Inquiry into the Role of Institutes of TAFE
Submissions

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Submission 33

SUBMISSION INQUIRY INTO THE APPROPRIATE ROLES OF INSTITUTES OF TECHNICAL AND FURTHER EDUCATION

Thursday, 23 October 1997

The Nurses Board of Victoria recognises the need for a nation wide articulation of roles of universities and institutes of technical and further education.

The Board welcomes the invitation to forward a submission to the inquiry and puts forward the following issues:

1. The appropriate roles of institutes of technical and further education (TAFE).

The Board agrees that institutes of TAFE and universities have a complementary role and should work collaboratively to achieve their specific educational outcomes. The following issues are raised for consideration:

• Since the restructuring of tertiary educational institutions resulting from the previous government policies, has there been any evaluation conducted to determine whether the goals of the changes have been achieved? If evaluations have been conducted, what implications will the findings have in determining the appropriate roles of technical and further education and whether or not there should be overlap with universities?
• The Board views the role of institutes of TAFE as being different from the role of universities. It was considered that institutes of TAFE prepare students for vocational training at a certain level of development. In order to achieve professional status, this level of training needs to be complemented with university education to achieve the breadth and depth of professional education. In this regard, the Board views both institutions as having a complementary role. Although a more efficient system is necessary, the current arrangements for credit transfers in courses and articulation of courses offered within and between institutions should enhance the complementary roles of the institutions.
• With the difference in the institutions' roles, the expected educational outcomes differ and provide for career choices for individuals who wish to pursue trade or professional careers. The expected outcomes should provide distinction and clarity for the scope of what could be achieved by each institution with given timeframes for each level of educational preparation either at a technical or professional level.
• It is considered that both types of institutions should work collaboratively to clearly define their course structures, processes and outcomes, exercising flexibility in achieving the needs of each institution
• Nursing courses are currently offered in both institutions. The undergraduate degree and post-graduate programs are offered in higher education institutions (university sector) and the enrolled nursing certificate programs are offered in institutes of TAFE. These courses demonstrate the difference in the required levels of preparation for undergraduates of each program, that is, the vocational and professional.
• The Board strongly believes that nursing courses are currently appropriately placed with the undergraduate (degree) and post graduate nursing programs in higher education institutions and the enrolled nursing certificate courses in institutes of TAFE. Through the undertaking of its course accreditation function the Board monitors articulation of the enrolled nursing certificate with the undergraduate degree programs.

2. The extent to which those roles should overlap with universities.

The Board agrees that institutes of TAFE and universities' roles should not overlap. However, should role overlap be seriously proposed, the working party raises the following reasons for consideration:

• Given the current climate of competition, it would be of concern to have both types of institutions compete for the same market with increasing resource limitations. Such competition should be examined in relation to its potential negative impact on the educational standards, course outcomes and on the development of Australia as a clever country.
• Global educational standards and market considerations should be seriously considered for any proposed overlap of roles. Given that Australia is now one of the educational markets in the world, what impact would role overlap between institutions have on these?
• What implications will role overlap have on the current system of funding of each institution, similarly on access and equity issues for potential students?
• Career choices for staff in each institution. It is worth noting that current expectations of -staff in each institution differ somewhat markedly. What implications will role overlap between institutions have on staff levels of educational preparation, scope of roles, staff and students' expectation?

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