Recognising The Complementarity Of Independent & Public Providers
With the skills training and higher education sector facings a series of major policy reforms, it’s an opportune time to consider long-term options that recognise the complementarity of independent and public providers.
The strengths of independent providers, such as their flexibility, innovative approaches, and close ties with industry, complement those of public providers, which often bring scale, comprehensive curriculum, and research capabilities. When harnessed through effective collaboration and policies that allow students to study with both provider types, this synergy can create a more robust, responsive tertiary education. Such a system would not only cater to the diverse needs of students but also align more closely with the evolving demands of the workforce.
Independent Registered Training Organisations (RTOs) are trusted by students and employers, a testament to their quality and relevance. According to data from the National Centre for Vocational Education Research (NCVER) and various surveys covering higher education, independent institutions have consistently met or exceeded the expectations of students and employers. This trust underscores the potential for independent RTOs to contribute significantly to the tertiary education sector’s overall quality and effectiveness.
To maximise the benefits of a collaborative approach between independent and public providers, as a nation, we need to create a framework that places students at the heart of the system. This framework should facilitate seamless pathways between independent and public providers, underpinned by a universal learning entitlement that is pan-tertiary in nature to support student mobility. It should also encourage joint ventures in developing learning and assessment resources, quality frameworks, and sharing best practices in pedagogy and technology use.
By fostering a collaborative environment, the tertiary education sector can create a more inclusive, innovative, and adaptable tertiary education system with students at its heart. This system would better prepare students for the challenges of the modern workforce, contributing to a stronger economy. The policy advocacy undertaken by the Independent Tertiary Education Council Australia recognises and builds upon the complementary nature of independent and public providers is a step in the right direction. It underscores the importance of collaboration in strengthening the tertiary education sector for the benefit of all stakeholders.
It's a dynamic time with changes to the Standards For Registered Training Organisations 2015 to be finalised in the coming months, a series of recommendations from the Australian Universities Accord shortly to be finalised, and also a revised regulatory framework for international education. It would be a shame if, during this period of disruption, the opportunity was missed to put students at the heart of the system and implement reforms that?recognise the complementarity of independent and public providers.
Amidst reforms to the tertiary education system, it’s vital that the Australian, state and territory governments recognise the unique strengths of both independent and public providers. The end objective would be an environment in which students at the heart of the tertiary education system supported by independent and private providers with a commitment to quality.
The ITEC24 Conference includes a key panel discussion on strategic collaboration between independent and public providers. I look forward to seeing you over 5-7 June 2024 on the Gold Coast for this discussion.
#SkillsTraining #VocationalTraining #HigherEducation
This post was first published as the ITECA National Monday Update on 5 February 2024.
Workplace Skills Recognition and Business Improvement Systems Implementation
1 年Troy your message also needs to recognise The Complementarity of Skills Based Businesses (SBB). For some time businesses have been introduced to SBB model and are now building momentum. I like your word "Complementarity". To me it reflects the future. Our nations organisations and workforce cannot rely on one model. Training providers cannot expect organisations to sit and wait for the skilled people to arrive ready for work. The "Business of the Future" is one that is proactive and accepting of their responsibility to manage the skills of their organisation. That obviously will require an appreciation of people’s knowledge and skills they may bring to the workplace however it is SBB that defines job expectations. They also need to recognise and manage the skills acquired from performing job roles. This week I was working with a SBB to build their capability using their digital skills management system. It was a wonderful experience seeing young workers embrace the concept of self-managing their job performance expectations. Digital tech is enabling the SBB model. Happy to talk more about more about "Complementarity".