Partnerships: Lessons learned from four sessions
Over the last ten years relationships between education and training providers, and industry, enterprise, and community have changed significantly. The creation of partnerships underpins Vocational Education and Training, and fosters flexibility, innovation and responsiveness.
The partnerships represented at the Sustaining the Spark, TAFE NSW Teaching and Learning Conference encompassed community, industry and enterprise, as well as entry level training.
They included:
- integrated apprenticeship training in partnership with a leading enterprise in the automotive industry – Heartland Holden,.
- entry level community, and industry based partnerships with the Music Department of the Hunter Institute.
- educational and community partnerships spanning two countries and Indigenous cultures supported by Riverina Institute ,
- an inspirational partnership between Cootamundra TAFE and the Rural Fire Service,
- as well as a government, industry and training partnership, including the North Coast Institue, with the Malabugilmah Aboriginal community that developed environmentally sustainable infrastructure and contributed to employment and community empowerment.
A shared set of practices appear to underpin the success and vibrancy of these partnerships.
Be innovative, create and respond
Whether it is in response to client dissatisfaction, an initial approach by a single student, teacher exchange, community and industry challenges or the desire to create realistic work experiences for students, learn to recognise and develop opportunities, collaborate. plan and engage.
Customise, change and adapt
Don’t be afraid to use Training Packages. Challenge Training Package flexibility and utilise the resources of your Curriculum Centres. Put Training Packages to the test and customize them to meet the training requirements of the partnership and of students.
Monitor and evaluate and be willing to change and adapt in collaboration with your partners in order to create something which works.
Deliver flexibly
On the job, in the field, wherever and whenever required, extend your capacity for flexible delivery and provide training in real time under real industry conditions. It is more interesting for you and the students, and provides employers with experienced and productive workers.
Build careers
Develop clear training pathways and realistic employment outcomes. Give students the opportunity to exit with a qualification, even if they do not complete the whole program. A student who has achieved something they can demonstrate to others, is more likely to consider further training and a return to training, later on in their career.
Engage teachers
Learning is a two way process; make the most of it! Industry secondment, professional development, being open to learning from industry partners and students, flexible teaching practices, all contribute to staff expertise. Working in partnerships contributes to staff effectiveness, performance and moral. The rewards are fantastic.
Engage students
Respond to each student’s particular learning needs and respect individual difference by offering individual training plans where appropriate. Offer Recognition of Prior Learning and relevant assessment tasks which engage with the student’s learning and working environment. Keep in regular contact with students and be prepared to customise and change learning outcomes according to what you may learn about student requirements as the training progresses.
Supportive institutes
A supportive institutional and work environment is important to teachers too. Be prepared to give your teachers a go. Provide them with opportunities, support them in the partnership and be prepared to respond flexibly to administrative requirements such as timetabling. Reward and acknowledge achievement.
Collaborate
Workplace learning is a win- win situation. Trainers learn about industry practice, new ways of providing teaching and learning support, new technologies and industry needs. The enterprise learns about education and learning in the workplace. Successful programs lead to increased staff moral and productivity in both industry and TAFE.
Collaborate within TAFE and the education system as well. Use resources such as TAFE Curriculum Centres, Aboriginal Development Units and Language and Literacy Centres. Exploit the range of training and assessment services and skills TAFE can provide. Consider whether other education partners, perhaps universities, can contribute. Consider whether other government services may play a role.
Add value
Graduations ceremonies, assistance with funding, information regarding training pathways and the Vocational Education and Training system, local knowledge, networking and making connections are all ways TAFE can add value to a partnership, while developing and sustaining the relationship over time.
Promote
Promote you partnership! This will reward your achievement and strengthen TAFE capacity to market its services to the community. Promotion adds to the profile of TAFE, builds market share, and engages TAFE in Industry and the community.
Be part of your community
Make your work and TAFE the centre of vibrant community and industry development. You will never look back!
Further Research
The following guides produced by the National Centre for Vocational Education Research (NCVER) will provide you with more information and ideas, as well as current research. For a full list of NCVER’s products please go to http://www.ncver.edu.au
SMITH, P BLAKE D, 2005 At a Glance. Facilitating Learning through effective teaching Australian Government National Centre for Vocational Education Research Adelaide
HARGREAVES, JO 2006 At a Glance. Recognition of Prior Learning Australian Government National Centre for Vocational Education Research Adelaide
NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH, 2003 At a Glance. What makes for good workplace learning Australian National Training Authority, National Centre for Vocational Education Research, Adelaide
O’CALLAGHAN, K. 2005 At a Glance. Indigenous Vocational Education and Training Australian Government Australian Government National Centre for Vocational Education Research Adelaide