POLICY FINAL DOCeducationcouncil.edu.au/site/DefaultSite/filesystem... · 2013-08-20 · POLICY DIRECTIONS 4 New Framework for Vocational Education in Schools Organisations and their

POLICY DIRECTIONS

New Framework for Vocational Education in Schools 1

P O L I C Y D I R E C T I O N S

New frameworkfor vocational education in schools

A comprehensive guide about pathways for young Australians in transition

MINISTERIALMINISTERIAL COUNCIL COUNCIL ON EDUCA ON EDUCATION,TION,EMPLOYMENTEMPLOYMENT, TRAINING AND YOUTH AFF, TRAINING AND YOUTH AFFAIRSAIRS

POLICY DIRECTIONS

New Framework for Vocational Education in Schools2

© Curriculum Corporation on behalf of the Ministerial Council on Education, Employment, Training and Youth Affairs

Designed by Triple Image Design

Edited by Gunta Groves

Produced by DETE Publishing Banksia Avenue Seacombe Gardens

Printed by Eureka Corporate Group

POLICY DIRECTIONS


This document represents the endeavours by the MCEETYA Taskforce on VET in Schools to establish a new frameworkfor vocational education in schools consistent with the recommendations of the Ministerial Council on Education,Employment, Training and Youth Affairs.

The document was developed in 2000 and has, as its core, a new framework for vocational education in schoolscomprising six key elements. These elements are:

� vocational education and training

� enterprise and vocational learning

� student support services

� community and business partnerships

� effective institutional and funding arrangements

� monitoring and evaluation.

As is evidenced by the breadth of the new framework the taskforce covered territory beyond vocational education inschools, and used recent international and national research on the broad area of transition to post-school life.

This document represents a comprehensive explanation of the new framework and is designed to assist a wide rangeof interested stakeholders.

I commend the document to you.

Geoff SpringChairMCEETYA Taskforce on VET in Schools

Foreword

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Organisations and their acronyms

ACACA Australian Curriculum, Assessment and Certification Authorities

ACCI Australian Chamber of Commerce and Industry

ANTA Australian National Training Authority

ANTA MINCO Australian National Training Authority Ministerial Council

AQF Australian Qualifications Framework

ARF Australian Recognition Framework

ASTF Australian Student Traineeship Foundation (became ECEF in 2000)

AVCC Australian Vice-Chancellors’ Committee

AVETMISS Australian Vocational Education and Training Management Information StatisticalStandard

CESCEO Conference of Education System Chief Executive Officers

DETYA Department of Education, Training and Youth Affairs

ECEF Enterprise and Career Education Foundation (formerly the ASTF)

MCEETYA Ministerial Council on Education, Employment, Training and Youth Affairs

NEPM National Education Performance Monitoring taskforce

NTF National Training Framework

OECD Organisation for Economic Cooperation and Development

RTO Registered Training Organisation

TAFE Technical and Further Education

VET Vocational Education and Training

VET-TER This refers to a national group which is working towards gaining greaterrecognition by tertiary institutions, business and industry of achievement in VETin Schools courses .

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Introduction ........................................................................................................ 7

A future scenario: Life in 2005 ............................................................................. 8

Vision and principles .......................................................................................... 11

The changing context of transition ..................................................................... 12

Key policy determining successful transitions ...................................................... 15

Development of the new framework .................................................................. 17

The new framework .......................................................................................... 21

Appendix: MCEETYA VET in Schools taskforce members ..................................... 27

Contents

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he Common and Agreed National Goalsfor Schooling in the Twenty-first Centurywere endorsed at the April 1999 MCEETYAmeeting. They contain a range of references

to elements of vocational education and training (VET)in schools and linkages between the education andtraining sector, business and industry. The goals are thefollowing.

Schooling should develop fully the talents andcapacities of all students. In particular, whenstudents leave school they should:

� have employment related skills and an understandingof the work environment, career options andpathways as a foundation for, and positive attitudestowards, VET, further education, employment andlifelong learning.

In terms of curriculum, students should have:

� participated in programs of vocational learning duringthe compulsory years and have had access to VETprograms as part of their senior secondary studies

� participated in programs and activities which fosterand develop enterprise skills, including those skillswhich will allow them maximum flexibility andadaptability in the future.

Schooling should be socially just, so that:

� all students have access to the high quality educationnecessary to enable the completion of schooleducation to year 12 or its vocational equivalent andthat provides clear and recognised pathways toemployment and further education and training.

The preamble to these proposed goals indicates that:

The achievement of these common and agreednational goals entails a commitment tocollaboration for the purposes of:

� further strengthening schools as learningcommunities where teachers, students and theirfamilies work in partnership with business, industryand the wider community.

These goals outline the destination towards whichschool systems, schools, students, teachers and parents

Introduction

are being asked to direct their efforts. They also seek tobroaden traditional approaches to include the widercommunity, and, in the case of vocational education andtraining, require productive partnerships to be developedwith industry.

In response to the national goals, the MCEETYA Taskforceon Vocational Education and Training (VET) in Schoolsproposed to ministers in March 2000 a new frameworkfor vocational education in schools. At its heart lies theimperative for improving the transition of all youngpeople from school to work and further study. Thissignals a broadening of the agenda beyond seniorsecondary to include expanded roles for communitypartnerships, the centrality of lifelong learning, KeyCompetencies, enterprise education and integratedcareer information and guidance services.

State and federal ministers agreed to the furtherdevelopment of the new framework and asked thetaskforce to prepare an implementation strategy with aview to the framework’s implementation in the 2001school year.

At the same time ministers noted the need to improvemechanisms for coordinating policy, program andresource management across the broad area ofvocational education in schools and asked thetaskforce to progress more coordinated andintegrated approaches in this area, with particularattention to streamlining diverse funding initiativesand focusing on outcomes driven arrangements.

In preparing this report to ministers, the taskforce hasconsulted with all school systems and authorities, boardsof studies, Conference of Education System ChiefExecutive Officers (CESCEO), Department of Education,Training and Youth Affairs (DETYA), Australian NationalTraining Authority (ANTA), Enterprise and CareerEducation Foundation (ECEF, formerly known as theAustralian Student Traineeship Foundation—ASTF), andAustralian Chamber of Commerce and Industry (ACCI),and has taken note of directions arising from the workof the Youth Pathways Action Plan Taskforce.

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ENTERPRISE

EDUCATION

EFFECTIVE INSTITUTIONAL

AND FUNDING

ARRANGEMENTS

WORKPLACE

LEARNING

LIFELONG

LEARNING

A future scenario: Life in 2005

ack in 2000 everybody agreed to implementa new framework for vocational education.Now, in 2005, what does it look like for thoseparticipating in the framework?

Three situations are explored:

1) A teacher talks about an ex-student2) An employer talks about an employee3) Two friends talk about an old school friend.

A teacher talks about an ex-student

VOCATIONAL

LEARNING

MONITORING

AND EVALUATION

PARTNERSHIP

VET

IN SCHOOLS

I have known Sam since she was anenthusiastic student in my year 4 class.Key Competencies were always asignificant focus in our learning unit—wherever possible I related studentlearning back to the underlying lifelonglearning skills they were developing atthe same time. Learning outcomes wererecorded in Sam’s portfolio.

When Sam made the transition to thenetwork learning centre, she excelled atscience and mathematics. In thecompulsory years she participated in ascience enterprise competition. Thisinvolved teamwork to develop a creativesolution to land management problemsin conjunction with local businesses. Thisproject consisted of the learning centre,the local community and employersworking together on a real problem.

Sam achieved her senior secondarycertificate with good results in a rangeof subjects, including a jointly fundedVET course in electronics. This includedstructured work placement at a localindustrial plant. Sam qualified foruniversity entrance but preferred toundertake a TAFE diploma course inelectronics.

B

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KEY

COMPETENCIES

ENTERPRISE

EDUCATION

LIFELONG

LEARNING

An employer talks about an employee

A future scenario: Life in 2005 (continued)

COMMUNITY

PARTNERSHIPS

STUDENT SUPPORT

SERVICES C

AREER

COUNSELLING

I employed a young retail manager three yearsago. From his references and CV Jason appearedto have outstanding abilities in teammanagement, interpersonal relations andgenerally ‘getting the job done efficiently’. Duringhis interview I asked him how he believed he haddeveloped his business and management skills.

Jason said at school he was regularly engaged inlearning activities to analyse his interests andabilities in terms of potential careers and pathwaysfor himself, and always considered that he wouldbecome a retail manager.

He said he remembered a time in school when hisclass conducted a project on work roles in theirlocal community. A local businessman gave a talkto the class about complexities of running hisbusiness and stressed that he continually updatedhis skills in order to remain competitive. Jason saidthis message stayed with him.

Jason told me that he completed a part-timetraineeship in retail operations while at school.This counted towards his senior secondarycertificate.

He found that he didn’t have too many problems‘fitting in’ his paid work at a retail outlet. He alsoenjoyed the combination of learning at school andat TAFE.

Jason achieved full-time employment in the retailindustry after the successful completion of year12. He completed a Certificate III course whileworking to gain enhanced managerial skills.

Jason came across in interview as someoneoffering more than just retail skills and this wasone of the main factors in my decision to employhim.

I have no doubt that he will progress to runninghis own business in the foreseeable future.

PART-TIME APPRENTICESHIPS

AND TRAINEESHIPS

FOR SCHOOL STUDENTS

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PART-TIME

TRAINEESHIP

STUDENT SUPPORT

SERVICES

Two friends talk about an old school friend

A future scenario: Life in 2005 (continued)

LIFELONG

LEARNING

VOCATIONAL

LEARNING

‘Hey guess who I saw the other day—Joe, andhe’s doing very well for himself.’

‘Really? What’s he doing?’

‘Well, he’s in private enterprise, and doing prettywell for himself.’

‘How did that happen? He never struck me as thebusiness type!’

‘Well, do you remember when we were at schooland we were involved in that vocational learningproject? We had to form our own company andproduce and sell a product. It was key-chaintorches, wasn’t it? We had a ball.’

‘Oh that’s right, we had to sell shares andeverything to get the money to make ’em. Joe hadsome amazing ways of going about that! I thoughthe dropped out of year 11 and never finished school.’

‘He was going to leave but a transition brokersuggested a part-time traineeship in sports andrecreation. He worked part-time at a fitnesscentre near where he lived.’

‘Yeah, that’s right, I remember hearing somethingabout that. But didn’t that all fall through?’

‘Sort of. When he finished the part-timeapprenticeship he then got an offer of a full-timeapprenticeship at another company, so he shifted.He eventually finished it, got his full qualificationsand continued to work for the company. He gotmore and more interested in IT andmanagement!’

‘Is he still working for them?’

‘No. After a while he got more involved in thebusiness side of things and set up his ownbusiness. So he did some more part-time studiesat TAFE and eventually left the company to starthis own. He is even studying part-time at unidoing Business!’

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Vision and principles

he new framework is built upon thefollowing vision and principles, agreed to byministers in March 2000.

Vision

Vocational education in schools assists all young peopleto secure their own futures by enhancing their transitionto a broad range of post-school options and pathways.It engages students in work related learning built onstrategic partnerships between schools, business,industry and the wider community.

Principles

1 Vocational education is an essential and validelement of the education of all students.

2 Vocational education will improve the transitionof young people from school to work byacknowledging the importance of lifelong learning.

3 Vocational education will facilitate young peoplelearning in a variety of settings, including theclassroom, workplace and the wider community.

4 Vocational education will integrate a range ofschool-to-work initiatives and facilitate theinvolvement of employers, industry and thecommunity generally.

5 Vocational education is a shared responsibility inthe community and fosters collaboration betweeneducation, business, government and communityinterests.

6 Vocational education will ensure, through creativeand flexible approaches, that all students haveaccess to the widest possible range of its programsso they can acquire broad work related skills andcompetencies to the highest possible level.

7 Vocational education will ensure that students andtheir school communities have a recognised,significant and valued role in contributing to social,regional and economic development.

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The changing context of transition

1 Bright futures for young Australians, ASTF, 1999, page 2.2 Sweet R: The Jigsaw Revisited: Comparative Perspectives on Transitions, paper presented to Victorian Industry Education Partnerships Forum,

26 April 2000, page 44.3 Bright futures for young Australians, ASTF, 1999.4 Sweet R: All of Their Talents? Policies and Programs for Fragmented and Interrupted Transitions, paper based on a presentation to the Business

Educators Australasia 17th International Conference, Brisbane, September, 1995, pages 10–14.5 Why Australia needs a national youth commitment, Dusseldorp Skills Forum, Sydney, 1999.6 Thematic review of the transition from initial education to working life: Interim Comparative Report, Organisation for Economic Cooperation

ransitions occur throughout life withincreasing frequency and diversity. The mostcommon understanding of the termtransition, as it relates to education, is the

change that most young people experience in themovement from primary to secondary education andtheir respective settings. This is usually considered to bea major change in a young person’s life and isaccompanied by a number of processes and supports.However, another major transition has emerged in recentyears which is also attracting significant levels of interestand concern. This is the transition by students from thecompulsory years of secondary school to the next stageof their lives ‘at which young people’s principal activity issome recognised form of productive activity.’1 This isprobably the most important and most difficult transitionof all and, if successfully completed, provides a soundfoundation for later life.

There is a lack of specificity in language in this arena.Some analysts refer to this stage as school-to-worktransition, others to post-compulsory pathways and someto independent adulthood. This lack of specificity isdirectly related to the wide variety of pathways open toyoung people that involve various periods andcombinations of further study, training and employment.Concern has widened from seeing the transition as anissue primarily for unemployed youth or for those invocational education programs to seeing it as an issuefor all young people whether work is entered via uppersecondary education or from tertiary education2. Theresulting pathways are unlikely to be neat or linear.3 Theimmediate post-school years have been referred to as aperiod of ‘milling and churning’.4 If there is an end point

to this transition and it is considered to be steadyemployment, then the Dusseldorp Skills Forum in a recentpublication has indicated that the length of this periodhas increased from three to five years.5 The Organisationfor Economic Cooperation and Development (OECD) hasalso drawn attention to this longer transition.6

There is a range of factors that contribute to thecomplexity of this period of transition for young people.These factors include:

� the significant degree of global change in the lastgeneration and at an accelerating rate of change

� the capacity of social and educational institutions toadapt to meet the challenges that face young people

� the profound change in the nature of work

� the significant changes in the institution of the familyand associated relationships

� the rapid pace of technological advancementaffecting many dimensions of life.

Many of these changes have had a significant impacton young people in the post-compulsory years ofschooling and the success of transition. Key issues includethe following.

� There is a virtual disappearance of the availability offull-time employment for early school leavers. This issometimes referred to as the collapse of the youthlabour market.

� There is an increasing importance of part-timeemployment as a labour market feature for peopleof this age group. The participation rate for 15–19year olds has increased in the decade beginning in1989 from 19 per cent to 31 per cent.

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7 Data derived from Australia’s youth: Reality and risk, Dusseldorp Skills Forum, 1998 and Dusseldorp J: Australia’s youth: From risk toopportunity, Victorian Industry Education Partnerships, Volume 6, Number 2, December 1999.

The changing context of transition (continued)

� There is also an increasing importance of casualemployment which now accounts for 55 per cent ofall teenage jobs.

� The rate of youth unemployment is three times thatof experienced workers.

� There is low participation in training with a 44 percent decline in teenage apprenticeshipcommencements in the 1990–1996 period.

� The establishment of a new economy based on theacquisition and use of knowledge places increasedpressure and uncertainty on young people andprovides an imperative for them to be informationtechnology literate.

� The school retention rate has steadily decreasedthroughout the 1990s.

� Although approximately three quarters of youngpeople complete secondary education there is apersistent concern about whether these people havethe increasingly important skills necessary for successin the knowledge economy such as communication,teamwork and problem solving.

� Changes in social and community life have had asignificant impact on young people particularly wherecommunities exhibit limited employmentopportunities and jobless families with consequentyouth alienation and many forms of abuse.7

There is a number of key decisions that young peoplehave to make during the transition period. In the firstinstance there is the selection of the school to provideinitial post-compulsory pathways. Within the schoolsetting subjects and courses need to be chosen,increasingly including vocational options, that are linkedto the potential future education, training and

employment destinations. Throughout this complextransition journey various forms of assistance arenecessary to support or adjust chosen pathways.

Institutional support is an essential component ofsuccessful transitions by young people. A range ofdifficulties is encountered in terms of securing thissupport. These difficulties include the following.

� Information access: It is essential for young peopleto have sufficient information about schools, coursesand services.

� Parent support: It is increasingly difficult for manyparents to understand the complexities of post-compulsory life and so be valuable supports to youngpeople.

� Lifelong learning skills: In addition to the variouscontent specific courses that young people engagein it is increasingly important for them to developand acquire lifelong learning skills to enable them tocope with the rapid pace of change that they willencounter.

� Transition pathways: Many of the transitionpathways from schools remain narrow and toofocused on university destinations given that only30 per cent proceed on this pathway.

� Accountability: There is no clarity about theaccountability for transition. Schools currently do nothave accountability for young people makingsuccessful transitions and there are no otherinstitutions that have this responsibility.

� Linkages between institutions: A difficulty existsfor young people if related services provided bydifferent institutions and agencies are not linked. Thishas an impact on the quality of information availableand the accountability issue.

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The changing context of transition (continued)

The Interim Comparative Report of the OECD hasindicated that a number of countries including Australiahave not had responsive institutions, including schools,in relation to the issue of early school leaving. This lackof responsiveness has been characterised by difficultiesin the provision of workplace learning experiences andadequate career and guidance services.8

Some key principles have been advanced as the basis ofemployment and educational assistance. These focus ona range of supports for young people at risk, theimportance of tracking, the provision of customisedpathways and the benefits of the brokerage of supportservices.9

Although all young people are confronted with thechallenge of making successful transitions not all youngpeople are the same. Their characteristics andcircumstances vary widely. The Youth PathwaysTaskforce10 has identified three broad groupings of youngpeople in terms of transition needs.

� Successful transitions: Most young peoplesuccessfully achieve pathways with support andinformation from institutions, families and others.

Nevertheless, these pathways could be improved byincreasing options and the capacity of young peopleto determine them.

� Vulnerable transitions: Some young peopleexperience particular difficulties in pursuit of theirpathways and need intervention in terms ofadditional professional supports to ensure that thetransitions are successful.

� At risk transitions: A smaller number of youngpeople experience multiple disadvantages andrequire higher levels of support to make successfultransitions. These people often lack access to servicesand to the integration between services. Morecomprehensive support from a range of services forlonger periods of time is required to secure successfultransitions. An intensive case management approachis likely to be required.

Given the importance and complexity of successfultransitions for all post-compulsory young people thisdocument seeks to provide advice that will lead to theachievement of this through the involvement of allstakeholders in partnership.

8 Sweet R: ‘Youth: The rhetoric and the reality of the 1990s’, in Australia’s youth: Reality and risk, Dusseldorp Skills Forum, Sydney, 1998.9 Bentley T and Gurumurthy R: Engaging the problems of marginalised youth, Demos, London, 1999.10The Youth Pathways Action Plan Taskforce draft paper, May 2000.

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Key policy determining successful transitions

11 As quoted in New pathways for learning, Report of the MCEETYA Taskforce on VET in Schools, March 2000, page 16.12 As reported in the New pathways for learning, Report of the MCEETYA Taskforce on VET in Schools, March 2000, pages 16–17.

s already indicated a major development inthe establishment of policy related tosuccessful transitions occurred when theCommonwealth Government announced

the Youth Pathways Action Plan Taskforce in September1999. The taskforce is a result of a key recommendationfrom the Prime Ministerial Youth Homeless TaskforceReport Putting families in the picture. It recommended‘The development of a Youth Pathways Action Plan tostrengthen and build pathways for young people toparticipate actively, socially and economically, in thecommunity’.11

As reported in the previous VET in Schools Taskforcereport, the National Youth Pathways Action PlanTaskforce is currently providing advice to governmenton the scope and direction of a youth pathways actionplan aimed at:

� improving support for young people and theirfamilies during young people’s transition toindependence

� strengthening pathways for those young people whodo not, or are not likely to, go straight from schoolto further education and training or full-timeemployment, and those who are not fully engagedwith their community.

In identifying strategies to assist those young people atrisk of experiencing some difficulties in their transitionfrom dependence to independence, the taskforce islooking to achieve positive outcomes for all youngpeople. This general approach is consistent withdevelopments in the Thematic review of the transitionfrom initial education to working life report producedby the OECD.

The taskforce established working groups to consider arange of areas including ‘Learning, work and communitypartnerships: The acquisition of knowledge, skills and

enterprise’. The taskforce identified the following issuesto be explored in relation to this area:

� creating a community climate which acceptsresponsibility for fostering young people’s transitions

� strategies to assist young people to develop a broadrange of skills for life as well as work

� strategies to help young people make better choicesabout their futures

� determining the kind of partnerships which have thegreatest potential for helping young people todevelop skills and capabilities

� measures that governments might introduce tostrengthen various partnerships.12

There exists an opportunity to link these aspects of thework of the Youth Pathways Action Plan Taskforce tothe VET in Schools taskforce to develop a policy platformwhich addresses the future of transitions to betteranticipate changing socio-economic circumstances andsignificantly advance local practices.

The Australian Student Traineeship Foundation (ASTF)in developing the advice on the ‘Future of Transitions’for the Commonwealth Minister for Education, Trainingand Youth Affairs indicated that there is substantiveagreement on a range of areas. Successful transitionsfor young people demand that:

� they will need to be capable and confident in applyingwhat they learn in learning situations beyond theschool

� they should be provided with the foundation skillsto continue learning and solving problems in a waythat will sustain them through all the stages of life

� education must become connected, drawing on theresources (human, financial, social, cultural andinformation) of the wider society to stimulate anddevelop young people

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Key policy determining successful transitions (continued)

13 Bright futures for young Australians, ASTF, 1999, page 3 and New pathways for learning, Report of the MCEETYA Taskforce on VET inSchools, March 2000, page 28.

14 Thematic review of the transition from initial education to working life: Interim Comparative Report, Organisation for Economic Cooperationand Development, October 1998, pages 99–100.

� learning for the knowledge economy will not onlybe situated in schools but will take place incommunities, workplaces and families

� young people must be able to understand andnegotiate their flows between learning and workingin a transformed society

� schools will be better connected to theircommunities and a key characteristic of this will becommunity partnerships which mediate the learningand working relationships young people mustnavigate

� industry, business and community organisations willbe engaged in learning not only in a spirit of goodwillbut as a recognised means for generating economicprosperity and social cohesion

� entry level employment opportunities for youngpeople need to be further developed, especially inregions struggling to cope with the impact ofeconomic restructuring and globalisation

� young people themselves must be at the heart ofpolicy development and actively consulted andincluded as pathway policy and programs evolve andtake shape.13

The ASTF further indicated that to improve outcomesfor students in transition:

� every young person will need to have mastered thekey work and life related competencies in order to‘learn to learn’, to be resilient in adversity, and to beenterprising in both social and economicrelationships

� from early years to year 12, our schools will need tohave developed a seamless system supporting thetransition to productive activity in society

� our schools will need to be more truly developed asa core community-learning resource

� our communities will need to more genuinely sharethe responsibility for our young people’s learning.

The considerable body of available research and analysissuggests a number of key elements appear to contributeto successful outcomes for students in transition. TheInterim Comparative Report of the OECD has identifiedthe following key features of effective transition systems:

� clearly defined, well organised, open and coherentlearning pathways and qualification frameworksdesigned and developed in a lifelong learningperspective

� the availability of extensive opportunities for youngpeople to participate and learn in real work settingswhile they are students

� the provision of a broad range of vocational andtechnical skills, together with general education andpersonal skills, for young people not continuing intohigher education

� the existence of labour markets that are ‘youthfriendly’

� tightly knit safety nets for young people who aremost at risk of social and economic exclusion whichreintegrate them into mainstream education andtraining

� attractive and accessible information, guidance andfollow-up services for all young people integratingeducational, labour market and social counselling

� institutional frameworks for the organised andcontinuous involvement of and cooperation amongall the relevant players at the national, sectoral andlocal levels in order to achieve policy coherence andeffective program implementation

� well-designed monitoring tools such as statistics,indicators and longitudinal surveys reflectingdevelopments in education and employment systemsnot in isolation from each other but revealing theirinteractions.14

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Development of the new framework

Enterprise and innovation

Changes in Australia’s socio-economic environmentmean that young people increasingly need to be moreenterprising and innovative within the community andin small business, and public and private enterprise.

Career information and guidance and accessto student services

Successful transition is enhanced when young peopleare provided with attractive, comprehensive, accurateand accessible career information. Such information,guidance and follow-up need to integrate socialcounselling with services provided by the education,training and labour market sectors.

Individual assistance for students at risk

Case management and access to services for studentsat risk of leaving school early will decrease the likelihoodof them dropping out of education, and will supporttheir re-integration into education, training or work whenthey do.

Supportive institutional and fundingarrangements

There should be supportive institutional frameworks andfunding approaches to achieve policy coherence andeffective program implementation, and organised andcontinuous involvement of all relevant players at thenational, state/territory and local levels.

Monitoring and evaluation

In order to understand and enhance transitions for youngpeople, measures must be in place to provide informationon participation, completion rates and destinations toenable the effectiveness of current and futurearrangements to be examined.

Basic eight features

The VET in Schools taskforce proposed that to supportthe achievement of the national goals, taking intoaccount international trends and the importance of VETin Schools, the following eight features provide areasonable basis from which to develop an effectiveframework for the broad area of transition.

Explicit and well-articulated pathways

The new framework should help maximise outcomesfor students by:

� ensuring there is a range of pathways suited todiffering needs and interests

� providing flexibility for young people movingbetween pathways

� encouraging a higher proportion of young peopleto stay in education and training

� ensuring young people have access to courses ofstudy that not only provide industry recognisedAustralian Qualifications Framework (AQF)qualifications but that are also recognised forentrance to university.

Community partnerships

Successful transitions for young people are enhancedwhen their diverse learning needs are supported andresponded to by community based partnerships involvingschools, training providers, business/industry andemployers, educational institutions, governmentagencies and the wider community.

Lifelong learning skills and attributes

Successful transition requires a solid foundation forlifelong learning, including a positive attitude to learningas well as skills that enhance immediate employability.

POLICY DIRECTIONS


Development of the new framework (continued)

Issues

In order to inform the development of the newframework, the taskforce requested that school systemsand authorities and other stakeholders (eg ECEF, ANTA,DETYA, ACCI) collect information about current andproposed enterprise and vocational education in schoolsprograms and initiatives. Sectors were asked to providefeedback about current overall policy and programalignments as they relate to the new framework, issuesand obstacles to ongoing development.

The remainder of this section includes an analysis of issuesbased on a comprehensive mapping exercise organisedaccording to the eight features.

Explicit and well-articulated pathways

Results of the survey indicated that efforts should bedirected towards:

� increasing the skills base of more young Australiansin order to improve their capacity to move directlyfrom school to employment or further education andtraining

� ensuring that genuine pathways exist by establishingarrangements for the assessment of VET to providea direct contribution to tertiary entrance scores

� raising the status of VET in Schools and buildinglinkages between these programs and furthereducation and training courses

� enabling more students to undertake these programsand increasing the depth of students’ participationin VET studies

� strengthening and supporting employer involvementin VET in Schools programs

� developing more options in this area for groups ofyoung people at risk of leaving school early

� clearly establishing the place of vocational learningin the compulsory years and VET in Schools as anongoing feature of senior secondary schooling.

Community partnerships


� broadening the role of key stakeholders (schools,employers, parents, government, community groupsand young people) significantly so they overlap andintermesh

� developing mechanisms that allow communitypartnerships to

– bring together stakeholders in providingprograms and services for young people

– act as an ‘umbrella organisation’ providingstakeholders with a common focus

– respond to local school-to-work issues in waysappropriate to the region

– promote more efficient use of resources

– promote local responses to national andstatewide agendas.

Lifelong learning skills and attributes


� adopting new approaches to the compulsory yearsof schooling through vocational learning andenterprise education

� ensuring every young person has mastered key workand life related competencies to learn to learn, to beresilient and to be enterprising

� ensuring learning for the knowledge economy takesplace in a variety of settings including schools,communities, workplaces and families

� ensuring young people understand and negotiatetheir own flows between learning and working

� ensuring schools engage with business and industry,government and community organisations to providelearning experiences for young people not only in aspirit of good will but as a recognised means ofgenerating economic prosperity and social cohesion.

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Enterprise and innovation


� building on the significant potential of enterpriseeducation being able to contribute to students’general education, vocational learning andpreparation for work, and to bridge the dividebetween academic and applied learning

� improving student learning and achievement byengaging students in real-life contexts that addresspersonal, social and economic issues

� giving young people a means of acquiring such skillsas adaptability and flexibility which they will need inall aspects of life in a modern Australia

� promoting school reform, especially in relation tocurriculum, organisational and professionaldevelopment, by challenging schools to examine theirculture and relationships, including the relationshipwith the outside world

� assisting the development of communities, botheconomically and socially. Enterprise educationpromotes the growth of partnerships betweenschools, families, businesses and communities, all ofwhom have a vital role in bringing about anenterprising culture and maximising the potential andresourcefulness of individuals and communities.

Career information and guidance and accessto student services


� improving access to attractive and accessibleinformation, guidance and follow-up services whichintegrate education, labour market and counsellingservices

� professional career and transition advice being madeaccessible for all young people in local communitysettings

� developing comprehensive career advice linked tojob opportunities (including local opportunities)supported by information technology systems whichshould be accessible at the local level

� community networks which focus on the localcommitment of young people

� career education in school programs that linkeducation, labour market and welfare services.

Individual assistance for students at risk


� individual and integrated services for young peopleto enable them to gain the skills they need to achievetheir transition

� achieving greater levels of school, community andother agency cooperation and coordination

� local stakeholders developing practical local strategiesof support for young people with high support needs.

Supportive institutional and fundingarrangements


� achieving policy coherence and effective programimplementation and the continuous involvement ofall relevant players at the national, state/territory andlocal levels

� creating links and structures so that from the pointof view of young people there are no barriers tolearning and transition

� changing current mechanisms and structures topromote

– the streamlining of diverse funding initiatives andfocusing on outcome driven arrangements

– broad based funding arrangements

– cross-portfolio and integrated approaches topolicy, planning, funding and servicedevelopment.

POLICY DIRECTIONS


Vocationaleducation andtraining

Enterprise andvocational learning

Student supportservices

Community andbusinesspartnerships

Effectiveinstitutional andfundingarrangements

Monitoring andevaluation



Results of the survey indicated that efforts need to bedirected towards:

� putting measures in place to understand and improvethe experience of young people in their transitionsand to provide information which will enable theeffectiveness of current and future arrangements tobe examined

� implementing successful and cost effectiveprocedures for collecting data

� allowing every community to map the trajectoriesof its young people

� reviewing the extent to which existing datacollections and longitudinal surveys may need to beenhanced to give effect to common reportingframeworks.

The emergence ofthe key elements ofthe new framework

The VET in Schools taskforce developed the eight featuresof effective transitions largely from the work undertakenby the OECD as reported in the Thematic Review.15 Thesein turn were used as the basis of a mapping exercise ofthe jurisdictions on these features. The analysis of thisreview indicates that the original eight features can befurther refined to six key elements. As a result of somere-grouping and the removal of duplication, the followingsix elements emerged as the key elements for the newframework.

Effectivetransitionfeatures

Key elementsof theframework

Explicit and well-articulatedpathways

Lifelonglearning skillsand attributes

Enterprise andinnovation

Individualassistance forstudents at risk

Careerinformation andguidance andaccess to studentservices

Communitypartnerships

Supportiveinstitutional andfundingarrangements

Monitoring andevaluation

The details of the key elements are described in detail inthe following section.

15 OECD Thematic review, op cit.

POLICY DIRECTIONS


The new framework

– school reform, especially in relation to curriculum,organisational and professional development

– assisting in the development of communities,both economically and socially.

� VET refers to appropriately accredited and industry-specific entry level training programs that delivercompetencies endorsed within the National TrainingFramework (NTF) and certification of industryaccredited training aligned to the AustralianQualifications Framework (AQF).

Enterprise and vocational education in its broader sensetherefore provides school leavers with not only industry-specific skills but also generic competencies, which enablethem to acquire new skills as they are needed by thechanging demands of industry and society. It providesstudents with an understanding and an orientationtowards the world of work as they investigate a rangeof pathways to post-school options.

A key feature of the new framework is specificallyaddressing the concerns of students in transition. Thisoccurs at a number of points in schooling, such as thetransition from primary to secondary school, from juniorsecondary to senior secondary school, and from schoolto post-school options (including work and/or furthereducation and training).

In the compulsory years of schooling a comprehensiveand integrated approach to enterprise and vocationaleducation allows young people to have multipleopportunities for authentic learning in which theycontribute to deciding its nature and location. Theseopportunities, provided both inside and outside school,are cooperative, collaborative, experiential and projectbased.

They should be built around a range of elements,including generic skills and competencies, enterpriseeducation, community based learning, career educationand work based learning. Programs should have a strongcommunity and employer involvement and make use oflocal networks which include those two groups of people,and parents.

The post-compulsory years of schooling should alsoinclude student access to VET programs that incorporatestructured workplace learning opportunities and part-time New Apprenticeships for school students.

Introduction

For schools to fulfil their responsibility to their students,they need to provide them with a broader range of skillsand qualifications resulting in wider opportunities andchoices of multiple pathways and transitions to theworkforce. The new framework is designed to assistschools to do this.

With the horizons of vocational education expandingso rapidly, the framework now embraces vocationallearning, enterprise education and vocationaleducation and training (VET). These elements areseen as important components of another emergingconcept, lifelong learning.

� Vocational learning is general learning that has avocational perspective. It includes elements such asgeneral employability skills, enterprise education,career education and community and work basedlearning. All students should experience vocationallearning at each year level throughout theirschooling. Vocational learning is appropriate for allyears of schooling and, when integrated in theschool curriculum, it enables students to adapt tothe changes that are going to be a constant featureof their lives.

� Enterprise education is generally accepted to bedirected towards developing a learning culture whichresults in greater numbers of students enthused andequipped to identify, create, initiate and successfullymanage personal, business, work and communityopportunities. As a result, it has significant potentialfor contributing to students’ general education,vocational learning and preparation for the worldof work. It has the particular benefit of bridging theso-called divide between academic and appliedlearning. It also gives young people a means ofacquiring and exercising skills such as initiative,problem solving, creativity, adaptability and flexibility,and translating them into practical action. These areskills which young people will need in all aspects oflife in modern Australia. Other benefits include:

– improved student learning and achievement byengaging students in real-life contexts thataddress personal, social and economic issues

POLICY DIRECTIONS


The new framework (continued)

Key elements of the new frameworkThese programs should encompass the full range ofstudent interests, local state/territory and nationalemployment patterns, and regionally specific demandsfor skills. They should be delivered through active localnetworks of schools, training organisations andemployers working closely with post-school training andjob placement services.

There should be emphasis on career guidance andadvisory services that are linked to employmentoutcomes, job placement services and external networksof advice and information drawn from the communityand employers. These services should be integrated withprograms that offer youth-focused services such as jobseeking skills, training and direct contact with localemployers and their requirements. Strategies shouldinclude case management of students, such as schoolleaver tracking, and personally tailored services fordisadvantaged students, offering advice, support,training and access to part-time work.

A properly integrated system of enterprise and vocationaleducation provides a seamless transition from school-to-work for the majority of young people. It promotes are-thinking of relationships between schools, businessesand the wider community, working in local levelpartnerships. It also leads to recognised and valuedqualifications.

The new framework provides for a long-termcommitment from stakeholders to working together toachieve improved recognition of vocational educationoutcomes for all young people. It will encourage thedevelopment of partnerships between communities,business and government. It provides for coordinationof overall directions, strategies and actions to harnessjoint effort and work progressively towards agreed goals.

The new framework is described in terms of six keyinterrelated elements.

1

2

3

4

5

6

Vocational education and trainingAppropriately accredited industry-specifictraining based on AQF qualifications andcompetencies endorsed within the NationalTraining Framework.

Enterprise and vocational learningEnterprise and vocational perspectivesincorporated into general learning that isappropriate for all years of schooling.

Student support servicesServices that guide and support youngpeople in their transition from compulsoryschooling to post-compulsory schoolingoptions and post-school destinations,especially the inclusion of explicit careereducation programs in school curriculum.Services will allow for local discretion overdelivery and relate to participation andattainment in education, training and work.

Community and business partnershipsMechanisms that foster close cooperationbetween all levels of government, business,community organisations, education andlabour market authorities.

Effective institutional and fundingarrangements

Policy coherence and effective programimplementation through institutionalarrangements for the organised andcontinuous involvement of all relevantplayers at the national, state/territory andlocal levels.

Monitoring and evaluationData collection processes to provideinformation that will enable the effectivenessof current and future arrangements to bemeasured.

POLICY DIRECTIONS



16 The Allen Consulting Group: Review of the ANTA VET in Schools Program, June 2000, pages 66–77.

Key element 1

Vocational education and training

Vocational education and training (VET) in Schoolsprograms have emerged as a major pathway for seniorsecondary students in recent years. Previous reports havedocumented the development and widespread growthof these arrangements. The next major stage in thedevelopment of this pathway is to ensure that VET inSchools programs become a fully integrated andsustainable feature of senior secondary schooling.

The Review of the ANTA VET in Schools Program provideda useful range of areas for assessment of programsustainability including:

� the establishment of infrastructure

� absorption into schools’ and systems’ recurrentbudgets

� adjustment to schools’ operation and culture

� the establishment of certification arrangements andaccess to tertiary entrance

� efficient delivery

� routine links with industry.16

The achievement of sustainability across government andnon-government school sectors in all states/territoriesrepresents the next major challenge for VET in Schoolsprograms.

VET in Schools programs will comply with the AustralianRecognition Framework (ARF) and progressivelyimplement training packages. Compliance with the ARFwill increasingly occur in an environment of strengthenedquality assurance arrangements. Qualifications deliveredthrough VET in Schools programs will need to beindistinguishable from qualifications delivered by otherproviders. State/territory authorities will workprogressively to ensure this compliance. The progressiveintroduction of training packages on an industry basisindicates that the transition to full implementation willtake a number of years.

VET in Schools qualifications will be recognised for tertiaryentrance purposes and will be increasingly accepted inthe employment market. In order for VET in Schoolspathways to be accessible for all students it is necessaryto establish satisfactory arrangements concerning tertiaryentrance. Some progress has been made in this area butthere is a need for more universal application. Acceptanceof VET in Schools qualifications in the employmentmarket requires employer confidence in the qualityassurance arrangements.

This element of the new framework includes the relativelynew pathway of school based apprenticeships firstintroduced in 1998. Programs conducted under thesearrangements are based on a formal training agreementbetween the employer and the trainee. To further expandopportunities for school students through this pathwaya number of issues require further attention including:

� more effective accommodation of the arrangementswithin school operations

� appropriate levels of coordination between thediverse partners to these arrangements

� recognition of student achievement in seniorsecondary certificates and tertiary entrancearrangements

� consideration of the potential of recognition of part-time employment associated with training in thesearrangements.

Key element 2

Enterprise and vocationallearning

A major focus within this element is to enhance thetransitions for all young people through access to genericskills and competencies. These are valuable to all studentsthroughout their school life. The development andattainment of these skills also contributes to the selectionof VET in Schools programs in senior secondary schooling.

POLICY DIRECTIONS



Programs that provide access to generic skills andcompetencies will be:

� included in compulsory curriculum and post-compulsory education and training, and emphasisedin work based and community based learning

� emphasised as foundations for lifelong learning

� included in policy frameworks for improving allyoung people’s transitions.

A further focus within this key element is access toenterprise education programs and activities.Opportunities for involving young people in enterpriseeducation programs and activities will be identified andimplemented. Such programs will:

� develop the resourcefulness of young people

� contribute to general education and preparation forthe world of work through learning in real-lifesettings

� provide increased opportunities for young peopleto learn in workplace and community settings

� promote curriculum and organisational reforms bychallenging schools to further develop and enhancepartnerships with the wider community, includingbusiness.

Key element 3

Student support services

Career education programs, activities and experienceswill continue to be provided in schools to increase studentawareness about the rapidly changing nature of workand careers. Accordingly, career education will:

� be explicitly included in the school curriculum

� involve community members such as employers andparents

� link education, labour market and welfare services

� provide young people with the opportunity toacquire and articulate achievement of generic skillsand competencies.

The provision of readily accessible, well-organised,accurate, comprehensive and current information is a

vital element of the new framework. This information isessential for all young people to be able to meet thedemands of the knowledge economy. In addition tothese features, information also needs to be broaderand include careers and labour market information toenable students to make informed transition decisions.

The effective provision of this information involvesschools cooperating with employers, employmentservices and other relevant organisations in gatheringand disseminating local industrial trends and jobopportunities. There is a growing realisation that not allof the necessary information is within schools and thereis a need for linkages to be established to ensure thatyoung people have access. In addition to this, theproduction of high quality information in a variety offormats able to be used independently by young peopleis required.

High quality information services alone are not enough.Effective student support services require facilities whichprovide personal help and assistance. Case managementapproaches drawing on the professional counsellingservices available within the school and in the widercommunity are necessary to support many young peopleexperiencing difficulties in transition. School-communitypartnerships will assist young people in transition byestablishing arrangements to:

� connect them to appropriate learning and workopportunities

� provide mentoring, brokering or other appropriatesupport

� assist them in developing personal transition plansand becoming informed about new and expandingopportunities in the labour market.

Key element 4

Community and businesspartnerships

A major process for the implementation of the newframework is the application of community and businesspartnerships. This is a recognition that individualstakeholders cannot achieve outcomes for young people

POLICY DIRECTIONS



by acting alone. The establishment and continuousdevelopment of partnerships between a wide and diverserange of agencies and groups concerned with youngpeople is essential for the advancement of studentoutcomes.

The centrality of partnerships is a further indication thatincreasingly learning takes place in a variety of ways andin a variety of settings. There is a substantial body ofgrowing evidence that indicates school students achievelearning outside the school. Other important learningsettings include training providers, workplaces andcommunity organisations. The advancement of thislearning is possible only as a result of the establishmentand development of genuine, local partnerships betweenthose concerned with youth.

Government and non-government agencies at local,state/territory and national levels in partnership withbusiness and the community will support and allowschools and local partnerships greater flexibility andauthority to:

� create more diverse learning experiences and post-school opportunities for young people

� facilitate and support employers to participate inenterprise and vocational education activities

� coordinate local programs and services for youngpeople

� implement local responses to the transition issuesfacing young people.

Key element 5

Effective institutional and fundingarrangements

Arrangements are individually developed between theCommonwealth and each state/territory governmentsystem and non-government school authority to enableintegrated and coordinated approaches to policy,planning, funding and service delivery.

The coordinated and integrated arrangements will betailored to the unique situation of each system andauthority and recognise that they have different needs,

histories, stages of development and policy emphases.Accordingly, these arrangements will be supportive offlexibility in local implementation.

The coordinated and integrated arrangements will bebased on agreed performance measures that areoutcome driven. These arrangements need to be broadbased in order to encourage and facilitate greater stabilityin government funding, greater cooperation at thecommunity level, and greater flexibility.

Key element 6


There will be a nationally agreed collection mechanismfor gathering data about programs encompassed by thenew framework. There is a recognition that datacollection needs to be systematised to enable moreeffective measurement of the achievement of outcomes.

More effective tracking and monitoring of young peoplewill be implemented after they leave school. This isnecessary in order to:

� identify students who become vulnerable orpotentially at risk of not making successful transitions

� help schools and school systems to assess theirachievements in supporting young people’stransitions.

POLICY DIRECTIONS


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POLICY DIRECTIONS


Appendix:MCEETYA VET in Schools taskforce members

Chair

Mr Geoff SpringChief ExecutiveDepartment of Education, Training and EmploymentTel: 08 8226 1466E-mail: [email protected]: Level 9, 31 Flinders Street

ADELAIDE SA 5000

Members

ACTMr Stephen BramahDirector, Office of Training and Adult EducationDepartment of Education and Community ServicesTel: 02 6205 7088E-mail: [email protected]: PO Box 985

Civic SquareCANBERRA ACT 2608

TASMr Rob DobsonSenior Project OfficerOfficer of Vocational Education and Training(Industry Services)Tel: 03 6233 5486E-mail: [email protected]: PO Box 169B

HOBART TAS 7007

WAMr Barrie McMahonManager, Vocational Education and TrainingEducation Department of WATel: 08 9264 4159E-mail: [email protected]: 151 Royal Street

EAST PERTH WA 6004

VICMr Michael TaylorManager, VET in SchoolsDepartment of Education (VIC)Tel: 03 9637 2314E-mail: [email protected]: Level 2, 33 St Andrews Place

EAST MELBOURNE VIC 3002

ACCIMr Steve BalzaryDirector, Employment and TrainingAustralian Chamber of Commerce and IndustryTel: 02 6270 8028E-mail: [email protected]: Level 3, 24 Brisbane Avenue

BARTON ACT 2600

QLDMs Jo DiesselActing Director, Teaching and Learning BranchEducation Services DirectorateEducation QueenslandTel: 07 3237 0072E-mail: [email protected]: PO Box 33

BRISBANE ALBERT STREET QLD 4002

NTMs Helen HillManager VET in Schools,Learning Delivery Support BranchNT Department of EducationTel: 08 8999 5610E-mail: [email protected]: DARWIN NT 0800

NSWMr Bob SmithDirector, VET in SchoolsDepartment of Education and Training (NSW)Tel: 02 9561 1184E-mail: [email protected]: 35 Bridge Street

SYDNEY NSW 2000

SAMr Jim SyrmasManager, Enterprise and Vocational Education TeamDepartment of Education, Training and EmploymentTel: 08 8226 4352E-mail: [email protected]: Ground Floor West, Education Centre

31 Flinders StreetADELAIDE SA 5000

ACTUMr Ian BlandthornAssistant National Secretary, SDA Employees UnionAustralian Council for Trade UnionsTel: 03 9629 2299E-mail: [email protected]: SDA National Office

5th Floor, 53 Queen StreetMELBOURNE VIC 3000

POLICY DIRECTIONS


Secretariat supportMr Kym ClaytonExecutive OfficerMCEETYA VET in Schools TaskforceDepartment of Education, Training and EmploymentTel: 08 8226 4368E-mail: [email protected]: Ground Floor West, Education Centre

31 Flinders Street

ADELAIDE SA 5000

National Industry Education ForumMs Pam JonasSenior Adviser, Training and EducationVictorian Employers Chamber of Commerce and IndustryTel: 03 9251 4338E-mail: [email protected]: GPO Box 5352QQ

MELBOURNE VIC 3001

ACACAMr Malcolm SalierChief Executive OfficerTasmanian Secondary Assessment BoardTel: 03 6233 6020E-mail: [email protected]: PO Box 147

SANDY BAY TAS 7005

ANTAMr Adrian StephensDirector National Training Framework PathwaysTel: 03 9630 9816E-mail: [email protected]: GPO Box 5347BB

MELBOURNE VIC 3001

ECEFMr Harris Van BeekChief Executive OfficerEnterprise and Career Education FoundationTel: 02 9299 5899E-mail: [email protected]: Level 9, 76–80 Clarence Street

SYDNEY NSW 2000

DETYAMs Shelagh WhittlestonA/Assistant SecretaryEnterprise and Career Education BranchDepartment of Education, Training and Youth AffairsTel: 02 6240 9400E-mail: [email protected]: Location 742

Level 4, 16 Mort StreetCANBERRA ACT 2601

Appendix:MCEETYA VET in Schools taskforce members (continued)

Rural Skills AustraliaMr Gary ClarkNational Project ManagerTel: 02 6273 2308E-mail: [email protected]: PO Box E10

KINGSTON ACT 2604

DETYAMr Tony GreerFirst Assistant Secretary, Schools DivisionDepartment of Education, Training and Youth AffairsTel: 02 6240 791E-mail: [email protected]: GPO Box 6550 (Loc 151)

CANBERRA ACT 2601

NCISAMr Garry LeDuffExecutive DirectorAssociation of Independent Schools of SATel: 08 8373 0755E-mail: [email protected]: 301 Unley Road

MALVERN SA 5061

Curriculum CorporationMs Helen SmithCurriculum Projects OfficerTel: 03 9207 9600E-mail: [email protected]: PO Box 177

CARLTON SOUTH VIC 3053

NCECMr Carl StevensDeputy ChairpersonCatholic Education Commission VictoriaTel: 03 9267 0281E-mail: [email protected]: PO Box 3

EAST MELBOURNE VIC 3002

MCEETYA SecretariatMr Maurice WennSecretaryMCEETYA SecretariatTel: 03 9639 0588E-mail: [email protected]: PO Box 202

CARLTON VIC 3053

NEPM TaskforceMs Sharon DonnellySecretariat Director, NEPM TaskforceTel: 03 9637 2941E-mail: [email protected]: GPO Box 4367

MELBOURNE VIC 3001

Documents

POLICY FINAL DOCeducationcouncil.edu.au/site/DefaultSite/filesystem... · 2013-08-20 · POLICY DIRECTIONS 4 New Framework for Vocational Education in Schools Organisations and their