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IDP Education — IDP conference, UNSW, 26-28 September 2001
19 slides from IDP Education's conference presentation, Sep 28, 2001
Slide 1: Pathways in Education
Pathways in Education Leesa Wheelahan Victoria University of Technology IDP conference UNSW 26-28 September 2001
Slide 2: Aims
Aims: ü examine the changes to the way students enter tertiary education ü discuss learning pathways in tertiary education ü how students are using them & patterns of student movement ü pathways framework in Australia ü how institutions create, sustain and support them ü the different types they tak
Slide 3: Tertiary education changed
Tertiary education changed ü front-end model ended ü minority finished school, went to higher education ü others left earlier went to TAFE (often became apprentices) ü most left school early, obtained unskilled work ü at some point in the lives of today's young people: ü 45% will go to higher educat
Slide 4: Growth of the system
Growth of the system üHigher education: ü1970: 175,358 students ü2000: 695,485 students ü422,573 aged under 25 (60.8%) üVET ü1970: 387,812 students ü2000: 1.75 million students ü659,750 aged under 25 (37.7%)
Slide 5: Diversity: demands on the system
Diversity: demands on the system ü growth has brought diversity ü in student readiness, aptitude, learning style, reasons for studying, family & work obligations, & outcomes sought ü & in how study is undertaken ü fulltime/part-time; on-campus/off- campus/workplace; flexible delivery/face-to- face;
Slide 6: Lifelong learning
Lifelong learning ü participation in learning will be a lifetime process, and will involve ü formal, credentialled learning ü informal, uncredentialled learning ü learning to learn skills the key requirement ü spreading of vocational destinations ü tertiary education has met some challenges & not ot
Slide 7: Patterns of student movement: higher education
Patterns of student movement: higher education ü in 1999, 60% of higher education students were aged under 25 ü Basis of admission to degrees in 1999 ü 42.6% school leavers ü 25.0% complete or incomplete HE ü 8.0% mature age or other ü 7.7% complete or incomplete TAFE ü 5.3% exam or assessment by in
Slide 8: Cross-sectoral movement
Cross-sectoral movement ü 1997: 17.6% of students admitted to Bachelor Degrees had prior TAFE study (complete & incomplete) -- if extrapolated to all UG students, could be as high as 80,000 ü (Cummins et al 1998) ü 1998: 67,500 publicly funded VET students had a degree or post-graduate qualification
Slide 9: Not all supported by policy or institutional frameworks
Not all supported by policy or institutional frameworks ü some work on TAFE to HE frameworks but very little on HE to TAFE frameworks ü pressures towards convergence ü liberalisation of vocational education ü vocationalisation of liberal education ü student movement ü pressures towards divergence ü
Slide 10: Australian Qualifications Framework
Australian Qualifications Framework ü ranks qualification levels from certificate 1 to PhD & the sector in which it is usually offered ü often the basis for pathways negotiations ü VET is required to recognise all other VET qualifications & to grant full credit ü VET may not be able to give full cre
Slide 11: Different institutional frameworks
Different institutional frameworks ü ANTA & AVCC joint projects ü almost all universities have policies on credit transfer ü general outline, with specifics left to faculties or schools ü institution to institution agreements ü eg. UWS & Western Institute of TAFE, degreelink ü more often, specific H
Slide 12: Broader institutional setting important
Broader institutional setting important ü 5 dual-sector universities: TAFE & HE ü institutional approaches to pathways: eg, Field of Study approach at VUT ü Co-locations of TAFE & HE, & sometimes senior school ü emerging as an important model in regional Australia, ü approx 11-12 co-locations, with
Slide 13: Different models
Different models ü standardised pathways ü must gain entry through competitive process ü with or without credit/advanced standing ü customised pathways ü guaranteed pathways ü entry guaranteed provided performance reaches specified level ü enhanced pathways ü may combine HE & TAFE study, or may incl
Slide 14: Pathways blurring with new course types: nested courses
Pathways blurring with new course types: nested courses Patient Adv Dip Degree Transport Paramedic Paramedic Attendant Cert 2 ü various entry & exit points ü work-integrated learning ü occurs within each sector: training packages & graduate programs
Slide 15: Integrated courses
Integrated courses üembedded outcomes: facilitate work integrated learning eg: Bachelor of Science Certificate Lab Attendant
Slide 16: How are students using pathways?
How are students using pathways? ü research at VUT in 2000 ü 50 students who articulated from TAFE in 1999 to higher education in 2000 ü half entered a specific TAFE course with the intention of articulating to specific higher education course ü half did not know about articulation or that they coul
Slide 17: Issues
Issues: ühow to recognise learning in the other sector ühow to recognise informal learning üensuring coherent course outcomes ütracking learning across institutions & sectors üaccreditation frameworks & curriculum models, funding & accountability
Slide 18: Issues cont…
Issues cont… ü lack of a national lifelong learning policy for tertiary education -- means that policy in each sector is developed in isolation ü national & state policy frameworks or let the market rip? ü increasing participation from disadvantaged groups ü ensuring students are supported to move a
Slide 19: The future?
The future? üskills passport? ücustomised courses? ümore exit and entry points in degrees? üprogram of study advisors? üblurring of the sectoral divide between the sectors, but greater differentiation within them?
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