• Educational Program
• Flexibility and Choice
• Fees/Funding
• Governance
• Implementation
• Locations
• Research and other models
• Retention rates
• Rural and remote students
• Structure
• Transition arrangements
• Why change? 

Educational Program

Which courses will the academy and polytechnic offer?

Your Guide to 09 provides prospective students with information about the types of courses available in 2009and the many new pathways to consider under the new post-Year 10 arrangements.The Guide is split into three sections; one for each of the new organisations.

If you would like a copy of the Guide, please contact the project team on 1800 469 997 or email tomorrow@education.tas.gov.au.

The new organisations will produce their own handbooks in September which will provide details on the courses that will be on offer.
 

Will the PY10 curriculum development strategy be used as a framework for the curriculum in the polytechnic and the academy?

To a large degree, the work should be incorporated into the curriculum of the new institutions. There may be some issues at the margins for those young students who do not transfer directly from school and who are not seeking a TCE outcome and, of course, for adults. The educational programs working groups will look at this matter. The Tasmanian Qualifications Authority will not have a different role with regards to the new institutions but will continue as the regulator.

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Flexibility and Choice

How can Year 10 students make these choices?  Aren't they too young?

Many of our young people are making preliminary decisions about their future and potential careers from the end of Year 10, with lifelong success.  However, many others are undertaking industry specific course units, but they are not exiting formal education with a recognised qualification that will 'kick start' their career.

What support will be available for students who find they have made the 'wrong' choice?

The new organisations will be designed flexibly so that students can move between them as appropriate.

How will the perceptions of the community be addressed with regard to the academy being perceived as the one that achieving students attend versus the one that the 'others' attend?

Of course, those who work and most of those who learn in TAFE Tasmania do not consider themselves as the 'others'; this is a perception bestowed by others. The aim is to have students achieving in ways and in places that meet their learning styles and needs. By developing the polytechnic as a 'tertiary' pathway with vocational and paraprofessional outcomes, articulation to university, and a strong integration of a holistic education, vocational learning, and work, its image will be enhanced. It will offer many more post-school pathways, supported through certificate to diploma level. Indeed, for many students and with credit transfer, the polytechnic will become a preferred pathway to university. Initially, students' pathway plans will assist them and their families to make realistic choices. It will likely have strong business community recognition, but it will also need strong 'brand' development for students and the community. This branding will be able to take advantage of the very positive career and life outcomes available to students through polytechnic pathways. International experience indicates that as students become aware of its status over time, more opt to enrol in polytechnic type courses.

Students will have to focus on a fixed career at an early age. How will the new system address the idea of lifelong learning/pastoral care/holistic person?

Regardless of at what age a person selects their first career; they will likely change it five times (or more). Most importantly, having a first qualification will make it easier to have a job and to learn and relearn throughout life. Unfortunately, half of our young people start their post-school life without any qualifications; more than half do not have the opportunity of a holistic post-school education experience. The Tasmanian Polytechnic will have a full range of subjects and pastoral care available (which is something colleges do really well) and opportunities for lifelong learning. Although it won't include VET, the Tasmanian Academy will also have subjects like Outdoor Education and introductory pre-tertiary subjects. The Tasmanian Skills Institute will support adult learning throughout life. At the polytechnic, students will have the opportunity to develop specific vocational skills as well as generic skills such as those related to communication, teamwork, initiative, problem-solving and planning. Likewise, the academy will provide opportunities to its students to develop relevant generic skills.

How will the new model accommodate students of all abilities and different learning styles?

The inclusion of all learning styles and abilities is a core part of the new arrangements. In fact, including more young Tasmanians than ever before in our education system post-Year 10, no matter what challenges they may face, is key to the goals of the Tasmania Tomorrow initiative.

There are good reasons for colleges to be combined polytechnics and academies, specifically for students from disadvantaged backgrounds. If this is not to be, what will be done to address the issues?

From 2009, the site currently occupied by Hobart College will become the first single campus of the Tasmanian Academy and along with TAFE campuses, a campus of the Tasmanian Polytechnic. Hellyer, Don and Newstead Colleges will join Hobart College in changing to the new structure from 2009. Initially it is likely that all of these colleges will have a campus of the Tasmanian Academy and Tasmanian Polytechnic located on their site.

It is also acknowledged that Tasmania's rural students face additional challenges through distance and the new structure will not in itself address this issue for all students. However, for many students it will be possible to remain in their high school to undertake both pre-tertiary and some vocational studies through a school and academy or polytechnic partnership. Even for urban students, we are well aware that family aspirations and expectations can influence students’ choices and outcomes. For those students who might not initially aspire to an academic pathway, the polytechnic provides an alternative but very real pathway to tertiary qualifications.  

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Fees/Funding

How will the initiative be funded?

Due to our changing population demographic we have fewer students enrolling in our compulsory school sector. We can offset this decline in school numbers by the increase in post-school students. The transition costs will be managed internally as was the case with the establishment of TAFE Tasmania in 1998.

Will it cost more to attend the Tasmanian Academy and Tasmanian Polytechnic than the fees associated with current colleges and TAFE?

There are currently different levels of fees charged by colleges and TAFE Tasmania, and so there will need to be changes to student fee structures in the new organisations. However, students will not be required to pay higher fees than if they had continued in the existing organisations. Consistent and equitable application of fees is one of the main underlying principles for fee structure in the new organisations. Further information on student fees will be available in August 2008.  

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Governance

Will the new entities be Bodies Corporate?

Each organisation will be a statutory authority reporting to the Minister for Education and Skills and managed by a board. A chief executive officer will be appointed to each organisation who will be responsible to the board for the administration, management and leadership of the organisation.

The establishment of boards that have for example business and industry involvement provides for considerable 'buy-in' and commitment to education and training from the business and industry sector.  The Chairs of the Boards were announced by the Minister on 6 March 2008.  They are:

• Former University of Tasmania Chancellor Mike Vertigan AC will chair the Tasmanian Polytechnic.
• Kim Boyer will chair the Tasmanian Academy. Kim is the former Deputy Chancellor and Acting Chancellor of the University of Tasmania.
• The current chair of TAFE Tasmania’s board Dr James Cretan will step down from that role to chair the Tasmanian Skills Institute.

Are the new organisations: the Tasmanian Academy, Tasmanian Polytechnic and the Tasmanian Skills Institute going to be part of the Department of Education?

Each organisation will be a statutory authority reporting to the Minister for Education and managed by a board. Staff will continue to be employed under the State Service Act 2000 and in accordance with the relevant public sector award. The new organisations will be part of the Minister's Education portfolio, just as TAFE Tasmania is at present.

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Implementation

Who will be implementing this initiative?

A project team in the Department of Education is responsible for implementing this initiative through to 'start up' of the three new organisations in January 2009. Members of the project team have been drawn from TAFE Tasmania, the Department of Education including Senior Secondary Colleges, and Skills Tasmania.

A project steering committee has been established to oversee the project. This committee is chaired by the Secretary of the Department of Education and includes high level representatives from both TAFE Tasmania and the Department of Education.

Working groups have been established to work on key issues such as educational programs, employee relations, logistics, funding and business models.

Other groups have been established to provide advice to the steering committee including: a leaders group consisting of all college principals and senior Department of Education and TAFE Tasmania staff; and a Guaranteeing Futures Reference Group to provide advice on issues affecting young people including transition to the new organisations.

Membership for the above groups is available at: http://tomorrow.education.tas.gov.au/implementation

As the project moves into the more detailed implementation phase in 2008, teaching and support staff will also play a role in actively helping build the new organisations.  More information on these processes will be available early in 2008.

Queries for the project team may be directed to tomorrow@education.tas.gov.au or you can phone 1800 469 997.

What is the proposed timeline for the implementation of this initiative?

Following the consultation period (June – October 2007), the Government has decided to phase in the transition to the Tasmania Tomorrow model. The Tasmanian Academy, Tasmanian Polytechnic and the Tasmanian Skills Institute will still commence operations from January 2009. 

Hobart College, Hellyer, Don and Newstead Colleges will be changing to the new structure from 2009. Initially it is likely that all of these colleges will have a campus of the Tasmanian Academy and Tasmanian Polytechnic located on their site.

Other colleges will come on board when their local community is ready, with an expectation that all colleges will have made the transition in time for the start of the 2011 school year. TAFE Tasmania will split to create the Tasmanian Skills Institute and, combined with part of Hobart College, the polytechnic.

The extended implementation phase will enable colleges to come on board as they are ready. At the same time, it enables TAFE Tasmania to move to the new model in line with its board’s positive feedback about the model and TAFE’s readiness for the change. It also allows time for the new organisations to demonstrate their strengths to students, parents, staff and the wider community.

Between October 2007 and June 2008 the real work will start on planning and implementing the new organisations. Working groups have been established to look at key issues such as educational programs, industrial relations, logistics and business models.

From July to December 2008 the transition phase will start with the establishment of the new organisations so that they are ready for the 1 Jan 2009 start date.

Locations

Where will these new organisations be located?

The Tasmanian Academy will have statewide coverage and in 2009 campuses will be located at:

The Tasmanian Academy will also deliver courses in partnership with the Huon LINC and district high schools.

The Tasmanian Polytechnic will have state-wide coverage, including but not limited to campuses at:

The Tasmanian Skills Institute will have campuses at Clarence (South), Alanvale (North), Burnie, and Devonport.

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Research and other models

Why not have Years 7 to 12 high schools?

Most mainland states have Years 7 to 12 high schools. Although their retention rates are higher than ours, they are still low by international standards. Economies of scale would mean that if we did attempt to transpose this model onto Tasmanian high schools, course options would be greatly reduced, particularly VET courses and especially in the smaller rural and regional schools. By instead using the big investment we have in college campuses together with TAFE facilities to develop the new academy and polytechnic we can establish a broad tertiary sector in Tasmania. This will provide for a wide range of course options suited to different learning styles that will meet the needs of many more young and mature-age Tasmanians. When coupled with our strategies to build the bridge from Year 10 to Year 11 (strategies such as the Guaranteeing Futures legislation, pathway planning in government schools in Years 8 to 10, extending the Year 10 school year, and improving accommodation options for students living away from home) we will provide for far greater success than either our existing model or that of our interstate counterparts.

What research has been done to support the need for change?

Tasmania Tomorrow was developed after extensive research was undertaken into post-Year 10 education and training. Many industry and research based reports have called for changes to the delivery of post-school qualifications and workforce skills development. Refer to the research and information page for research reports which support the need for change.

The ACT has the highest retention rates in Australia; why not implement the same structure as ACT?

It is true that ACT has the highest retention rates in the country. However, a recent review of the ACT college system [PDF 570KB] recommended similar changes to Tasmania's reforms. Whilst high retention rates are a seen as a positive measure, we also need to ensure that young people going through the system actually complete a meaningful post-Year 10 qualification. We know that 86% of jobs in Australia require a post-Year 10 qualification and in Tasmania only 47% of the workforce has that level of qualification.

The other states are well ahead. Why not follow what they are doing?

Australia ranks around 20th in the OCED for upper secondary educational attainment. A 2003 Ministerial review in Victoria described 'Australia's education and training for young people (as) mediocre by international standards' and called for a change in structures, clearer government direction, and a clearer vision so that fewer young people continue to 'fall through the cracks'. The other states are not leading practice. By adopting international best practice we can move ahead of the rest.

We have more in common with other states, what do we have in common with international models?

We live in a global world. Today's students will travel more than just to other Australian states, and Tasmania competes in an international market with its exports. Many other countries are increasing their skills and qualifications base at a greater rate than Australia, with retention rates over 90%. Those countries that have introduced a polytechnic model, including Singapore, Finland, and New Zealand (with whom we have a lot in common) have all shown a high increase in qualifications.

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Retention rates

How will the proposed structure improve retention?

Evidence suggests that where a broad tertiary sector that genuinely embraces vocational education and training is created alongside the academic sector, where both the range of courses available and the supportive culture of the new tertiary institution is improved, and where a strong, applied learning style connected to work is developed, then there is an increase in retention, participation, and qualification rates. Achieving a qualification that is meaningful for their career will encourage student participation. The consultation process provides an opportunity to ensure that Tasmania's unique circumstances are considered and built into the model.

Once the new arrangements are in place, how will we know if retention rates and qualifications are improving?

In order to ensure that we are improving retention and qualifications, student achievement will be closely monitored by the collection of data about student outcomes. This will occur in 2008, 2009 and 2010 in readiness for 2011. Data will continue to be gathered in subsequent years.

What is being done to address the other factors eg cultural, rurality (geographical), economic, that influence student retention?

The new institutions will need to be active in promoting the cultural change that will support their course delivery. The accountability of both the academy and the polytechnic for regional outcomes will ensure that partnerships with district high schools are meaningful and enduring and that students can have year 11 programs closer to home.  The Minister for Education has also announced expanded accommodation options in urban centres from 2008 for those students who have to live away from home to study [refer to media release].  It is important for us all to work together to improve community attitudes towards continuing education and training so that participation rates will improve. This is not an easy or short term task!

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Rural and remote students

How will this initiative look after the needs of students in rural and remote areas?

The model will support the following possibilities:

• Academy courses offered in selected High Schools (e.g. Smithton, St Helens and Queenstown). The academy would be responsible for quality assurance of the programs, with schools offering a year 11 program with year 12 options. It is likely that in Year 12 some students would need to transfer to an academy campus for specialist interests.

• Polytechnic delivering and quality assuring applied courses through local skills centres established at many district high schools, TAFE centres and Huon Linc.

• Community Knowledge Network of Online Access Centres, Adult Education and regional libraries will improve literacy and numeracy access at a basic level.

• Online strategies and flexible delivery for all students will be a key part of the initiative.

• Improved accommodation options with more than 100 extra accommodation places being made available from 2008 for students who must live away from home to study. Improving the access to, and affordability of, supervised accommodation for regional students is a vital part of improving retention rates.

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Structure

What will be the criteria to decide which college will become a campus of the academy and which will become a campus of the polytechnic?

Local Advisory Panels [PDF 90KB] have provided advice to the Minister on the matter of site selection.  As each college makes the transition to the new model, this advice will be revisited and assessed for feasibility.

Isn't this just as much about cultural change as structural change?

That's absolutely correct - this is a cultural shift as well as an organisational one. The cultural shift is about the value of education and training to individuals and to businesses. We need to convince Tasmanians of the value of vocational education and of investing in those students who may not be academic learners. We need more Tasmanians to understand that a meaningful qualification is vital for life options in today's world.

Are the three new organisations going to be called the Academy, Polytechnic and Training Enterprise?

Yes - There has been much discussion about what the new organisations should be called. The terms “academy” and “polytechnic” were chosen as working titles because they reflect similar organisations performing similar functions in other parts of the world. Some people have been uncomfortable with these titles. They are new and they lack the comfort of the known, but no better alternatives have surfaced commonly during the consultation process. As a consequence the organisations will be named:

• Tasmanian Academy
• Tasmanian Polytechnic

As of October 2009, the Training Tasmania will be known as the Tasmanian Skills Institute.

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Transition arrangements

What transition arrangements will be made for students currently in Years 9 and 10?

Careful planning and provision for all transition issues will need to be undertaken. A guarantee is given to all Year 10 students that they will be able to complete whatever two-year program they commence in a college in 2008, 2009 and 2010. They can choose to take advantage of any new courses made available through the academy and polytechnic. The work on pathway planning will be critical for these students so that every young Tasmanian in a state school in Year 10 will have a clear picture of which pathway would suit them best academic or applied with both being valid and valued options.

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Why change?

Why are the reforms necessary as the structure already exists in the form of colleges and TAFE?

The current structures have delivered good outcomes for many students but our low retention rates have been steady for some time and show no signs of improving. The TAFE Tasmania Board fully supports the initiative and believes that it is essential for further progress in retention, skills development and productivity improvement. Many college principals also support it due to their inability to lead improvement within the current structure. A number of academic, university and business leaders are on record as supporting the initiative as essential for both the personal future of all young Tasmanians, as well as for the state's economic future.

Why are we moving from change to change?

The college sector has been relatively unchanged for many years despite the significant changes that have been taking place in our 21st Century community. The growth in VET in Schools, the current PY-10 activity, a range of post-school reviews including in Victoria, and the senior college review in the ACT are all recognition of the need for change in this sector. In future, a specialist academy and polytechnic will be better able to manage any national curriculum changes than a series of small colleges.