Standing Committee on Employment, Education and Workplace Relations

Inquiry into the Role of Institutes of TAFE
Submissions

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Submission 90

TAFE NSW MANAGER ASSOCIATION

Submission - Re: Inquiry into the Appropriate Roles of Institutes of TAFE

Prepared by TAFE NSW Managers Association

Date: 29 December 1997

Introduction:

Please find included here brief overview material for your consideration.

For more information please contact Mr Graham Kretchmer, Secretary on 02 9796-5407 or Ardyce Harris, Acting President, Granville TAFE College on 02 9609 9221.

Overview:

We have assumed for the purpose of this paper that "overlap" refers to duplication and that "should overlap" is seen as a positive concept.

Given this assumption we feel TAFE and Universities should overlap by:-

1. Development of partnership
2. Development of strategic alliances.
3. Some Curriculum overlap.
4. Provision of a range and dimension of student support size e.g. Student Body/Associations, libraries etc.

1. Development of Partnership/Alliances

It was stressed at a presentation of the Dearing Report that from experiences in the United Kingdom Universities and other providers need to from compacs or partnerships so that the concepts of life long learning articulation etc. are achieved.

The West Committee challenges us to ask the questions are people becoming confused with the different training provided. We see that TAFE has a very clear role to play and that any partnership formed with Universities could only assist to clear up the confusion. However clear promotion and marketing still needs to be provided.

For example we would have appropriate technology to offer a range of University course components under franchising arrangements either in our existing courses or separate courses.

There are essential differences between the TAFE and University sectors and these distinctions should be maintained. These defining characteristics also need to be recognised in the way TAFE is managed at national, state, regional and institutional levels, and in the way it is funded.

Pathways for students between the sectors should be improved in both directions. Partnerships can only help this.

In the Ramler Review (1997) they stated that:

• alliances (as distinct from mergers) enable the integrity of each institution to meet the needs of specific clients groups; and
• alliances provide an incentive for credit transfer and articulation because of the functional (rather than structural) nature of the alliance.

We agree with these statements and can only see good outcomes form said arrangements.

2. Specific Strategic Alliances

Should be formed and encouraged particularly in the Marketing of International students, joint DSE/TAFE/University course options, Industry/University/TAFE partnerships etc.

Strategic alliances such as those under investigation with Sydney University where some Uni Modules/subjects are undertaken at TAFE. This saves on duplication of expenses, facilities etc.

3. Curriculum Overlap

We would like to present to the inquiry Committee our Model of a Bridge from School to University.

The Model proposed is similar to that in the USA where often completion of schooling students would have the options of 2 years at TAFE followed by 2 years at University, completing with degree status.

The Appropriate Roles for TAFE

In Kay Schofield's paper (1997) she states that the VET statistics and graphs still support the concept that the TAFE qualifications (especially the certificates) are, still the most important qualification sort. NB - There are more than twice the number of people with a TAFE qualification than with a University qualification. At least twice as many people undertake a TAFE course after graduating from University than the reverse.

With this in mind we consider that our Role (i.e. TAFE's Role) should provide:-

1. Entry level training with or without strategic partnerships with DSE, Industry.
2. Work ready graduates to Level 4.
3. Retraining for retrenched or redundant personnel.
4. Skills gap training especially for new or emerging industries and job classifications.
5. A bridge to Universities and further studies.
6. Link between training and employment hence the development in most Colleges of employment assistance personnel and units.
7. VET opportunity to overseas students on a fee for service basis.
8. Workplace assistance to industry for assessment and involvement in IR workplace reforms.
9. Bridge from school to University, work or further education.
10. Providing clients with specific areas and equity needs an opportunity to acquire work or formal training by offering second change education, targetted programs.
11. Consultancy service to industry.

Overall we also are:-

1. Concerned with the whole development of the individual and provide a range of opportunities to achieve this.
2. Provide supportive personnel and facilities to optimise clients learning.

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