Continuous Improvement within the new Regulatory Framework

1. Continuous Improvement within the new Regulatory Framework Dr Robyn Hill & Liz Cruickshank GippsTAFE – Teaching and Learning

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3. About GippsTAFE • GippsTAFE: ‘whole of Institute’ perspective • Portfolio model = Nominated Centres for Program Delivery Chadstone Leongatha Morwell Traralgon Warragul Yallourn

4. Goal Promote sound educational practice across the lifecycle of the learner

5. Strategic foundations • FIRST • ‘Opening Doors to Success’ – putting learner First • Teaching and Learning Charter • Using language of learning & pathways

6. GippsTAFE & Curtin University • Case Study of a particular ‘operation’ in South East Asia • Regional provider supporting education in Miri as opposed to opening international campus • Acknowledgement of Curtin’s accreditation rights in Malaysia • Cultural awareness and respect for Malaysian Education Landscape

7. GippsTAFE & Curtin University

8. Why? How? What? • Focus on a partnership with industry focus to meet need of local community • Operate in partnership within an established higher education environment in Miri • Incremental, iterative approach – test, learn, build • Create a culture of belonging • Miri teaching staff part of GippsTAFE Family

9. Why? How? What? • Qualifications – Grown from One to Four: • Diploma of Business • Diploma of Instrumentation and Control Engineering • Diploma of Occupational Health and Safety • Diploma of Process Plant Technology

10. Why? How? What? • Recognition at early stage of the particular communication strategies required by hierarchical structure • Emphasis on building relationships from General Manager through to operational roles

11. Operating in a Robust Regulatory Framework • The space in which we operate in Victoria must be replicated in Miri • Expectations of teaching staff in Miri same as locally (GippsTAFE) • Vocational and Training Competence • Supervision of Teaching Staff • Participation in Validation & Moderation

12. Operating in a Robust Regulatory Framework • How is auspice operationalised: • Rely on Curtin to inform of market opportunities to ensure programs of value to community • Curtin achieves vocational credibility through GippsTAFE; GippsTAFE able to gain access to training market in Miri • Careful management of relationship at a senior level

13. Operating in a Robust Regulatory Framework • PD for staff in Miri at every visit to ensure maintain VET competence • Regular communication with Team Leader in Miri to ensure teaching staff aware of changes to GippsTAFE teaching practices

14. Operating in a Robust Regulatory Framework • Key important components of training experience: • Laboratories utilised at Curtin and other education facilities in Miri • Field excursions to industry • Regular speakers from industry

18. Auditing offshore programs • Miri programs subject to regular internal data audits in line with rest of business • Two audits undertaken by International Department of GippsTAFE yearly • Annual audit undertaken by Educational Performance Advisor in Miri: • Formal report sent to DeanSchool of Foundation & Continuing Studies and Teaching and Learning (Curtin), General Manager Teaching & Learning and Manager International (GippsTAFE)

19. Summary • Regional Provider supporting education in Miri • Incremental, iterative approach – test, learn, build • Recognition of communication strategies in line with hierarchical structure • Expectations of teaching staff • Operationalisation of auspice agreement • Industry involvement locally • Auditing