Index
Skills reform – meeting Challenges in RMIT Science, Engineering and Health
An interview with Mr Samuel Georges, Deputy Director, TAFE, Science, Engineering and Health
RMIT is now nine months into the implementation of Victorian Government Skills Reform through the 'Securing Jobs for Yours Future' statement. The Skills Reform agenda represents a transformation of the VET sector in Victoria. Understandably this brings significant challenges and opportunities as RMIT moves into a fully contestable market in 2011.
While these reforms are Victoria-based and VET-specific, it is important to consider the broader national reforms following the Bradley review of higher education, which come into effect in 2012. The dynamics of the long term market will be influenced by the two layers of reform.
According to Mr Samuel Georges, Deputy Director TAFE, RMIT in general and the College of Science, Engineering and Health specifically are well positioned to capitalise on the emerging opportunities presented by these reforms.
"The Victorian Skills Reforms introduces various layers of complexity, therefore it will require a re-think as to what it means to operate in a fully demand-driven VET sector," said Mr Georges.
"The broad areas that come to mind are program design including pathways, the overall value proposition for our programs, ways on which we are engaging with industry and the way we manage our systems and processes," Mr Georges said.
The College offers a wide range of programs within Science, Engineering and Health disciplines. The demand for these programs has always been comparably very strong.
"We have and we will continue to support and promote the design of flexible, responsive programs and training solutions for students and industry clients," said Mr Georges.
"In the context of the new environment, there is room for targeted improvements and refinements.
"Working in collaboration with the Office of Director TAFE and relevant managers and leaders and using University and College strategic funds and other fund sources, the College's Schools are able to enhance program delivery in many ways. This includes sharpening teaching and assessment methodologies as well as emphasising the design of innovative educational pedagogies in order to achieve the highest possible quality outcomes for our students and clients."
Operating in such a complex and highly regulated environment, alignment of administration, reporting and other systems will continue to require significant attention at the operational level. RMIT has been effective in aligning its systems and progressing well towards best positioning its delivery in the market as a result of VET Skills Reform.
The College is tracking very well so far in responding and positioning in the new market. It over-delivered against 2009 contestable targets for AQF 5 and 6 qualifications (first phase of Skills Reform). In 2010 we entered the second phase of the reforms with all new enrolments in AQF 5 and 6 becoming contestable. The College is tracking reasonably well to achieve targets with some more recruitment due for second semester. As we move into the third and final phase of the Skills Reform (all VET delivery will be contestable in 2011) the College will continue to engage and contribute strongly to the overall University Implementation Plan by aligning the remainder of its programs in the new market.
"With the strength of the RMIT brand, our flexible and effective pathways and articulation, highly skilled staff and the specialised nature of our programs designed to meet specific industry and technology requirements, we are positive and optimistic that the College will continue to attract strong demand, as has always been demonstrated through VTAC popularity reports," said Mr Georges.
"In general, the demand for our programs in the market remains very strong, however we need to increase the focus on the quality of our programs and further enhance and improve our teaching and assessment pedagogies. This will provide us a very clear "value proposition" compared to other providers."
The Skills Reform introduces a new set of eligibility criteria for government subsidised places based on age, citizenship and prior qualifications. Coupled with these eligibility requirements is the introduction of VET FEE HELP scheme (similar to HECS in Higher Education) for AQF 5/6 and Graduate Certificates and Diplomas. While these requirements are the feature of the Skills Reform agenda, there are other opportunities for funding to certain cohorts such as industry for up-skilling, disadvantage cohorts, youth categories and retrenched workers.
The Enterprise Based Productivity Placement Program (EBPPP) also represents an opportunity for TAFE delivery in collaboration with the national Industry Skills Council and industry. Targeted government funding arrangements based on interaction with industry and building stronger strategic partnerships will become very important. RMIT has to extend its capacity to respond to specific industry needs and strategically align with the skills challenges of the industries we support. In designing programs, significant attention should be placed on the potential diversity of our students and clients.
Innovative program design that draws on input from industry will significantly augment and enforce relevance of mainstream programs so that they are well recognised by relevant employers.
Staff are encouraged to visit the RMIT VET Essential web site and associated Skills Reform links and to participate in VETLINK and College forums.
The College of Science, Engineering and Health has established a focussed College Working Group on VET Skills Reform with representatives from the schools. This group has been the key point of contact for resolving and addressing difficult issues and responding to alignment of current practices with skills reform.
"This group has introduced an "Issues Log" approach for registering, reporting and seeking appropriate resolutions through the appropriate mechanisms," explains Mr Georges. "Some of the very complex issues that cannot be resolved at the College level are referred to the Academic Registrar Group or the University Skills Reform Steering Group for appropriate attention."
In addition, the College has been conducting formal and informal forums to convey the key challenges and opportunities to a wider audience including academic leaders and administrative managers.
At the school level, staff are engaged with the reforms in various ways with their peers and with their line managers and senior managers within the schools. All members of staff are strongly encouraged to approach relevant managers or their Head of School if they have any concerns or if they need to seek clarification. Staff can also approach the College team and the Deputy Director TAFE through the relevant management channels.