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Current & emerging markets for offshore TVET services
Ensuring sustainable offshore delivery conference25 July 2012
Melbourne, Australia
Peter Holden
Presentation outline
1. Preliminary comments2. TAFE Directors Australia and the TAFE
sector3. Models of international cooperation4. TAFE offshore engagement5. Current & emerging markets6. Some key markets
Preliminary commentsTAFE institutes have been actively engaged
offshore for over 20 years
Success is built on personal relationships, not just on institutional reputation - prepare for a lead time of up to four years
Our TVET system is highly regarded – beware the tarnishing of this reputation
If we’re not smart enough, our offshore partners will soon be (are) our competitors
TDA - the peak body for TAFE
• Member association representing the CEOs and Directors of Australia’s TAFE institutes (government owned TVET providers); 61 member institutes
• Governed by a Board of Directors with representatives from each State & Territory
• Activities managed by a National Secretariat
3.5 million Australians involved in education and
training (16% of population)
Universities39 (+2)
Schools9,600
Australia’s education and training sector
TAFE Institutes
Registered Training
Organisations 5000 +
Learning Institutions
61
TAFE Institutes in Australia
Mission and Role of TDA
To provide national leadership in the TVET sector through:
• Advocacy• Research• Marketing & promotion• National & international networks• Business development
www.tda.edu.au
TDA international cooperationFormal agreements and associations with: World Federation of Colleges and Polytechnics China Education Association for International
Exchange Community Colleges for International Development
(USA) BECAS Chile Technical Scholarships Program Mongolian Agency of TVET New Zealand Institutes of Technology and
Polytechnics Indonesian Ministry of Education and Culture and
Ministry of Manpower and Transmigration
International policy developmentReview of student visa assessment level
framework
Implementation of the Tuition Protection Service for overseas students
White paper on Australia in the Asian Century
TDA Position Paper on international education◦
TDA International EngagementSome of our 2012 projects:
BECAS Chile scholarship program
China Leadership Program & Student Exchange
platform
China Green Skills conference & USA Green Skills
network
Indonesia capacity building and industry engagement
International student survey
East Asia network of TVET providers
Models of cooperation (1)High level
consultancies• TVET systems• Competency based
training• Industry engagement• Resource development• Teacher training
Partnerships with:• Local providers• Government agencies• Industry
Focus areas for capacity building
Governance & funding
Industry engagemen
t
Competency based
standards
Qualifications
framework
Quality Standards
for providers
Delivery & assessment
Leveraging our expertise
Workforce planning◦Olympic Games 2000, 2004, 2008◦African, Asian & Commonwealth
Games◦Shanghai 2010 World Expo
College construction & management◦Abu Dhabi, Singapore, Oceania,
Mongolia
Models of cooperation (2)Study tours High level short term (3 to 5
days) Institute & college tours (5 to 10
days) Professional development (10 to
30 days)
Student / Teacher Exchange
Short term (one Semester – 16 to 18 weeks)
Academic year
Models of cooperation (3)
Course delivery in another country Australian qualification and/or local
qualification Australian teachers and trainers Training facilities hired, built or provided by
partner All resources provided by Australian
provider
Models of cooperation (4)
Joint course delivery in another country (twinning)
Australian qualification and/or local qualification
Australian and local teachers and trainers Local training facilities hired or provided by
local partner All resources provided with some locally
developed
Models of cooperation (5)
Supported delivery in another country (auspicing)
Australian qualification and/or local qualification
Local teachers and trainers Quality assurance by TAFE managers and
teachers (usually twice a year) Training facilities provided by local partner Customised Australian resources and
locally developed resources
TAFE offshore engagementPartnership agreements (TDA 2011 survey – 41 respondents)
247 active partnerships
40 countries
China - 95 India - 28Korea - 16Singapore - 11Indonesia - 9PNG - 8Malaysia - 8Japan – 5Sir Lanka – 5UAE – 5Vietnam - 5
Students studying offshore with an Australian institution
NCVER Survey 2010 VET private providers VET public providers Total
Providers 105 37 142
Students 8 452 64 819 73 271
Students based in China 1 282 48 971 50 253
Students(b) based in countries other than China
7 170 15 848 23 018
Students(b) studying all award (c) courses
7 005 52 478 59 483
Students studying diploma & advanced diploma courses
3 601 34 973 38 574
Students(b) studying non-award (c) courses
1 447 12 341 13 788
Students(b) studying courses taught in English only
5 231 38 947 44 178
Students(b) studying courses also offered in Australia
7 533 53 540 61 073
Courses 483 572 1 055
Countries (a)(d) 66 30 68
Current & emerging markets
HOT WARM EMERGING SLEEPERS
China Brazil Colombia Italy
India Chile Kazakhstan Russia
Indonesia Japan MENA Turkey
Malaysia Philippines Myanmar USA
Mongolia PNG Sub Sahara
Singapore Sri Lanka
South Korea Vietnam
Taiwan
CHINA
1,100 tertiary TVET colleges200 demonstration colleges
Rise of 2nd & 3rd tier cities
260k international students282 Confucius institutes in 88 countries
INDONESIA 33 State Polytechnics; over 600 private TVET providers Major ADB capacity building loan for TVET Indonesia Australia Comprehensive Economic
Partnership Agreement in place
INDONESIA
TDA Survey of Indonesian government polytechnics (February 2012)
What type of partnerships are you interested in?Response Percent
Response Count
Delivering overseas qualifications on your campus 47.4% 9
Exchange of students to receive training 84.2% 16
Exchange of students for industry internships 89.5% 17
Exchange of teachers to receive training 89.5% 17
Exchange of teachers for industry internships 63.2% 12
Hosting study tours 26.3% 5
Sending study tours 36.8% 7
Deliver non-accredited training in collaboration with overseas partner 26.3% 5
Dual programs where the qualification is valid in Indonesia and another country
68.4% 13
Programs that offer an introduction to a higher qualification overseas 52.6% 10
Other 0.0% 0
For other please give examples 0
answered question 19
AFRICA “Second, the Chinese side will continue to increase assistance to Africa to bring the benefits of development to the African people. China will build more agricultural technology demonstration centres as necessary to help African countries increase production capacity. China will implement the 'African Talents Program' to train 30,000 personnel in various sectors, offer 18,000 government scholarships and build cultural and vocational training facilities," Hu said.
33% of world’s population by 2100
Strong interest in
TVET in sub-Saharan countries
China to invest $USD133m in Kenyan TVET system
Australia to offer 1,000 scholarships next year
President Hu Jintao
19 July 2012
Australian Aid & Development
Projected AusAID budget allocations 2010-11 2015-
16Growth to 2015-
16$ millions
PNG 460 590 30%Solomon Island and East Timor
330 430 30%
South Pacific Microstates 60 120 100%Other Pacific 340 510 50%Indonesia 460 920 100%Other East Asia 520 940 80%South Asia 170 270 60%Afghanistan and Pakistan 190 270 40%Sub-Saharan Africa 200 200 0%North Africa and Middle East
80 120 40%
Latin America and Caribbean
40 0 -100%
More emphasis on:
• assisting people overcome poverty
• national interests
• capacity to make a difference.
Australian government initiative:support the development of an East Asia Network of TVET Providers
TAFE Directors Australia will lead the development of the network with a residential workshop planned for 4/5 September 2012 in Perth
Australia
Brunei
Burma
China
Cambodia
India
Indonesia
Japan
Laos
Malaysia
New Zealand
Philippines
Russia
Singapore
South Korea
Thailand
Vietnam
United States
1. To build the capacity of TVET institutions to meet the skill demands of industry and contribute to the social and economic development of participating countries 2. To build this capacity through the exchange of ideas, knowledge, expertise and experience
3. To further develop this capacity through joint research programs, institutional partnerships and cooperation with government agencies, donor organisations and other networks
Thank you
For more information, please contact:
Peter HoldenDirector International Engagement TAFE Directors [email protected]+61 2 9217 3181 (direct office line)+61 (0)405 081 780 (mobile/cell phone)