Tertiary Education Strategy

Meeting the Needs - Tertiary Education Strategy 2010 - 15

Having just re-read the strategy, I am as depressed now as I was when I read it hot off the press.  There is a clear message to tertiary education providers - 'Please do more for less, and if you can't, we will hold you accountable for the failure of the primary and secondary education system over the last 13 years'.

It is a big ask.

The Government's Vision

According to the Tertiary Education Strategy, 'The Government's vision is for a world-leading education  system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century.'

Meeting the Needs

The Money

One of the first things that becomes obvious is that the Government is not planning on creating this 'world leading education system' by increasing the education budget.  The strategy is littered with comments about 'difficult choices' page 2, and 'significant fiscal constraint' page 3.   The Government's financial view is summed up on page 23.  'The economic recession is also raising demand for tertiary education...' 'These factors mean that the Government, our agencies and individual organisations, need to make clear choices about the priorities for investment and access, and the more efficient use of resources.'  In other words, do more for less or funding will be cut.

That there isn't enough money to go round is hardly surprising in a world were the headline news is the possible financial meltdown of Europe - a whole continent up against the wall financially.  Throwing money at education isn't necessarily the answer.  What is clear, is that students are coming to tertiary education less and less prepared to take on the responsibility of being adult learners.  The primary and secondary education systems have failed, and tertiary education is expected to save everyone (efficiently of course).  The ambulance is at the bottom of the cliff - of course the failure rate is high.

Priorities 
The Government has developed a set of priorities for budget spending.  To summarise, the people focused priorities are:

• Increase the number of students aged under 25 gaining qualifications at level four or above.
• Increase the number of Maori students succeeding at higher levels.
• Increase the number of Pasifika students succeeding at higher levels.
• Improve literacy, numeracy and language skills.

The provider focused priorities are:

• Qualification and course completion rates.
• Industry related outcomes - programmes that serve industry needs and lead to employment
• Qualifications that are level 4 and above, with an emphasis on degrees.
• Programmes that lead directly to higher study or literacy and numeracy gains.
• Research
• International linkages and collaboration.

Strategies
The Government has developed several strategies to achieve it's priorities.  These include:

• Reduction in funding for level 1-3 courses
• Reduction in the duplication and proliferation of qualification - TROQ (the Targeted Review of Qualifications is currently under-way)
• Further targeting of young people (under 25) for better returns
• Provider funding will be linked to student performance
• Provider performance to be published

Impact on Flexible Delivery

As always there are opportunities and challenges in any Government strategy.  The most obvious concern is that of qualification and course completions.  On the face of it, it is sensible to target funding at courses that have high completion rates, but the statistics can never take into account the learning and personal progress that students can make even when they do not pass.  The classic distance programme tends to have very low completion rates that would impact severely on provider funding and reputation.  The challenge is to design flexible courses that do not fall into the distance trap.

How To - In theory at least

In theory is should be business as usual, but we all know that there is always room for improvement.  To respond to the  Tertiary Education Strategy, flexible courses should be designed, so that they:

• Respond to an industry need
• Contribute to a level 4 or above qualification
• Staircase into higher qualifications
• Allow for equity and inclusiveness
• Are culturally safe and inclusive
• Cater for younger students (under 25)
• Embed literacy and numeracy skill development
• Are efficient
• Engage students in a way that encourages success
• Provide pastoral care
• Reach more people to build a knowledge rich society

Quite a demanding list, but one that most lecturers are try to achieve on a day to day basis.

Conclusion

In conclusion, it always feels like the Government is trying to undermine the staff at the education coalface.  However, flexible learning could well be the platform that will deliver everything the Government want.  Tertiary education is on the brink of changing forever.  How quick that change can happen, and what the future will look like, remains to be seen.