the report of the act tertiary education...

10/1720 (December 2010)

Learning Capital:an integrated tertiary education system for the ACT

The report of the ACT Tertiary Education Taskforce

The report of the ACT Tertiary Education Taskforce i

Learning Capital: an integrated tertiary education system for the ACT

The report of the ACT Tertiary Education Taskforce

ii LearningCapital:anintegratedtertiaryeducationsystemfortheACT

© Australian Capital Territory, Canberra 2010

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without written permission from the Territory Records Office, Community and Infrastructure Services, Territory and Municipal Services, ACT Government. GPO Box 158, Canberra City ACT 2601.

Produced by Publishing Services for the Department of Education and Training

Enquiries about this publication should be directed to: Training and Tertiary Education, 6205 8452.

Publication No 10/1720

http://www.act.gov.au

Telephone: Canberra Connect 132 281

The report of the ACT Tertiary Education Taskforce iii

iv LearningCapital:anintegratedtertiaryeducationsystemfortheACT

The report of the ACT Tertiary Education Taskforce v

Table of Contents

A vision for tertiary education in the ACT 1

Recommendations at a glance 5

The work of the Taskforce 7

The Tertiary Taskforce consultation process 17

Recommendations in detail 19

Commitment 19

Committee – A Tertiary Education Steering Committee 20

Connections 22

Communication 25

Capitalising on economic opportunities 27

Career and Workforce Development 28

List of references 31

Attachments

Members of the ACT Tertiary Taskforce 33

List of organisations consultations and submissions received 35

List of Figures

Figure 1: Undergraduate Enrolments 9

Figure 2: Postgraduate Enrolments 2007, 2008, 2009 10

Figure 3: Student Enrolments – CIT 11

Figure 4: Overseas student numbers – ACT higher education providers 2007, 2008, 2009 13

vi LearningCapital:anintegratedtertiaryeducationsystemfortheACT

The report of the ACT Tertiary Education Taskforce 1

A vision for tertiary education in the ACT

The Taskforce proposes that the tertiary education system in the ACT unite to form a coherent network of providers of excellence, from small private training providers to large, research-intensive universities. The Taskforce vision is of a fully integrated system of independently excellent institutions that collectively and collaboratively offer world-standard vocational and higher education.

It is a vision of a smorgasbord of educational offerings from which students at every stage of their life can choose, putting together programs that meet their personal and professional needs, drawing from as many educational institutions in the network as they need, with no administrative hurdles. This would create an ‘education without borders.’

The Taskforce envisages Canberra becoming more than an education city. It sees it as having the best tertiary education system of any city in the world, linking lifelong learning with research and innovation to create an extraordinary learning capital, serving not only the capital region but the broader Australian and international education markets. It sees Canberra becoming the education destination of first choice for local, domestic and international students, not only because of the quality and prestige of its courses, but because of the breadth of choice and ease of movement between its many world-class education providers, employment opportunities and its quality of life.

The Taskforce sees a united tertiary system driving economic growth, easing the local skills crisis, shaping the city for a future less dependent on government services and building a truly civilized and cultured city.

This is a vision of an education destination that capitalises on the intellectual and research riches on our doorstep – the national institutions like the CSIRO, the peak professional bodies and the head offices that call Canberra home and which offer work placements and employment to local students and graduates. It is a vision that sees graduates preferring to stay in Canberra to work and live, having been welcomed into the local community during their time in the city.

It is a vision that sees more of Canberra’s young people choosing to stay in Canberra for their post-school studies, rather than

The Taskforce envisages Canberra becoming more than an education city. It sees it as having the best tertiary education system of any city in the world, linking lifelong learning with research and innovation to create an extraordinary learning capital, serving not only the capital region but the broader Australian and international education markets. It sees Canberra becoming the education destination of first choice for local, domestic and international students, not only because of the quality and prestige of its courses, but because of the breadth of choice and ease of movement between its many world-class education providers, employment opportunities and its quality of life.

2 LearningCapital:anintegratedtertiaryeducationsystemfortheACT

opting to move interstate. To help them make this choice, the Taskforce envisages a guaranteed pathway into tertiary education for ACT school students. This could take the form of an automatic entitlement at CIT and UC, subject to tertiary entry requirements, on enrolment in any ACT school.

The Taskforce envisages people of the ACT having lifelong access to career and course advice, available online and in other settings, including workplaces, schools, other educational institutions and public venues.

It has a vision of a community that embraces the full diversity of training and education options open to it, a community that makes full use of the resources available in local institutions, including theatres, playing fields, galleries and cafes. This is a vision of institutions that make all Canberrans welcome on campus – not only those who are enrolled. A vision of institutions that reach out into the community, actively engaging to meet local needs, both educational and social.

Finally, the Taskforce sees Canberra and its surrounding region being recognised as the nation’s learning capital, providing lifelong learning opportunities through a connected tertiary education environment built on effective collaborations between providers, industry and government. The ACT integrated tertiary system will encompass high performing providers, offering clear, articulated and learner-centred pathways that assist people of all ages to gain the understanding, skills and knowledge to achieve their potential and excel in personal and professional goals.


Indigenous Trainee: Darren’s Story

DarrenisaproudWaanyiandGangaliddamanfromNorthQueensland.DarrenappliedfortheIndigenousTraineeshipwiththeACTHeritageUnitsohecouldbetterhimselfandbecomeapositiveAboriginalrolemodel,especiallytoyoungpeople.DarrenhassuccessfullycompletedtheCertificateIIIinBusinessAdministrationthroughtheprivateregisteredtrainingorganisation,LearningOptions.CurrentlyDarren’sgoalistokeeplearningfromhiscolleagues,tutorsandtrainingfacilitators,andtoenhancehisskillsinrelationtomediationandadvocacyaswellasmentoring.DarrenistheACTAboriginalandTorresStraitIslanderStudentoftheYear,2010.

Tertiary education for Aboriginal Peoples and Torres Strait Islanders

The Taskforce acknowledges the Ngunnawal people as the traditional custodians of the lands of the ACT and region. The Taskforce stresses the critical issues for Aboriginal peoples and Torres Strait Islanders in tertiary education. There are unacceptable gaps in tertiary education access and participation rates for Aboriginals and Torres Strait Islanders compared to all Australians. The multi-faceted nature of the causes of these gaps requires holistic approaches to narrow the gaps.

The consultations by the Taskforce have consistently stressed the need for collaboration and communication across the education sectors, institutions and agencies. These collaborations must also promote and incorporate a more holistic approach to tertiary education for Aboriginals and Torres Strait Islanders which must include engagement of the Indigenous education units within education institutions in consultations and planning strategies, targets and outcomes.


Recommendations at a glance

Recommendation 1

ACT tertiary education providers form a fully integrated system.

Recommendation 2

ACT tertiary education providers commit to achieving the vision of a learning capital.

Recommendation 3

An ‘ACT Tertiary Education Steering Committee’ be established.

Recommendation 4

Capital region employers further build partnerships with education providers.

Recommendation 5

ACT Government supports tertiary providers to engage in increased collaboration.

Recommendation 6

CIT and UC investigate new ways to collaborate, based on robust business planning and supportive evidence.

Recommendation 7

Develop a ‘tertiary information portal’ and other communication strategies to provide consolidated information on tertiary education.

Recommendation 8

Promote Canberra as Australia’s learning capital and an international education city.

Recommendation 9

Industry and professions in Canberra and the region partner with ACT education providers to drive initiatives that promote the economic development of the region.

Recommendation 10

Canberra further positions itself as an education services hub.

Recommendation 11

Enhance the quality and scope of career counselling for everyone in the ACT.

Recommendation 12

ACT Government promotes improved workforce planning and development to support enhanced strategies in the capital region.

Capitalising on our learning:a system that comprises not only education providers but also business, government and community stakeholders collaborating to capitalise on the region’s unique social, political and intellectual assets.


The work of the Taskforce

Background: educational attainment in the ACT

Compared with national figures, the ACT already ranks highly both in school retention rates and the education levels of its workforce. It is clear that tertiary education policy will continue to be influenced by national initiatives such as the COAG Reform Agenda and the recommendations of the Bradley report as well as more regional considerations such as those outlined in ACT Skills Future. For the ACT to perform even better in the future, the many innovative high-quality programs that already exist in our tertiary education system need to be integrated into a coherent whole.

As the provision of tertiary education moves towards a demand-driven model, there is also an urgent need for cooperation to maximize opportunities for growth and to focus on developing courses and infrastructure that will attract prospective students to the ACT.

The ACT Government aims to increase retention to Year 12 and better integrate secondary education with vocational education and training and higher education. Through enhanced lifelong learning opportunities, all young people will have improved opportunities to transition from school to further education or employment.

Current ACT Government initiatives aimed at retaining young people in a learning environment and preparing them for further education and/or employment include:

• the ‘learn or earn’ guarantee, under which all young people 24 years or under are guaranteed a place in a learning environment if they are not in the workforce

• fifteen ACT Colleges (including both government and private) also operating as Registered Training Organisations offering VET programs

• the ACT Youth Commitment, whereby agencies promise to ensure that no young person is lost from education, training or employment and each person is given the best chance of reaching their potential

• the introduction in 2010 of legislation which requires participation in education or training to age 17

Articulated pathway: Jonathan’s Story

“IwasunsureofwhatIwantedtodofollowingYear12atCollege.Itookayearoffbeforedecidingtoenrolinatwo-yearDiplomaofBusinessatCIT.IlearntthatstudentsgraduatinginCITdiplomasandadvanceddiplomaswereguaranteedanofferofaplaceattheUniversityofCanberraand,withtheencouragementofmyteachersatCIT,IenrolledintheBachelorofManagement.IamnowdoinganHonoursyear!Universitystudyhasdevelopedmyanalyticalskillstoahigherdegree,whichcomplementsthepracticalskillsIlearnedatCIT.”


• investment in trade training to help increase the proportion of students achieving Year 12 or equivalent qualification and to help address skill shortages in traditional trades and emerging industries

• support for the CIT Vocational College which provides an alternative facility to assist students to achieve a year 12 award or equivalent

• Productivity Places Program (PPP), co-funded by the ACT Government and Australian Government, promoting training in specific qualifications, skills and industry sectors.

The recommendations contained in this report aim to provide students with attractive and relevant education programs that will enable them to achieve their individual potential, participate in the workforce or to respond to the needs of changing workplaces. The recommendations also aim to assist tertiary education to respond to industry needs to promote growth in the ACT economy.

Students at school will have better access to up-to-date information on pathways to employment. People already in the workforce will be able to undertake training to help them meet the demands of a dynamic economy. To this end, the Tertiary Taskforce acknowledges and supports the many relevant initiatives being developed concurrently through the ACT Department of Education’s consultation process on improving ACT public high schools and colleges.

A snapshot of tertiary education in the ACT in 2010

The term ‘tertiary education’ is used in this report to refer to all post-secondary education, encompassing higher education and VET programs, notwithstanding that some VET delivery occurs within ACT schools.

The ACT has some of the nation’s leading tertiary education providers with national and international reputations in their respective markets. These exist within close proximity of one another and provide a broad range of qualifications to local and regional Australians and growing numbers of international students.

The tertiary system in the ACT includes four universities located in the ACT – the University of Canberra (UC); Australian National University (ANU); a campus of the Australian Catholic University - Signadou (ACU); and University of NSW at the Australian Defence Force Academy (UNSW@ADFA) – other universities offering programs in the ACT, the Canberra Institute of Technology (CIT) as


the public VET provider and approximately 130 Registered Training Organisations (RTOs).

These tertiary education providers are pivotal to the economy of the ACT, developing a skilled workforce to meet ACT industry needs and creating wealth through export income. They provide an essential component of the ACT community, in the services they provide directly and in the support they give to primary and secondary education and community groups, and in the contribution they make to the ACT social fabric. Funding for the universities comes primarily from the Australian Government, while funding for vocational education comes primarily from the ACT Government.

At present, the body responsible for registering VET and non-university providers of higher education and accrediting tertiary courses in the ACT is the Accreditation and Registration Council (ARC). ARC is also a source of advice on tertiary education accreditation and registration to the Minister for Education and Training. However, in 2011 new national agencies will assume the functions of tertiary registration and accreditation.

Students in tertiary educationAvailable data on students in tertiary education is shown in the table below.

The table shows the number of students studying at CIT or a university in the ACT. The figures include overseas fee-paying students. CIT figures do not include students enrolled in non-accredited adult and community education (ACE) or Adult Migrant English Program (AMEP).

Figure 1: Undergraduate Enrolments

2007 2008 2009

CIT 18,796 19,993 21,073

UC 10,722 11,189 11,108

ANU 15,416 16,600 15,705

ACU 699 743 810

UNSW@ADFA 2,151 2,344 2,489

Total 47,784 50,869 51,185


Figure 2: Postgraduate Enrolments 2007 2008 2009

2007 2008 2009

UC 3,133 3,133 2,836

ANU 6,027 6,789 6,065

ACU 227 221 228

UNSW@ADFA 937 1,287 1,324

Total 10,324 11,430 10,453

University of Canberra (UC)The University of Canberra Act 1989 established UC, which now caters for students from over 80 countries and educates them to undertake around 30 different professions including health, education, resource science, communication, design, business and government and international studies.

Australian National University (ANU)The mission of the ANU is to be ‘an education-intensive research institute of international distinction’. As Australia’s national university, ANU sets the standard in research, education and community engagement on issues of national and international importance.

Australian Catholic University (ACU)The ACU is a public university formed under company legislation in Victoria. It has six campuses around Australia including the Signadou campus in Canberra, which focuses on education, health sciences, social work and theology.

University of NSW at ADFA (UNSW@ADFA)The University of NSW at the Australian Defence Force Academy (UNSW@ADFA) is the University of NSW College at Duntroon in Canberra. It offers undergraduate programs leading to UNSW bachelor degrees in arts, business, engineering, science and technology. Students comprise officer cadets of the Australian Regular Army and Royal Australian Air Force and midshipmen of the Royal Australian Navy in residence. UNSW@ADFA also offers graduate study and research leading to higher degrees, diplomas and certificates. Serving defence personnel and civilians may apply for postgraduate coursework and research.

Other higher education providersThere are also five non self-accrediting higher education providers in the ACT: The College of Law, Blue Mountains International Hotel Management School Pty Ltd trading as Australian International Hotel School, Australian Defence College, the Institute of Chartered


Accountants in Australia and the CIT which offers four bachelor degree programs.

A number of other universities operate in the ACT such as Charles Sturt University (CSU), which has arrangements with CIT and St Mark’s National Theological Centre for the delivery of higher education qualifications. CSU distinguishes itself through its wide geographic presence and distance learning capacity, core to its commitment to preparing students for work in professions.

Canberra Institute of Technology (CIT)CIT, established under the ACT Canberra Institute of Technology Act 1987, manages the major component of the ACT’s VET commitment with over 400 programs leading to nationally and internationally recognised qualifications. CIT offers higher education qualifications in its own right and in partnership with the ANU and CSU. CIT also has a well-established collaborative partnership with UC for articulation.

In 2009 CIT delivered over six million nominal hours of training with more than 34,600 student enrolments (including ACE and AMEP enrolments) and produced over 5,915 job ready graduates and had 2,315 international students enrolled. CIT student enrolments by course level are shown in Figure 3. These figures differ from those in the previous table as an individual student can enrol in more than one course. These figures also do not include ACE and AMEP enrolments.

Figure 3: Student Enrolments-CIT

Level 2007 2008 2009

Bachelor and Grad Diploma

91 84 75

Adv Diploma and Diploma

6,132 6,127 6,443

Cert IV 2,742 3,472 3,564

Cert III 4,725 5,098 5,690

Cert I and II 2,593 2,758 2,866

Statement of attainment and other awards

7,847 8,430 8,303

Total 24,130 25,969 26,941


Registered Training Organisations (RTOs)NCVER reports a 2.9% increase from 2007 to 2008 in the number of students participating in vocational education and training (VET) in the ACT.

In April 2010 there were 134 RTOs in the ACT, including the 15 colleges with VET programs. Many RTOs work closely in collaboration with specific employers and industry sectors to negotiate training requirements and focus their offerings accordingly.

RTOs contest public funding and access private and commercial markets. As many as 900 RTOs registered in other States and Territories indicate delivery or capacity to deliver in the ACT on the national register. NSW TAFE (Illawarra) offers vocational education and training to people in the ACT region.

Large ACT registered enterprise providers include Army, Navy, Royal Australian Air Force, civilian Defence staff, Customs, Australian Federal Police and Australian Tax Office, as well as other Commonwealth agencies. This segment of the RTO community does not typically access funded programs.

Funding to VETIn 2009-10, the ACT Government provided $64.7million base funding to CIT and made an additional $22.55m available in VET grants. These grants were available to both public and private VET providers on a competitive basis, and included $12.7m for User Choice, $2.5m for the Priority Support Program, $6.8m for the Productivity Places Program, $0.3m for the Joint Group Training Program and $0.25m for Adult and Community Education.

International programs and studentsThe ACT is growing as a destination for overseas students, and their contribution to the ACT is significant. As well as the contribution international students make to the cultural life of Canberra, they contribute economically through tuition fees, living expenses and labour supply. At any one time, there are on average 6,000 international students studying in Canberra who contribute almost $292m per annum to the Canberra economy.

International students are likely to be enrolled at UC, ANU or CIT. These providers all have strategic objectives that include growth of international student numbers.

Overseas qualifications: Sowan’s Story

SowancametoAustraliafromCambodiawithhisfamilytoundertakepostgraduatestudiesatANU.AftercompletinghisstudiesandreturningtoCambodia,helatercamebacktoAustraliaundertheACTSkilledMigrationprogram.HeworkedasacleanerforafewmonthstomakeendsmeetbeforesecuringaplaceintheWorkExperienceSupportProgram(WESP)doingaCertificateIIinGovernmentwiththeRTOCapitalCareers.TheprogramincludedworkskillsandinformationtechnologyforanAustraliancontext.Aspartoftheprogram,hedidworkplacementintheACTPublicServiceandsecuredcontinuingfulltimeemployment.


Figure 4: Overseas student numbers – ACT higher education providers 2007 2008 200908 2009

2007 2008 2009

CIT 1,419 1,642 2,315

UC 2,324 2,323 2,191

ANU 3,372 3,683 3,632

UNSW@ADFA 2,151 2,344 2,489

Total 9,266 9,992 10,627

‘Team Canberra’ is a compact between ANU, CIT, DET and UC to jointly market education programs and to promote Canberra in the international education market. The ACT Government is supporting the development of an ACT Education Export Strategy under the auspices of the Canberra Business Council.


Partnerships and articulation agreementsArticulation arrangements and partnerships allow students to move easily between education providers by defining what credit and recognition they can claim from previous qualifications and prior learning.

Currently a number of partnerships between tertiary education providers promote articulation and student participation in tertiary education. The Commonwealth’s Structural Adjustment Fund encourages collaboration between universities, and between universities and VET providers (in particular TAFEs) to form sustainable partnerships. In the ACT a number of partnerships and articulation arrangements already exist.

The UC has extensive articulation and other collaborative arrangements with CIT. Over 150 credit transfer arrangements are in place, covering diplomas and advanced diplomas in a variety of discipline areas. Students can receive credit for their CIT studies and so reduce the number of units they need to study at UC.

Areas of articulation include graphic design, information technology and software engineering, multimedia, human biology, public relations, early childhood, primary and secondary teaching, landscape architecture, science, management, languages, tourism management, interior design, medical science, coaching science and sports management, human nutrition, business informatics, business administration, commerce, psychology, community education, environmental science, industrial design, nursing, architecture, justice studies, cultural heritage conservation, advertising and marketing communication, journalism and media arts and production.

The number of CIT articulators enrolled at UC is growing with 96 in 2007, 116 in 2008 and 142 in 2009. This does not capture the full number of students who go from CIT to UC – it only reflects the number who receive formal credit transfer.

Formal articulation arrangements also exist in the fields of nursing, social work and education between CIT and ACU.

CIT and ANU jointly offer Associate Degrees in the fields of science and engineering and plan other joint offerings and programs.

ANU and UC have initiated a memorandum of understanding to cooperate on research and the development and delivery of academic programs.

Articulated pathway: Paula’s Story

PaulacamefromacountrytowntoenrolatCIT.TheinformationshereceivedonenrolmenthelpedhermakethedecisiontoarticulateacrosstoUCtocompleteaBachelorofEducation(EarlyChildhoodTeaching).“ThetransitionfromCITintoUCwassmootherthanIhadanticipated.Ifeltwelcome,comfortableandpreparedintheunienvironment.Ihavefinishedmydegreeandamnowworkingfull-time.”


The Australian Council of Providers of Education and Training (ACPET) has recently negotiated a memorandum of understanding with UC which aims to create pathways and collaborations between its member RTOs and UC, streamlining articulation and accreditation processes.

UC has recently entered into an innovative partnership with ACT DET based on Kaleen High School and Lake Ginninderra College. The partnership will involve staff of the institutions working collaboratively on mutually beneficial projects.

The number of students choosing to study vocational education and training qualifications after they have a degree is also significant. CIT does not require students to identify if they have a degree, but over 15% of those who chose to answer this question on the enrolment form in 2009 stated they had a degree.

The Taskforce process itself facilitated enhanced partnerships between stakeholders. Participants in the consultation meetings were keen to learn about each others’ programs and demonstrated goodwill and readiness to develop new ways of working together. These informal connections are characteristic of the ACT system and provide a strong basis for further collaborations.


The Tertiary Taskforce consultation process

The Minister for Education and Training, Mr Andrew Barr, MLA, signalled the need for bold ideas to make Canberra Australia’s lifelong learning capital. The Minister believes it is the right time to be pursuing a more ambitious agenda for further education in our city and our region. The Australian Government is pursuing significant education reforms suggested by the Bradley Review, and the ACT Government is committed to the COAG targets that seek to make Australia a better qualified and more productive society. It is a period of significant reform in ACT education. That reform should not be limited to schools.

The ACT now has the opportunity, and the mandate, to build on its existing strengths to make the most of opportunities in the current reform environment to position Canberra as the learning capital for the future. These opportunities require the education sector to take some new approaches and create some new ways of working. Therefore, in May 2010 the Minister challenged education stakeholders to suggest new ideas and solutions through two separate, but related, discussion and consultation processes.

In May 2010, the Minister formed the ACT Tertiary Taskforce, chaired by Dr Jim Watterston, DET Chief Executive, to consult on a vision for tertiary education in the ACT. The Taskforce included high level stakeholders from tertiary education, industry, government and community. A full list of Taskforce members is included at Attachment 1.

At the same time, the Minister initiated a dialogue on improving ACT public high schools and colleges via separate community consultations. The two processes have run in parallel, and it is not surprising that they have produced significant responses in common. There were over 100 submissions to the high school and college consultation from parents, schools, peak bodies, educational institutions and organisations. Some of the submissions which raised issues that overlapped with the agenda of the ACT Tertiary Taskforce included those that touched on educational programs, certification, career advice, access to tertiary courses, and vocational training arrangements including partnerships with industry.

The ACT Tertiary Education Taskforce drew on the wide expertise of its members and consulted extensively with the community, business, industry and training, and education providers to develop strategies for a more connected and vibrant tertiary education sector

Upskilling/retraining: Sharon’s Story

MatureagedstudentSharonhadn’tstudiedsincethe1970swhenshecompletedadentalnursingqualification.Aftersufferinganinjuryandthenfindingherselfunemployed,shebeganafulltimeCITcourse,theAdvancedDiplomaofNaturopathy.ShewasaidedinherstudiesbytheCITDisabilityUnitwhichprovidedsupportwithtechnologicalaidsandadvicetoenhanceherstudyjourney.SharonhasjustcompletedaBachelorofHealthScience(ComplementaryMedicine)fromUCandwhenshestartsherownbusinessislookingatspecialisinginanxiety,depression,andstressissues,particularlyinadolescentsandyoungadults.Sharonisthe2010ACTVocationalStudentoftheYear.


for the ACT. Inspired by the DET Strategic Plan, ‘Everyone Matters’, the Taskforce proceeded with that document’s aim in mind: ‘that all in the ACT learn, thrive and are equipped with the skills to lead fulfilling, productive and responsible lives’.

To ensure that the Taskforce obtained the widest possible input to its deliberations, a consultative framework was established, based on the discussion paper, ‘Creating a connected ACT tertiary education environment’. The discussion paper was disseminated at stakeholder meetings and was also available online on the DET website.

Subgroups, chaired by members of the Taskforce, were formed to consider each of the three central questions posed in that paper:• How can tertiary education providers meet ACT industry and professional needs of innovation and growth? (Chair: Dr Christopher Peters)• What needs to be strengthened for the ACT to improve school retention rates and encourage tertiary education pathways? (Chair: Mr Adrian Marron)• How can the ACT tertiary education system be connected to provide enhanced and sustained lifelong learning opportunities? (Chair: Professor John Howard).

From June to November 2010, regular meetings were held with stakeholders and organisations in the ACT community. Participation covered all the sectors which have an interest in the development of education in the ACT: tertiary institutions, industry and business groups, secondary schools, private education providers, Registered Training Organisations and Group Training Organisations, professional associations, community groups, Parents and Citizens associations, industry and enterprises, students and concerned individuals. Additional consultations were also conducted with Aboriginal and Torres Strait Islander stakeholders. A list of all the contributors to the consultation process is at Attachment 2.

The Taskforce acknowledges that elements of the vision may require additional resources from government, industry and business as well as institutional stakeholders. Enacting the vision will take time and could be achieved in stages. It will be the task of a proposed committee to undertake strategic planning and negotiations with stakeholders to achieve the vision. A lack of resources should not be an impediment to stakeholder commitment to the vision now.

The next section of this report will describe in more detail the context of the recommendations, reflecting some of the detail of the wide-ranging comments and discussions.


Recommendations in detail

The recommendations made by the Taskforce are organised under the themes of Commitment, Committee, Connections, Communication, Capitalising on economic opportunities and Careers and workforce development.

These recommendations are addressed to government, education providers, business and the community.

Commitment

Taking as its foundation the priorities identified in the COAG Reform Agenda and the Bradley report, the Taskforce concluded that the interests of the ACT would be best served by ensuring that the provision of tertiary education be integrated into a single system. With an integrated system, students would have access to coordinated offerings and up to date information, and industry would have a focus for developing partnerships to ensure a skilled workforce. An integrated system underpinned by stakeholder commitments would be able to develop plans and provide advice on tertiary education and its priorities to government.

The vision for ACT tertiary education articulated in this report relies on endorsement and commitment by stakeholders in tertiary institutions, industry, government and community. To realise the vision of a truly integrated sector will require a high degree of organisational and sectoral commitment, government encouragement and policy harmonisation.

This commitment could have implications for, and need endorsement by, institutional governance arrangements. It could also require ACT Government financial support as well as pooled resources by institutions and government agencies.

Recommendation 1That tertiary education providers in the ACT form a fully integrated system. This system of independently excellent providers would collectively and collaboratively offer world-standard vocational and higher education to meet the needs of a broad range of students. The system will build on existing provider strengths and position the ACT as a unique destination of choice for tertiary education.


Recommendation 2That tertiary education providers operating in the ACT commit to achieving the ACT vision for tertiary education, developing innovative and collaborative ways of delivering industry- and research-driven tertiary education.

Committee – A Tertiary Education Steering Committee

A dynamic economy such as that of the ACT relies heavily on an educated, qualified and skilled workforce built on a responsive tertiary sector, effective workforce planning and development, attraction, retention and migration of skills in areas of need.

Partnerships and collaborations between industry, education providers, community and government are increasingly necessary to ensure the need for qualifications and skills in the workforce and in the capital region are met, as well as realising the educational aspirations of individual people. Submissions for government funding increasingly require demonstration of consultation and collaboration with relevant industry sectors.

An ACT Tertiary Education Steering Committee will facilitate the connections between the various tertiary stakeholders by providing a forum for discussion and planning for tertiary education in the ACT region. Such a Committee would work to reduce duplication in advice to government and to ensure that tertiary education in the ACT will meet the needs of all stakeholders. The Committee is not intended to have regulatory powers or to replace the governing bodies of individual institutions.

The Committee would oversee the development and implementation of the strategic plan for tertiary education in the ACT, focusing on, but not limited to, the recommendations in this report. It would also provide a formal point of contact for discussion of articulation and collaboration on development of new cross-provider courses.

Existing planning processes, including skilled migration and priorities for VET funding, could be endorsed by the Committee. This body would ensure that all current collaborative activity is mapped (for example ACT Health’s Tertiary Education Liaison Committee, the Business Council’s Education Support Group, and other groups’ activities as identified).

TheTaskforceenvisagesCanberrabecomingmorethananeducationcity.Itseesitashavingthebesttertiaryeducationsystemofanycityintheworld,linkinglifelonglearningwithresearchandinnovationtocreateanextraordinarylearningcapital,servingnotonlythecapitalregionbutthebroaderAustralianandinternationaleducationmarkets.


The Committee would also be responsible for long-term education planning including initiatives to promote equity outcomes for Aboriginal peoples and Torres Strait Islanders, people from culturally and linguistically diverse backgrounds, people with disabilities, and students from low socio-economic backgrounds considering COAG equity targets.

Recommendation 3Establish a strategic body, with high level stakeholder representation, which could be known as the ‘ACT Tertiary Education Steering Committee’.

The Committee should be resourced to oversee planning, communication and interaction between stakeholders in areas of collaborative and strategic interest, including:• providing advice to the ACT Government through the Minister on tertiary education policy• developing a strategic plan for tertiary education in the ACT and the region encompassing: o a framework for the engagement of stakeholders and tertiary education providers o an education equity and diversity plan as part of the ACT Social Plan for ACT tertiary education, which includes agreed targets with reference to COAG targets for disadvantaged cohorts and Aboriginal and Torres Strait Islander learners, strategies to resource alternative programs, and initiatives including scholarships and other encouragements to achieve the targets o a communication strategy for outcomes relevant to Recommendations 7 and 8 o professional development for the tertiary sector and its stakeholders• endorsing priorities for tertiary education and training based on the strategic plan• sponsoring relevant research to support the strategic plan, including information on demographics, workforce planning issues, retirement intentions and expected skills shortages for the ACT and the capital region• steering the direction of ACT tertiary education in areas including partnerships, innovation, curriculum and greater engagement with industry, including enhanced arrangements for work based learning.


Connections

The ACT is in a strong position, given its size and location, to develop a truly connected education sector. It has a record of innovation and quality delivery in education and training. Combined with the prestige of the seat of federal government and the many national institutions located in the city, there are many factors to support development in the sector and attract learners from overseas and outside the region, and further attract local students.

The Taskforce process itself facilitated enhanced partnerships between participating organisations. Participants in consultations were keen to learn about each others’ programs and demonstrated goodwill and readiness to develop new ways of working together. Some participants shared stories of existing partnerships and collaboration that inspired others to explore possibilities.

There was ready agreement to the concept of sharing ideas and information on programs and innovative strategies via a tertiary ‘portal’ to promote awareness of innovations and alternative strategies, and to promote networking between tertiary stakeholders.

These informal connections are characteristic of the ACT because our relatively small size both in population and area means that coordination and cooperation is more easily achieved. Connections between ACT tertiary stakeholders at a systemic and strategic level will be the building blocks for an ACT tertiary vision.

The CIT and UC have traditionally collaborated on programs such as early childhood education and forensic science. There is also a well established system of student learning pathways between CIT and the UC and other ACT institutions. The UC and CIT have committed to closer relationships to position both institutions for the future of education in the ACT and the capital region.

Market forces have been a strong driver for the strategic directions of tertiary providers and institutions. The current national reform agenda with increasing expectations of collaborations with industry, cross-sectoral partnerships and consultations with government foreshadows a period of dynamic change in the operating and policy environments; changes that are blurring boundaries between traditionally separate sectors.

Blurred boundaries are not in themselves a problem but an opportunity. The ACT is well-placed to set best practice standards for other jurisdictions in the delivery of a connected tertiary education. ACT tertiary education connectedness presents potential


marketing opportunities both domestically and internationally for defined learning pathways, incorporated industry experience and guaranteed places in institutions.

A connected ACT tertiary sector would be best placed to investigate specialist offerings which build on institutional strengths in disciplines of national importance, in such fields as information technology, conservation science, specialist engineering and public policy which build on ACT industry drivers and the range of national institutional resources available in Canberra. Existing institutions or providers and their collaborations would form the nucleus of centres of excellence based on these offerings collaborating with other providers outside the ACT region where necessary.

Recommendation 4That capital region employers further build partnerships with education providers to support tertiary education initiatives to promote outcomes for industry and education stakeholders and the region. Such partnerships and connections to include:

• collaborations on development of education programs

• partnerships on education delivery including internships, scholarships, mentoring and work based learning

• collaborations on career advice and workforce development.

Recommendation 5That the ACT Government supports tertiary providers to investigate new ways to collaborate. This would include government support for investigations of:

• engagement between providers and their staff on the challenges of pedagogy and innovative delivery modes and curriculum

• support for investment in e-learning and other IT based delivery so that learning platforms are compatible and easily accessible across education providers to enhance the student education experience

• student information management systems to incorporate a lifetime identifier to facilitate student pathways between education providers at all levels and guarantee access to tertiary education for those enrolled in ACT schools

• broader use of existing infrastructure (schools, tertiary institutions, community facilities and ACT government facilities) to provide a range of learning environments

• partnerships between institutions, government and industry to invest in affordable residential accommodation to reduce the shortages and costs both for students and apprentices.

Work placement: Angela’s Story

AsafirstyearANUcommercestudentin2009,AngelasuccessfullyappliedtotheCharteredAccountantsAchieverprogramwhichprovidedapaidwork-experienceplacementwithinanaccountingfirm.AngelawasofferedaplacementatKinsellaPartnersandsuccessfullyobtainedafull-timerolewiththefirmwhichshecombinedwithherstudiesatANU.


Recommendation 6With a view to providing an exemplar for an integrated tertiary education system, the ACT Government will support CIT and UC to investigate new ways to collaborate, based on robust business planning and supportive evidence. This may include government support for investigations of:

• more integrated program development and joint course delivery

• development of new types of qualifications and awards such as ‘foundation’ awards designed to lead to more specialised qualifications

• how information contained in the various student information systems can be extracted to facilitate the pathway guarantee to tertiary education for those enrolled in ACT schools

• possible amendments to ACT legislation to grant CIT a greater degree of autonomy in its operations.


Communication

Throughout the consultations, communication was a recurring theme, with a focus on the need for high-quality, integrated and comprehensive information and advice available to a range of audiences.

The information needs to cater for people of all ages, educational background and focus (as a learner, family member or professional supporting a learner). Communication strategies generally stressed the need for an on-line ‘ACT gateway/portal’ for information while acknowledging that while such a technology-based solution might meet the needs of a majority of users, alternatives need to be put in place for those who do not have access to or are unable to use computers, and to target equity groups including students with a disability, people from culturally and linguistically diverse backgrounds and Aboriginal peoples and Torres Strait Islanders. Other strategies using print based or face-to-face information services would need to be considered.

Tertiary providers generally have well-developed information dissemination strategies to attract learners, both in print and online. The ACT gateway/portal would not replicate institutional strategies but provide a centralised integration point, providing links to institutional information and a range of other relevant information and ensuring that the information is kept up to date.

The portal would have links to existing information on courses of study from institutions and other training organisations, but it should also describe pathways to various careers and provide information on work options and placements. Ideally, the portal would offer functions for potential students so that they are able to plan courses of study across various tertiary providers, using a ‘shopping basket’ approach.

Communication strategies would also include the promotion and marketing of ACT tertiary education. The ACT Government already focuses on promoting the attractions and benefits of the capital through its ‘Live in Canberra’ initiative. There is scope to extend this to include a ‘Learn in Canberra’ aspect to encourage more students to choose the ACT for their education in the city that hosts the nation’s premier research institutions and its only national university.

A major attraction of Canberra is that it provides a safe environment with many amenities, including major national institutions. It offers extensive opportunities for sporting, cultural and entertainment


activities, as well as being within easy access of Sydney, the snowfields, the coast and other regional centres. Marketing campaigns and ‘expos’ could spread information on the benefits of studying in Canberra internationally as well as in other cities and regions of Australia.

ACT tertiary institutions and private providers have developed a range of programs to promote their services to learners from outside the region. Comments on such initiatives stressed that there needs to be accurate information as well as marketing the non-educational aspects of living in the ACT. Canberra’s many attractions, including national institutions, cultural, sporting and recreational opportunities should be included in any outreach. However, the realities of day-to-day life must also be acknowledged to ensure that unclear expectations do not erode our reputation. The lack of accommodation is a real barrier to attracting students to the ACT. For many students, the high cost of living in Canberra, mainly due to the high rents that result from this, means that they choose to undertake studies elsewhere. Government will need to work in partnership with educational institutions and business to explore ways of meeting current and future demand.

Recommendation 7Develop a single ACT source for communication of consolidated information on tertiary education courses, career opportunities, pathways from education to work and accommodation options.This could be achieved through the development of a ‘tertiary information portal’ and other communication strategies designed to promote access for all potential users and serve as a driver of education as an export earner for the ACT. The gateway should facilitate communication with Aboriginals and Torres Strait Islanders and equity groups. Strategies should be planned, initiated and overseen by the ACT Tertiary Education Steering Committee.

Recommendation 8Contribute to the promotion of Canberra as Australia’s learning capital and an international education city. Promote tertiary education in the national capital region, domestically and internationally, marketing its employment and lifestyle advantages for all ages through:

• collaborations with existing promotional strategies including Australian Education International, ACT Education Export group, Live in Canberra, and others as appropriate

• liaison with the network of Indigenous units in tertiary institutions and schools to develop specific strategies to target Aboriginals and Torres Strait Islanders.

Career advice: Derek’s Story

Year12studentDerekcametoanACTcollegeandwasunsureofwhatcareerdirectiontoexplore.Hetoldhiscareeradvisorhewasinterestedinnursing.Withworkplacementsscarceinnursing,hetookoneinadementiawardofanagedcarefacility.HeloveditsomuchthatitcementedhisdesiretopursuenursingbeyondcollegewithaCertificateIVEnrolledNursingasapathwaytothedegreeofnursingatuniversity.


Capitalising on economic opportunities

The Taskforce consultations highlighted the various unique features of Canberra and the need to link the capacity for economic development to the characteristics of Canberra and the region.

Canberra has numerous strengths and distinctive capabilities which make it attractive as a place to invest and grow businesses. Many of these strengths and distinctiveness centre on Canberra’s attributes as a knowledge based economy and society.

As Australia’s capital city, Canberra is home not only to the national institutions of governance – the Parliament, the Executive and the High Court – but also to Australia’s national cultural and heritage institutions such as the National Gallery, the National Archives, Australia’s national university (ANU) as well as other significant education institutions, and Australia’s national scientific and research organisation (CSIRO). These organisations, as part of their charters, maintain and build strong national and international connections.

New and innovative businesses cluster around these national institutions and organisations as suppliers of services and to meet special requirements to national and international standards.

From a representational perspective, Canberra is also the base for a large proportion of national industry and professional associations, political correspondents for national and international media, and for marketing and government relations units of national and international corporations.

High levels of educational attainment, characteristic of Canberrans, are associated with high levels of innovation – the successful exploitation of new ideas – not only in business but also in social, environmental and community contexts. This makes Canberra


attractive to enterprises – public and private – that wish to locate where there is a highly educated workforce.

Canberra is also unique in being Australia’s largest inland city and the hub of the capital region, a geographical region encompassing southern NSW.

Canberra’s uniqueness is as a connected city which naturally looks ‘out’ at the regional, national and international levels. The primary task is to understand the features of this uniqueness and how they can be built upon and leveraged to support economic opportunities for sustainable growth and wealth creation.

Recommendation 9

That industry and the professions in Canberra and the region partner with ACT education providers to:

• drive initiatives and research in mutually agreed disciplines and areas of national and local significance to promote the economic development of the region

• offer scholarships, mentoring programs and work placements to students.

Recommendation 10Canberra should further position itself as an education services hub. It should promote itself as a learning capital, acknowledging the significant contribution education and innovation make to the ACT and region economy. This will attract knowledge intensive industries to locate and grow within the region.

Careers and workforce development

There was much discussion on the career advice concept and its current provision in ACT schools, colleges, tertiary institutions and other agencies.

There was strong endorsement of the need to reconceptualise career advice and counselling services making them accessible to a wide range of potential clients including mature aged people and those currently employed seeking to upskill or change career paths.

Industry stakeholders also supported a stronger role for business and employers in providing information on career paths and training opportunities, and in promoting workforce development and planning within organisations. This suggests an expanded concept of service to incorporate career advice and workforce development.


This expanded concept and increased availability of service presupposes more career professionals and reconceptualised qualifications which would need to be available to employers and human resource professionals outside educational institutions.

Consultations also suggested that career advice within schools and colleges could benefit from a reconfiguration to permit closer liaison between individual careers advisors with individual industry sectors. This focus on ‘industry specialist’ career advisors would indicate a greater need for advisors shared across institutions so that specific industry sector advice is available to a range of students in different sites.

Recommendation 11Enhance the quality of career counselling in the ACT by:

• developing and implementing a revised and expanded model of career advice and counselling that would be extended to people of all ages seeking to enter/re-enter the workforce or to change careers

• support for initiatives for students in primary education and their families in recognition that career advice and information can link curriculum content with careers to inform student choices

• coordinating and aligning current individualised career advice provisions in schools and tertiary institutions with input from industry and employer stakeholders

• further developing accelerated pathways for high achieving secondary students to commence university and vocational courses as a functional element of senior secondary courses

• expanding specialist career advice by promoting professional training within business and human resource organisations as well as school support staff, specifically providing wider access to the Certificate IV in Career Development.

Recommendation 12That the ACT Government promote improved workforce planning and development to support enhanced strategies in the capital region. This might include:

• researching workforce planning models to inform a capital region plan

• closer collaboration between relevant government agencies that drive and shape workforce development needs and research

• integration of workforce needs into existing marketing campaigns and attraction and retention strategies

• improved data sharing among stakeholders

• linking workforce planning to funding initiatives and support.

Career change: Ross’s Story

RossrecentlycompletedhisplumbingapprenticeshipatCITasamatureagedstudentaftermanyyearsinthehospitalityindustry.RossplanstocontinuehiseducationwithaposttradequalificationanddohisAdvancedPlumbinglicence.Whenhedecidedonanapprenticeship,Rosssethimselfagoaltorunasuccessfulplumbingbusinessofhisown,basedongreatservice,valueandpride.RossistheACTApprenticeoftheYear2010.


List of references

ACT Chief Minister’s Department (2008) ACT Skills Futures. Available at: www.cmd.act.gov.au/policystrategic

Australian Government Review of Higher Education (the Bradley report) (2008). Available at: www.deewr.gov.au/HigherEducation/Review

COAG Reform agenda www.coagreformcouncil.gov.au/agenda

Live in Canberra www.liveincanberra.com.au


Members of the ACT Tertiary Taskforce

Dr Jim Watterston (Chair)

ACT Department of Education and Training

Dr Andrew Smith Mr David Akers

Australian National University

Professor John Howard University of Canberra

Mr Adrian Marron Mr Peter Kowald Ms Kaye O’Hara

Canberra Institute of Technology

Assoc Professor Patrick McArdle

Australian Catholic University

Dr Christopher Peters, AM

ACT and Region Chamber of Commerce and Industry

Mr John Miller Master Builders Association ACT

Professor John Richards Ms Louise Mayo

ACT Accreditation and Registration Council

Mr Terry Williams ACT Aboriginal and Torres Strait Islander Elected Body

Ms Karen Nicholas ACT Association of Providers of Training Services

Mr Michael Battenally Mr Dennis Yarrington

ACT Principals’ Association

Dr Neil Mudford National Tertiary Education Union

Ms Elizabeth Singer ACT Council of Parents and Citizens Associations

Mr Mike Fitzgerald Australian Education Union

Ms Chris Faulks Mr Peter Gordon

Canberra Business Council

Ms Rosemary Follet Former Chair of VET Advisory Group (VETAG); former ACT Chief Minister

Professor John Baird Professor John Arnold

University of NSW at Australian Defence Force Academy

Mr Frank Sette Executive Officer (ACT), Australian Council of Private Education and Training

Ms Diane Joseph Ms Leanne Cover

ACT Department of Education and Training

Ms Pam Davoren Mr Ian Cox Ms Dita Hunt

ACT Chief Minister’s Department

ATTACHMENT 1:


Aboriginal and Torres Strait Islander Education Consultative Group

Aboriginal and Torres Strait Islander Elected Body

ACT & Region Chamber of Commerce & Industry

ACT Accreditation and Registration Council (ARC)

ACT Association of Providers of Training Services (APTS)

ACT Council of Parent & Citizens Associations

ACT Council of Social Service (ACTCOSS)

ACT Department of Education and Training (DET)

ACT Libraries & Information Service

ACT Master Builders Association

ACT Principals’ Association

ACT Public Service Commissioner

ActewAGL

Aged & Community Services Association of NSW & ACT

Anglicare

ANZ Bank

Australian Catholic University (ACU)

Australian Computer Society

Australian Council for Private Education and Training (ACPET)

ATTACHMENT 2: Organisations consulted and submissions received

Australian Defence Forces Academy (ADFA)

Australian Dental Association, NSW & ACT

Australian Education Union

Australian Industry Defence Network

Australian Information Industry Association (AIIA)

Australian Institute of Management

Australian International Hotel School

Australian National University (ANU)

Australian National University College (ANUC)

Australian Medical Association

Australian Public Service Commission

Australian Society of Certified Practising Accountants (CPAs)

Australian Trucking Association

Board of Senior Secondary Studies (BSSS)

Canberra Business Council

Canberra Convention Centre

Canberra Institute of Technology (CIT)

Capital Careers Pty Ltd

Career Development Association of Australia (ACT Division)

Catholic Education Office


Charles Sturt University

Chief Minister’s Department

CIT Students Association

Clubs ACT

Coles

Department of Territory and Municipal Services (TAMS)

Dhara Daramoolen Indigenous Higher Education Unit, ACU

Duesbury’s Nexia

Engineers Australia

Ernst & Young

Hindmarsh

Housing Industry Association (HIA)

Hyatt Hotels

Institute of Chartered Accountants Australia (ICAA)

Intercontinental Hotel Group

John McGrath Motor Group

KPMG

MagnetMart

Master Hairdressers Association

Master Plumbers and Gasfitters

Minerals Council of Australia

Motor Trades Association ACT

National Australia Bank

National Electrical Contractors Association

National Tertiary Education Union (NTEU)

NuSkills Training Organisation

Pharmacy Guild of Australia

Prime Television

Printing Industry Association

Property Council of Australia

Reconciliation Australia

Retail Traders Association ACT & Region

Salvation Army

St George Bank

St Vincent de Paul

Timber Communities Australia

Tjabal Indigenous Higher Education Unit, ANU

Tourism Industry Council ACT & Region

TransACT

University of Canberra (UC)

UC Students Association

UNSW@ADFA

Westpac Bank

YMCA

Youth Coalition of the ACT

Yurauna Centre, CIT

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