the same time as it responds to
industry and enterprise needs. Growing internationalism is changing the
context in which TAFE operates, and competition means that TAFE must adjust
in the face of market pressure.
Most people come to TAFE for a different educational
experience to that offered by higher education institutions, and the focus
in TAFE on skills acquisition defined by competency standards and delivered
through competency based training means that the sectors operate very
differently. While articulation and credit transfer between the sectors
is desirable, offering benefits to both individuals and government, such
arrangements may need to be carefully put in place to ensure that the
key role of TAFE in providing job-ready skills is not distorted. Where
both sectors may offer the same qualification, possible effects such as
cost shifting and de-valuing of TAFE qualifications may need to be monitored.
It might be suggested that TAFE needs a more clearly
defined role: it has been viewed as not schools and not higher
education by many people, rather than being viewed in a positive light
as the light choice to meet particular needs. The imbalance in Australia
between OECD rankings for qualification stocks at degree and all post-compulsory
qualifications may reflect the lack of such a positive viewpoint.
It should be pointed out that the Tasmanian vocational
education and training area has recently gone through a major review (the
Review of TAFE and Adult Education - Best 1997). The recommendations
from this Review have been accepted and are in the process of being implemented.
The major recommendation is the establishment of TAFE
Tasmania which will incorporate five product-based institutes that will
operate statewide. The five institutes cover natural resources, business,
adult education and community services, industry, and hospitality and
tourism.
The Secretary and/or Deputy-Secretary of our Department
of Vocational Education and Training (03 6233 4603) would be pleased to
discuss this submission and/or the recent Review if required. Once again
thank you for the opportunity to comment.
Yours sincerely
Tony Rundle MHA
Premier
Back to top