TAFE access for all needs long-term vision

21 May 2007

New research calls for a rethink of the way TAFE equity initiatives are implemented.

Jane Figgis and colleagues, authors of the report published by the National Centre for Vocational Education Research, believe the approach of providing funding for short-term pilot initiatives to assist disadvantaged workers is flawed because it does not focus on long-term outcomes.

'We found that funding "seeded" within institutions through pilot initiatives rarely grows and spreads into wider practice', Figgis says. 'The initiative tends to stop once the money stops'.

Funds for equity initiatives are primarily used to purchase direct support for learners, such as increasing teacher-to-student ratios, which cannot be maintained after funding is withdrawn.

Such initiatives rarely permeate far enough into the institute to influence other teachers, institute policy and resource allocation.

What worked most effectively was having an 'outsider' with a long-term commitment to a particular equity group, such as those with a disability or disengaged youths, who developed partnerships with TAFE institutes.

'Of the initiatives we studied, the most effective and long-lived were initiated by people in the community, local businesses and non-government organisations' says Figgis. 'They tended to be more interested in ensuring that good practice lasted and grew'.

Another success factor is teacher collaboration within the institute. The drive for continual improvement was strongest where teachers acted as a cohesive group.

ENDS

Advancing equity: Merging bottom up initiatives with top down strategies has been produced by NCVER on behalf of the Australian Government and state and territory governments with funding provided through the Department of Education, Science and Training. Copies can be accessed from 9.30am AEST today from http://www.ncver.edu.au/publications/1742.html.

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