Tag: Tertiary Education

  • Heroic Failure – UK

    On social work training. ‘Degrees in social work are viewed as being “difficult to fail” – a reputation that is unacceptable, a select committee of MPs has said.’

    From James A: As I wrote several years ago;

    When I taught on social work courses, on which the majority of other tutors were former social workers, they were often exemplary tutors. They brought all their professional skills to bear in counselling and supporting students, and were enormously sensitive to their difficulties and any form of discrimination to which they might potentially be subject. Also true to their professional background, they acted as advocates for their “clients”. So it was that our assessment boards were interminable affairs, as tutors produced reams of evidence of extenuating circumstances to argue that students who had failed, or failed to submit work, should proceed to the next year of the course, or be granted extensions to produce the required work for completion.

    [Note; I left social work education fifteen years ago. I have confirmed in the last six months that in at least three not untypical programmes, nothing has changed in this respect.]

    Recently [2001, but this is the same borough in which the Baby Peter case happened – my link -BC], the Director of Social Services for the London Borough of Haringey admitted to the inquiry into the death of Victoria Climbié (a child killed by her aunt and partner who were supposed to be looking after her) that some of her staff had not read the Departmental policies and procedures on child abuse because, although qualified, they could not read very well. [Primary Source reference here see pp 77-78]*

    [James Atherton]

     

     

  • VET Priorities 2009

    The National Quality Council has identified five Action Groups to work on achieving 5 priorities for 2009. They are: Vet Products for the 21st Century, Quality of Assessment Action Group, Skills for Sustainability Action Group, International VET Action Group, and National Consistency Action Group.

    National Quality Council agrees on priorities.

  • VET FEE-HELP Information 2009

    New information has been added to the VET FEE-HELP web pages.

    This booklet gives the most current information about accessing VET FEE-HELP assistance to pay for all or part of VET tuition fees. It is applicable to full fee-paying students in one or more of the following courses: a diploma, an advanced diploma, a graduate certificate, and a graduate diploma.

    Link –

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    VET Fee Help 2009

  • SA Tafe numbers fall

    Fall in TAFE applications in South Australia. The overall numbers of applications to TAFESA have fallen by about nine hundred. There is high demand for courses in nursing, teaching, police studies and graphic design. However, only 10% of students are admitted through the SA Tertiary Admissions Centre (SATAC); many other students gain entry through a different process. [Vocational Education & Training Headlines -ABC]

  • HECS and TAFE

    Structurally, this has been coming for a while and I can see some value in this if it is done correctly. There are dangers however, most notably in setting a price hurdle that will stop many from undertaking the very skills path they need because the risk/reward equation of deferred loans in this sector will be based on a lower average income stream over time than those in degree and higher ed pathways…

    Farah Tomazin in The Age writes:

    TAFE students could soon pay for their courses through a HECS-style loan scheme under radical plans by the Brumby Government to tackle the skills crisis.

    As part of a massive shake-up of vocational education and training, the State Government is considering whether to introduce an income-contingent loan scheme similar to the HECS system offered at universities.

    Link: HECS-style system flagged for TAFE students.

  • Universities to Get 4600 Extra Places

    An extra 4600 Australian students will undertake tertiary study next year, with more than half of the new places created in medical and teaching courses. Victoria is the largest beneficiary of the extra funding, securing 1326 new places, under a Federal Government plan to increase the number of university places. NSW universities are next, with 1307 extra students.

    Federal Education Minister Julie Bishop will today announce the extra places, rising to more than 12,700 by 2010, which will target shortages in skilled workers.

    Link: Universities to Get 4600 Extra Places.

  • Quality teaching – extending the blowtorch

    Monika Krusemann has a piece on teaching in universities in Online Opinion.

    Link: Extending the blowtorch

     

  • Applying but Missing out on University

    Often at this time of year, newspapers report on disappointed year 12 students who have missed out on a place in universities. A study released by ACER included 8000 students evaluates those who were unsuccessful.

    The study, Unmet Demand? Characteristics and Activities of University Applicants Not Offered a Place, was released by ACER in December 2005 as part of the Longitudinal Surveys of Australian Youth (LSAY). It included almost 8000 young people who were in Year 9 in 1998. Most completed Year 12 in 2001. A relatively small proportion of the group, around 5 per cent, applied to enter university but were not offered a place. This amounted to about 10 per cent of all Year 12 university applicants in 2001. These unsuccessful applicants are commonly referred to as indicating ‘unmet demand’ for university places. The study followed members of the unmet demand group from 1998 until 2003, which was two years after Year 12 for most of them.

     

    Link: Applying but Missing out on University.

  • Nine Principles Guiding Teaching & Learning in The University of Melbourne

    This document is a statement on the scholarship of teaching and learning in a research-led University and a reference guide to good practice and University resources. It was developed on behalf of the Academic Board by Richard James and Gabrielle Baldwin of the Centre for the Study of Higher Education and adopted by the Academic Board on 18 April 2002.

     

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    Nine Principles Guiding Teaching and Learning in The University of Melbourne. The Framework for a First-class Teaching and Learning Environment.