Pathways between VET qualifications and Engineering Degrees

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Pathways between VET qualifications and Engineering Degrees
Skills Australia Seminar Dec 1 2011

          Pathways between
        VET qualifications and
         Engineering Degrees
                    Robin W King
  Executive Officer: Australian Council of Engineering Deans

          Chair: Engineers Australia Accreditation Board
                      Chair: Sydney Accord
         Emeritus Professor, University of South Australia
        Adjunct Professor, University of Technology, Sydney
Pathways between VET qualifications and Engineering Degrees
Overview

 engineering occupations, qualifications and articulation
  pathways
 contexts for increasing VET to HE articulation
 ACED: … why we undertook these pathway projects
 broadening the scope – ANET and beyond
 key questions

Acknowledgements
   ALTC: project funding over 2007 - 11
   ACED: John Beynon (President)
   ACED Project Team: David Dowling, Elizabeth Godfrey, Tim Aubrey
   Engineers Australia colleagues: Alan Bradley, Noel Miller
   ANET Steering Committee colleagues: Paul Davies, Jonathan Russell,
    Lesley Parker, Leanne Hardwicke
Pathways between VET qualifications and Engineering Degrees
EA accredited qualifications to enter para-
 professional and professional occupations
 other VET              AQF 6 VET 2-yr
  awards                Advanced Diploma             for Engineering Associate (technician) (Dublin
                                                     Accord) (para-professional)
                          AQF 6 2 year
                       Associate Deg. (HEd)

                                                               for Engineering Technologist
                       AQF 7         3-year BEngTech.          (Sydney Accord)
                                                                          * 4-yr s required since 1980
primary and           AQF 7 or 8* 4-year BEng /BEng (Hons) all AQF 8 BEng Hons from 2015
 secondary
   school                   5-year (BEng with B.Sc/B.Management/BA)
  K - 12                                    Ind                   Ind
                                                                                       for Professional
                         (4-year BEng             + Dipl in Eng         Practice)
                                                                                       Engineer
                              AQF 9       5-year integrated/advanced MEng              (Washington
                                                                                       Accord)
                        articulated 3-year BEngTech          1.5 - 2-year MEng

                       generic bachelor degree (eng major)    AQF 9 2-year MEng

           alternative defined pathways into stand-alone      AQF 9 2-year MEng
Pathways between VET qualifications and Engineering Degrees
articulation pathways into engineering

                           (technician)

                           Dublin Accord qualifications

                                          Sydney Accord
                                          qualification

                                           Washington
                                           Accord qualification
Pathways between VET qualifications and Engineering Degrees
contexts for increasing VET to HE articulation

 persistent shortages of engineers
      varies by discipline and experience levels
 value of professional engineers with articulated
  qualifications and experience
      blend practical know-how with formal qualification
 national “Bradley” targets to increase bachelor degree
  participation and graduation
      40% of all 25 – 34 year olds by 2025 to have bachelor degrees
      pathways from VET in HEd expand opportunities
 B.Eng. demand (~12,000 Australians per year) is stuck at
  around 5 – 6% of all commencements
      participation of women is stuck ~15%
      growth of Associate Degrees as both pathway and occupational
       qualifications are potential articulation sources and targets
      relatively low provision, enrolments and graduations from
       B.Eng.Tech. but also an articulation target
ACED – purpose … review … roadmap

 ACED membership – leaders of engineering faculties (or
  equivalent) in each of 34 Australian universities
 ACED promotes and supports engineering education and
  research, at a system-wide level
      submissions and projects (eg ALTC funded)
      works closely with Engineers Australia on accreditation
      foundation member of ANET
 ACED led review of engineering education in
  HEd (2008) provided a roadmap for action
  around 6 broad recommendations, with No 6:
  “address shortages by increasing
   diversity … supported by
   engineering education programs”
      actions include need for bridging programs
       for VET qualified [engineers]
ACED pathways studies … core questions

i.     What VET and HEd engineering programs are currently offered
       at AQF level 6 and what are the graduation patterns in those
       programs?
ii.    What are the characteristics and career aspirations of the
       students in those programs, particularly those on articulation
       tracks?
iii. What pathways exist between which institutions; how many
     students are currently taking these pathways?
iv. What are the examples of successful practice in operating
    pathways; what are the barriers to articulating students
    succeeding?
v.     How can pathways be improved; what measures need to be
       taken to increase their effectiveness?
ACED pathways projects

 the pathways theme (of four) of the
  subsequent project (2008-11)
  examined operation of pathways in
  selected (volunteer) institutions
  made 14 recommendations

 with further funding from ANET, this
  work was expanded to give national
  coverage and include work by David
  Dowling, and published as a separate
  report, but with substantially common
  recommendations
ACED pathways projects - findings and
recommendations
 diversity of non-school leaver pathways
 TAFE is a significant entry route for some institutions
      6% nationally but > 13% in several, eg
      RMIT, Swinburne, USQ, UTS
UTS sample of 50 non-school entrants
                             Huge diversity of
                             routes to consider
                             on a case by case
                             basis

                               TAFE quals were
                               BoA for about
                               15% of whole
                               entry cohort of ~
                               570
ACED pathway projects - findings and
recommendations
 progress to graduation is less for TAFE entrants than for
  school leavers
    mismatches between VET (competencies) and Higher
     Education (curriculum aimed at generic graduate attributes)
    gaps in science and mathematics background
    “technical advantage” of TAFE graduates is hard to build
     into HEd curriculum

 best practice (for articulation) in dual sector institutions
  and through well designed partnerships

 recommendations covered working more closely with VET
  and actions within the universities to improve student
  success rates of students
    identification, support, timetables, …
ACED pathway projects - findings and
recommendations
 non-uniform provision of VET Diplomas and Advanced
  Diplomas across fields and states/territories, eg
      Engineering Design (AD) only in Qld, ACT, VIC and SA
      Structural Eng. (AD) only in NSW
      …
 small numbers of diploma awards, eg in 2008
      Diplomas: 1773 (259 International)
      Advanced Diplomas: 1523 (199 International)
      contrasts with more than 6,000 BEng + BEngTech (2,000 internat’l)

 is the Diploma/Advanced Diploma sufficient to provide for
  occupational needs and contribute to expansion of
  pathways to meet the degree qualified engineer skills
  shortages?
ACED pathway projects – lead recommendation

 hence our lead recommendation
    “ACED to lead a national dialogue between
    Industry Skills Councils, Skills Australia,
    VET and HEd, Engineers Australia and
    employers … focussing on Diplomas and
    Advanced Diplomas for both occupations and
    pathways, and alignment with the
    accreditation standard.”
(Engineers Australia Stage 1 Competency Standard for Engineering Associates –
Dublin Accord – applies to Advanced Diplomas and Associate Degrees)

 and ACED is pleased that Skills Australia has hosted this
  meeting, and prepared the background paper
broadening the scope – ANET and beyond

 ANET has provided additional weight and
  exposure:
   occupational studies in road and rail have
    exposed opportunities for improved work
    practices, and CPD
   Watson and McIntyre’s “Scaling Up” report
    brings a wider perspective from outside
    engineering schools
   combined summary and headline
    recommendations

 today’s unique opportunity to discuss
  these critical issues
   representatives of all stakeholders in the room
key questions for the future

 Can Australia be a prosperous, safe, healthy, and high
  quality environment without re-invigoration of
  engineering education and training in all areas and at
  all levels ?
 How should we conceive and develop para-professional
  and engineering technologists roles and qualifications?
      noting growth of M.Eng. entry for professional engineering, is
       there renewed scope for a 3-year engineering degree ?
      across disciplines (noting occupational differences)
      supply and demand (noting the discontinuities and funding
       arrangements)
      partnerships between industry, Higher Ed, VET, professions
 How can we further influence on STEM in schools ?
    and … design and technology
    is the national curriculum a timely opportunity …
Thank You
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