Guest posting to voced-coord email list. Item 5 of 15:

Date: Fri, 13 Feb 1998 14:30:04+1100
To: voced-coord@owl.qut.edu.au
From: Brigid Freeman
Subject: VocEd:Brigid Freeman (guest)- Years 9 and 10 - finally

Ian Williams, VET coordinator Clarence High School, Tassie) wrote ...

"Hi Brigid; At Clarence we are currently developing VET initiatives. Can you please give me any more information regarding ASTF's work in this area?

Hope to hear from you soon;
Ian

Hi Ian and others,

In response to your query, I've noted some of the outcomes of the consultations conducted in 1997 with year 9/10 practitioners, to inform the development of ASTF in this area. (This policy is still be developed by the ASTF Board). I've also outlined a research project presently being undertaken by Jim Cumming (Educational Solutions) regarding Year 9/10 systemic frameworks, which will inform out deliberations regarding this issue.

While there are no guidelines presently, I hope that this information is of assistance.

As you will be aware from previous notes, the focus of the ASTF is broadening from the previous Charter to include initiatives which address Year 9/10 students' needs, particularly those at risk of leaving school and becoming long-term unemployed.

Consultations were conducted with a number of practitioners to inform the development of an ASTF strategy in this area. The subsequent report - Future Directions: ASTF Year 9 & 10 Project Report (Helen Sykes, August 1997 - unpublished) documents the outcomes of these consultations. Participants noted that initiatives which proved effective for "students at risk" were those which were:

relevant to the students' needs; linked with other agencies and inter-agency support (tangible outcomes); conducted with a strong mentoring element; conducted in a cluster of schools; fully supported by the school principal and/or leadership team; run by appropriately selected staff; conducted with flexible timetables and other systemic changes; conducted using a good range of options for both curriculum and structure; and built on strong links with "mainstream" (Sykes, page 26)

New approaches recommended include the following:

• committed professionals to identify and encourage a range of creative, innovative models;
• a national set of guiding principles developed;
• support structures developed for students to move out of the school then back again (if they are unemployed, or if they find work inappropriate);
• modules developed for delivery to years 7 - 10 to address "at risk" students' needs;
• career education and vocational education to be part of an integrated curriculum;
• the credibility of "alternative" pathways to further education developed and promoted;
• Key Competencies included in years 9 and 10 (curriculum);
• for young people (leaving school at the age of 14), small programs developed away from school which are linked with national, generic accreditation and offer intensive, diverse learning styles for those most "at risk";
• teachers given experience in industry programs;
• partnerships developed with schools, community, industry and other professionals, and sensitive to local needs;
• funding guidelines developed for programs that allow for creative, innovative management. (Sykes, page 29-30).

• Mayer Key Competencies;
• Language, Literacy and Numeracy;
• Enterprise Education;
• Community Based Learning (CBL);
• Structured "work experience";
• Career Education and Guidance;
• VET in Schools programs, incorporating workplace learning; and Linking with Community / Work Mentors.

  Where to from here ? ? ? ?

  Following liaison with practitioners and school systems in each state and territory, Jim Cumming (from Educational Solutions) was commissioned to undertake a research project - Year 9/10 Systemic Frameworks. Systems and practitioners encouraged the ASTF to consider innovative models relevant to initiatives facilitated by the systems and local schools, within curriculum frameworks established.

  Consequently, the broad objectives of this project are to:

  • identify existing curriculum framework parameters for Year 9 & 10 school reform initiatives;
  • identify Year 9 & 10 school reform initiatives developed, endorsed or proposed by each system (ie. government and non-government education sectors, and education systems across each state and territory); and
  • identify associated insurance and legislative arrangements. Existing curriculum framework parameters refers to the structure of the curriculum in Year 9 & 10 including:
  • the number, length and range of subjects generally undertaken by students in Year 9 & 10;
  • details of any subjects, or patterns of subjects, which are compulsory in Year 9 & 10;
  • details of any requirements for the successful completion of Year 9 & 10; the nature of any certification available to students upon successful completion of Year & 10;
  • Year 9 & 10 prerequisites for the undertaking of the senior school certificate, or of particular senior school certificate subjects.
  More information regarding the outcomes of the this research, and the ASTF strategy in this area, will be available over the coming months.

  Cheers,

  Brigid Freeman
  Australian Student Traineeship Foundation
  Level 9, 76-80 Clarence Street
  SYDNEY NSW 2000
  Phone: 1800 626 839 (toll free)
  

  To view all of the interaction with the online guest browse the voced-coord archives from February 11 - 20, 1998.
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  First published March 16, 1998.