Standing Committee on Employment, Education
and Workplace Relations
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Submission 42
Submission by ANZAAS(NSW) A Division of the Australian and New Zealand
Association for the Advancement of Science
This submission is made by the New South Wales Division of the Australian
and New Zealand Association for the Advancement of Science an organisation
founded in 1888 with the aims;
- to promote communication and interaction between scientists in
different disciplines
- to promote public awareness of the role science and technology
play in everyday life
- to encourage the curiosity of children about the natural and man-made
world around them.
The appropriate roles of institutes of technical and further education.
ANZAAS(NSW) recognises the importance of the Technical and Further Education
(TAFE) sector in the national education system.
TAFE provides specialised technical education leading to recognized qualifications
in specific trades and disciplines.
The training can be an adjunct to employment or stand alone.
The sector needs to consider carefully the distribution of costs between
government, the students, and industries. There has been a shift towards
costs being carried by the students through the payment of fees. This
trend is justified where the student acquires a skill that can be marketed
widely. However, many TAFE courses are directed to single industries
that should be carrying the costs.
Telstra and the Australian Broadcasting Commission used to be major
trainers. This role appears to be much decreased by the downsizing of
these institutions. It would be worth finding out whether this training
has been adequately taken over by the TAFE sector.
TAFE can provide opportunities for updating skills and knowledge throughout
life.
The TAFE sector is well placed to provide specialized courses for in-service
training and just-in-time training. The development of distance learning
in the sector is to be encouraged.
The advantages of TAFE arise from the flexibility of course structures
and delivery modes.
Accreditation
The role of professional or trade bodies in curriculum development, course
assessment, and accreditation of courses and institutions should be examined.
In some disciplines there has been a tradition of involvement of professional
bodies in developing fields. Examples include bush regeneration and conducting
environmental impact assessments. There are calls from at least some sections
of the community for practitioners to be accredited.
To the best of our knowledge there has never been an across the board
examination of the role of professional bodies in post-school education
and we feel that a recommendation to carry out such a review would be
timely. Important questions to be asked include whether professional bodies
affect the nature of the course content and structure,
maintain standards, or,
impose restrictions on innovative intellectual exploration.
The role of the private sector.
Historically there have been close links between industries and TAFE.
The extent to which these links are relevant or practical today, given
the change to industrial structures, may be one question for the inquiry.
Given the likelihood of declines (in real terms) of funding, questions
about the appropriateness of other funding models, including sponsorships
and use of TAFE as an outsource of specific training modules for individual
companies, should be explored.
Private teaching institutions have an important role in the provision
of technical and further education. However, consideration should be
given to ensuring that
private institutions do not, by taking over the more profitable
courses, deprive the public institutions of funds for running more
expensive courses and training disadvantaged members of the community.
standards are maintained. This may require the formation of a national
accrediting body.
Teaching Materials
There is a world-wide market for teaching materials, especially for
distance education. Careful decisions will have to be made on the proportions
of material created in-house and outside.
The Australian TAFE sector should maintain curriculum development units
to maintain our national identity and competitive edge.
The extent to which those roles should overlap with universities.
Pre-University Training
One role of TAFE has been the provision of pre-University entry training
for mature-age students and overseas students. To some extent this market
is being undercut by Universities themselves providing, directly or
indirectly, their own courses. Examples are the Foundation Studies Programs
at the University of New South Wales. Is there some duplication of effort
between the TAFE and University sectors?
State or National?
Unlike the Tertiary sector, where the Commonwealth has a major role,
the TAFE sector is organized on a state by state basis. This makes the
sector responsive to local needs, but the time may be appropriate for
an examination of whether greater national integration might be desirable.
Articulation with Universities.
It is in the national interest that students be able to move between
universities and TAFE institutions to take advantage of the courses
most appropriate for their careers.
Movements of students between institutions requires flexibility
of accreditation.
Funding should be managed so that institutions encourage their students
to take appropriate courses at other institutions.
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