What is the proposed co-location model?

• The proposed co-location model will bring studio programs from the Tasmanian Polytechnic’s Clarence Campus into the Centre for the Arts at Hunter Street. Both Higher Education (HE) and Vocational Education and Training (VET) courses will be physically co-located on one site under the Centre for the Arts ‘umbrella’.

Why is this happening?

• Co-location will ensure that a critical mass of students, academic staff and programs are consolidated within the Hunter St cultural precinct. This will underpin the long-term viability of this site in one of the most high profile (and sought after) locations in the country.

  A full co-location model will establish, on one site, one of the most comprehensive art and design programs in Australia, featuring a full span of studio areas in object design, fine arts and digital media.

  Recognising the strengths of Tasmania’s fine arts and design courses, co-location will establish a learning and research community with opportunities for study from Certificate lV to PhD, all on one site.

  Co-location also ensures that a wider demographic of people have access to state of the art learning facilities. This is an important step towards meeting both state and federal government’s requirements for greater rates of participation in education.

What will the co-location model look like?

• This will be an integrated model with the potential for studio areas to share resources and expertise across both educational programs (Higher Education and Vocational Education and Training). Where practicable, studio programs from both sectors will be housed within the same zone of the building. While each program will have it’s ‘home’, it is expected that a collaborative teaching and learning approach will encourage high levels of cross-fertilisation between the two cohorts of students.

What are the advantages to students for co-location?

• Students will have access to a greater range of complementary studio areas e.g. Jewellery, Ceramics and Letterpress (available from VET) and Art Theory, Painting and Sculpture (available from HE). An integrated course model means that students can select from a diverse range of studio areas to construct a highly personalised learning program, suited to their needs, interests and aspirations.

  The ‘cross-fertilisation’ implicit in successful co-location will facilitate easier movement between the sectors allowing students to take full advantage of technical and conceptual skills development.

  A high-profile Hobart art and cultural precinct site will give VET students access to exhibition opportunities through the galleries within the Centre for the Arts.

What are some other positive outcomes for co-location?

• A greater number of students on one site make services like the Entrepot shop and the Tasmanian University Union (TUU) cafeteria more viable. Programs such as the Plimsoll Gallery and Art Forum will draw from a greater range of ‘on-site’ students.

  VET students will be working in an inner city precinct among like-minded peers with immediate access to local galleries, shops and museums.

When will co-location occur?

• The first stage of co-location will begin in Semester 1, 2011, with the Ceramics and Design in Wood VET programs being integrated into the Hunter St. site. This ‘pilot’ stage of co-location will be evaluated and reviewed over its first six months, with a report available by August 2011. Successful implementation of this first stage is an important step in then progressing the full co-location of VET and Higher Education programs at the Centre for the Arts from the middle of 2011 onwards.

  A staged implementation process will allow progressive refinement of the co-location model as the lessons learned from each stage influence subsequent stages.

What other projects support this model?

• An Articulation Working Group has developed an articulation agreement that has been ratified by both partner organisations. Taking effect for 2011, this agreement will support students who are seeking credit for their VET qualification, ensuring a smooth transition into the undergraduate degree of their choice.

  A Co-location Logistics Working Group is setting up the support systems that VET students and staff will need to ensure a seamless transition to the Centre for the Arts site. This group is setting in place structures for facilities management, student services, library services, Information and Communication Technologies (ICT), administration and teaching and learning support.

  The Pathways Project team is also engaged in a number of related tasks including course review and development, the design of an integrated course structure, the implementation of work integrated learning programs, the introduction of UTAS College programs, the delivery of national forums and conferences and the establishment of a Centre for New Media.

  A Culture and Communication Plan will sit alongside the staged co-location implementation process drawing together and making available all the knowledge flowing in from the Pathways project’s various working groups and committees (Pathways Project Student Consultation Group, Co-location Logistics Working Group, Pathways Project Team, Tasmanian Tertiary Creative Arts Articulation Working Group,). This process will facilitate cultural development of an expanded cross-sector fine arts and design learning and research community.
  

How will this project support student pathways?

• Physical co-location of courses will give students full view of their pathway options. Being immersed in a diverse creative learning environment will encourage VET students to consider further study at undergraduate level.

  Graduating Higher Education students will be also able to avail themselves of the many VET courses that enable them to broaden their technical skill base.

  A focus upon work-integrated learning will help students develop the skills required to participate in industry as an employee or as a self-starting entrepreneur.

  One of the first tasks undertaken by the Pathways Project team was to map the range of creative arts courses available in Tasmania. The Creative Arts Pathways in Tasmanian Education (PDF File 284.0 KB) map clearly describes the numerous pathways options available to Tasmanian students. This information will be made available to high school pathway planners and college course counsellors to support their work in informing young people of the many creative arts study options available to them in Tasmania.