Pathways between VET qualifications and Engineering Degrees
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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
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
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
articulation pathways into engineering
(technician)
Dublin Accord qualifications
Sydney Accord
qualification
Washington
Accord qualification
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 targetACED – 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 ~
570ACED 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 paperbroadening 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 roomkey 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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