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1 New Indicators for Applied Universities Ma Yanwei 10/09/15

2 目录 Content Overview of NIES My research at TDA New indicators for applied universities

3 Overview of the NIES National Institute of Education Sciences,(NIES), Beijing, China, established in 1957, is a research arm of the Ministry of Education, the People's Republic of China, and the only national-level comprehensive education research institution in China. The predecessor of the NIES, the Education Research Division of the Central Research Institute was founded in For over 70 years since its original establishment, NIES has strived to contribute to education reform and development in China by advising policymaking process, advancing theoretical innovation and guiding local practices. Now the institute employs 253 staff, including 217 researchers and research associates.

4 Organizational Chart

5 Education Reform Experimental Zones In collaboration with local authorities, NIES set up 9 experimental zones in eastern, western, southern, northern and central China to oversee regional educational practices and to direct experiments in educational reform.

6 International Networks ACER INEP IIEP-UNESCO Buenos Aires KEDI NIER Japan Russian Academy of Education OECD World Bank UNESCO

7 目录 Content Overview of NIES My research at TDA New indicators for applied universities

8 MY RESEARCH AT TDA How did I come to TDA? China Scholarship Council What did I do during 2014? Searching literature Undertaking case studies Face to face talks with colleagues of TDA

9 Case study Cases Areas Qualifications Location VET Early Childhood Education and Care Diploma Randwick College Apprenticeship Engineering or electrical Certificate III Ultimo VETiS Hairdressing Certificate II Ultimo Interviews Governance/Quality/Business Development/Enrollment/teachers

10 The market reform in VET In 1990, the Deveson Review pronounced the arrival of markets for training and asserted that market-based competition would result in greater choice and diversity, efficiency, responsiveness and quality, without any adverse consequences for access and equity. Subsequent policy statements have echoed such claims (e.g. ANTA 1996). In a competitive market a diverse array of public and private providers compete for public VET funds. Simultaneously, TAFEs were encouraged to become more business-like, entrepreneurial and reliant on income from commercial markets. Public and private providers are now viewed as suppliers or sellers of VET who compete with one another on a level playing field for government and private income. Individuals and enterprises are viewed as clients, buyers and customers who are expected to pay for the programs and services they use.(anderson)

11 The outcomes of market reform in VET(Anderson,2005) (Note: the study is based on data from 2001 and prior) Choice and diversity have increased. Provider responsiveness to client needs was almost universally increased. Neither crude (i.e. reductions in total costs of service delivery) nor productive (i.e. more outputs per unit cost) efficiency has ensued from training market reform. From a TAFE perspective, quality appears to have declined because their training provision is driven more by financial/ commercial imperatives than by educational/skills formation. Access for women, unemployed people and disadvantaged groups has not improved under contestable funding arrangements.

12 Some Recent findings Government funding for TAFE across Australia has been cut by 19 per cent over the past ten years.(australian Education Union, 2013) two key implications of poorly delivered training: trainees and employees are not really being properly skilled, there is a race to the bottom in terms of continually reducing course fees and course times to attract students and reducing training and delivery effort to cut costs.(australian Skills Qualification Authority, Training for aged and community care in Australia, September 2013, p. xi.) Substandard training delivery: 80 per cent of training delivered by RTOs and private providers failed to comply with existing national standards. (Australian Human Rights Commission, Proof Committee Hansard, 9 April 2014, p. 17.) Employers indicated they prefer to employ a person with a TAFE qualification over one with a qualification from a private college.(tda,2014)

13 In comparison with China operating revenues in 2011 government Secondary vocational school 76.8% 19.7% Compared with Higher vocational college 54% 40.6% Compared with Student fees

14 In comparison with China public/ private providers 2012 年, 民办中职学校数量 2649 所, 占中职学校总数的比例提高至 27.1%, 在校生占比提高至 15.9% 民办专科高职院校为 316 所, 占比 24.4%, 在校生占比 19.9% Private secondary vocational schools Private higher vocational colleges Number of institutions Percentage of total providers at the same level Percentage of total enrollments at the same level 27.1% 24.4% 15.9% 19.9%

15 In comparison with China clients structure In 2011 there were about 1 million enrollments of non-fresh graduates from junior high school, which accounts for 12%. Data from the MOE shows that in 2013 there were about 45 million person-time training registration, of which 18% was delivered by secondary vocational schools and HE (including universities and higher vocational colleges). Universities and colleges 11% 职业技术培训机构 82% Other vocational providers 82% 高校 11% 中等职业学校 7% Secondary vocational schools 7%

16 Relevant policy trend The government is encouraging vocational institutions to share the training market with other providers by, taking the enrollments of employees in enterprises or the unemployed as an important indicators in national or provincial assessment of vocational education. transferring the number of non-degree continuing education enrollments into the number of full-time enrollments, which might get funded from governments and teachers work hours might be recognized. providing financial support to vocational institutions to improve the infrastructure and facilities to enable their training delivery for employees.

17 The new indicators for Applied Universities The Ministry of Education is developing the new indicators for those universities which are pushed to move into the applied science universities. With the guidance of these new indicators, these universities will further focus on their missions to provide practical and skilled personnel for industries.

18 Our recommendations First Level Indicators 一级指标 1. Applicationoriented operating mode 学校的应用型导向 2. Applicationoriented cultivating process for students 人才培养过程的应用型实践 3. Applied research and social service 应用型科研与服务水平 4. Employment and entrepreneurship 支撑产业发展的就业创业 Second Level Indicators 二级指标 1.1 Educational objectives to educate and train application-oriented personnel 目标定位 1.2 Governance mode multi-stakeholders involvement 社会参与治理 2.1 Practical facilities and conditions 办学条件 2.2 Teaching workforce for practical instruction 满足应用教学需要的师资队伍 2.3 Open system of enrollment 开放性的招生制度 2.4 Categories and courses responding the industry s requirements 与产业对接的专业课程教材 2.5 Practical teaching 实践导向的教学 2.6 Students internship 学生社会实习 3.1 Applied research 应用型科研 3.2 Social service 社会服务 4.1 Quality employment 学生就业质量 4.2 Responding the job requirements 满足岗位需求 4.3 Responding the local requirements 满足区域需求 4.4 Students entrepreneurship 学生创业

19 2.2 Teaching workforce for practical instruction 适应应用型人才培养需要的师资结构 According to different work places of theoretical teaching and practical teaching, set teachers entry requirements in education, degrees, experience and other aspects. For existing staff, strengthen their practical competency in teaching. Build a teaching workforce of Double-Qualification structure by the introduction of industry experts. 根据理论教学实践教学的不同岗位需要, 确定应用型大学的师资在学历学位经历等方面的入职标准, 加强现有师资队伍实践能力培训, 注重引进行业企业专家, 建设一支适应应用型人才培养的双师结构的师资队伍

20 2.2.1 Reasonable student -teacher ratio 合理的生师比 We recommend that the average student-teacher ratio in applied university is not higher than 18:1; For colleges of sports and arts not higher than 15: 应用型大学平均生师比建议不高于 18:1; 体育艺术类等院校生师比建议不高于 15:1

21 2.2.1 Reasonable student -teacher ratio 合理的生师比 In world class universities student-teacher ratio is generally lower. In top hundred first-class universities in the world, regardless of public or private ones, undergraduate student-teacher ratios fall between 2:1 and 8:1, the number of universities is more than 50%. In the United States the average student-teacher ratio in universities is not higher than 15:1. 世界一流大学生师比普遍较低世界前百所一流大学中, 无论公立院校, 还是私立院校, 本科生生师比多集中于 2:1 至 8:1 之间, 其院校数量所占比例超过 50% 美国大学生师比平均不高于 15:1

2.2.2 Set entry requirements of new teachers to deliver applied teaching 按应用型专业建设需要设定新聘教师标准 Develop flexible threshold of new teachers for applied universities, taking not only degrees but also

22 2.2.2 Set entry requirements of new teachers to deliver applied teaching 按应用型专业建设需要设定新聘教师标准 Develop flexible threshold of new teachers for applied universities, taking not only degrees but also practical competency into account. Practice and experiment supervisors could come from new graduates with master s degree or employees with related industry experience. Newly recruited specialty teachers could come from professional doctorates who have relevant internship experience more than half a year and finish the graduation thesis based on production, management and services practice in enterprises; academic doctorates who must have at least three years of related industry experience.

23 2.2.2 Set entry requirements of new teachers to deliver applied teaching 按应用型专业建设需要设定新聘教师标准 A case in Henan, China In April, we did some study in some local universities in Henan. A School of Mechanical Engineering, in order to develop students skills and research abilities, is trying to keep the laboratory open 24 hours for students access. However, professional teachers with teaching and research as their main responsibility don t have time and are not willing to be on duty in the laboratory. So the School planned to recruit some new graduates with master degree for lab management and equipment maintenance. But the Department of Human Resource and Social Security of Henan Province requires the newly recruited teachers in colleges must have a doctor s degree.

24 2.2.3 existing professional teachers practice period in enterprise 现任专业课教师赴企业实践时间 Introduce the system of current professional teachers practicing in enterprises periodically, not less than 15 working days within each semester. Each professional teacher join at least one joint research team to follow industry currency, accumulate practical experience and improve teaching and applied research. 学校建立现任专业课教师定期赴企业实践制度, 每学期赴企业生产服务一线实践时间累计不少于 15 个工作日专业课教师每人至少加入一个与企业研发人员共同组建的科研团队, 在合作研究中了解产业发展最新动态, 并积累实践经验, 提高专业教学与应用型科研水平

25 2.2.4 Hire industry experts as part-time teachers 聘请企业兼职教师 For the selected pilot study areas in the applied university part-time teachers could account for more than 30%, recruiting from engineers, research staff, managers of enterprises. These industry experts could introduce new industry currency and new technology and products by lectures or seminars, be tutors of graduation design (thesis), and provide career guidance for students. 开展应用型大学建设试点的专业, 兼职教师占比 30% 以上, 聘请企业工程师研发人员管理人员担任以讲座方式为学生介绍行业发展信息新技术新工艺新产品动态, 兼任毕业设计 ( 论文 ) 导师, 与校内专职教师共同指导学生专业学习和发展, 并为学生提供就业指导

26 2.2.4 Hire industry experts as part-time teachers 聘请企业兼职教师 Case in Germany In the universities of applied sciences in Germany, in average full-time professors account for 40%, part-time professors 60%. e.g. Hochschule für Wirtschaft und Recht Berlin (HWR Berlin) has 156 full-time professors, 495 specially engaging parttime lecturers off campus. They bring new practical knowledge, new technologies and new issues into the teaching, and develop students ' creativity and practical competency. They also provide accesses of internship and jobs for students.

27 Thank you for your time. Contact: Ma Yanwei, NIES, Beijing, China

研究人材

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