Pathways for learning
Rationale
Providing points of access and customised course choices:
- For the best and brightest who have come through traditional school or tertiary learning
- For those who have taken other paths, whether that be completing a series of short courses or working for years achieving extensive ‘on-the-job’ training and experience or dropping out of school or employment.
Developing pathways involves the development of a sequential articulation between Vocational Education and Training (VET) and higher education (HE) qualifications, with multiple entry and exit points. Joint courses are developed in collaboration between the sectors, with components taught, assessed and accredited by the respective sectors and with credit transfer built in. Nested courses have exit points along the way with a subsidiary qualification, while concurrent courses involve students enrolled simultaneously in both sectors.
Over the past two years Charles Darwin University (CDU) has reviewed its higher education and VET offerings to refine them into areas of client demand and ensure true pathways from vocational to professional to research degree are available and easy to navigate. Pathways in course grouping have been mapped to enable seamless transitions and multiple entry and exit points – entry depending on prior learning whether formal or on the job and exit possible at all levels across the Australian Qualification Framework. More needs to be done.
Dual sector awards such as in tourism where students can take a dual HE/VTE award of Bachelor of Tourism Management together with the Diploma of Hospitality Management will be expanded.
A wide range of initiatives that may further improve the educational outcomes of society through in tertiary education include:
- Recognition of prior learning available embedded in all courses
- Embedding VET courses as exit points in undergraduate HE courses
- Concurrent courses in VET and HE
- Articulation from VET to undergraduate to postgraduate to postgraduate research
- Creating multiple exit points in HE courses
- Pathways to enable students from first in family in HE backgrounds to gain access to tertiary education
- Professional development opportunities
- Short courses
- Distance education delivery.
For Charles Darwin University pathways are also about developing its staff through:
- Embedding a competence framework in all role profiles and expanding the professional development of its staff to aid staff in achieving competence
- Workforce planning.
Key Elements
Over the next 10 years, CDU will achieve the following:
- Maximising pathways between components of the post-secondary education spectrum (2010)
- Optimising staff development opportunities (2013)
- Maximising access and educational opportunity for domestic and international students (2013).
Enabling Objectives
In order to achieve the Key Elements, CDU will:
- Identify, develop and promote pathways that enable access to the University by the broadest possible range of community members (CA)
- Establish and maintain comprehensive, bi-directional articulated pathways between VET and higher education (TL)
- Understand and, as appropriate, meet priority tertiary education and research needs of all cultures within the community (CA)
- Promote university strengths to attract students in order to increase onshore fee-paying and international student enrolments (BD)
- Embed staff development in line with the Code of Ethics and Staff Competency Framework (CS).
Trend Indicators
Over the next 10 years, CDU will measure success by:
- Improving movement across all educational pathways
- Improving access, retention and success of equity group students
- Increasing recognition as an employer providing learning pathways for staff.
