1. School based traineeships were introduced in 1998. Students attend school for 3 days to study four subjects and work for 2 days employed as a trainee. We began the program last year with 6 students and now have 30 students employed. Students are involved in a range of traineeships from hospitality, construction and engineering to cotton. This is an exciting program which genuinely reflects the training needs of our local community. We are piloting the Cotton Traineeship with 4 students this year.

    

2. As a rural High School in a remote rural community, I was concerned that students were not pursuing work, career or training opportunities in the rural industry. Our community's continuing sustained economic growth depends on the development of the rural industry. As a school I believe we should be making a commitment to ensure that students are fully informed about rural career opportunities. It was this conviction that enabled Goondiwindi State High School to secure the opportunity to develop a model project for rural training initiatives. Rural Skills Australia have provided the finance to allow us to develop a project.

   This project involves placing students in the rural industry for structured workplacements. Last year only 2 students elected to work in the rural industry for the program. This year our target for the project is 20 students. Students will be given the opportunity to explore the range of rural job opportunities from Agronomy to Farm Secretary.

   In order to reach our target of 20 placements we are conducting open days, farm expos, field trips and information sessions for both students and farmers. The Liaison officer is conducting a range of extensive meetings with farmers to discuss training and their availability to participate in our program. There is a joint understanding between the school and the farmers that in order to attract a skilled and sustainable workforce in their industry, it is essential that local students be attracted.

    

3. All year 11 students (80) participate in a structured work placement program to provide them with a practical component involving "Hands on" competency based skills. This training is closely aligned to industry standards.

    

4. The Goondiwindi District was also selected as the Queensland site for a Rural Skills Australia Liaison Officer. The role involves creating a network of informed rural industry personnel about current training requirements and the role the school will play. This officer complements the model project initiative.

    

5. As a school we are investigating a liaison between the rural industry and the school to co-build a Skills Centre for rural training. This building would be erected on school grounds for the benefit of the entire Goondiwindi District. Cotton Australia have co-signed an application with the school to secure a $25000 grant to be used to conduct a feasibility study within the local area. This facility would further enhance the notion of training within industry. Access to such a facility is of paramount importance to a continuing training agenda in the Goondiwindi District.

    

6. The appointment of a full time School Co-ordinator employed to oversee the Vocational Education Agenda at Goondiwindi State High School. Her appointment has enabled the development of processes to ensure that the professionalism and stature of the VET program is given a continuing profile. eg.

    

   • A regular newsletter to employers, parents and students providing information, student profiles and employer profiles.

      

   • Regular Workplace visits.

      

   • Organise information sessions for TAFE/Industry/Parents/Students.

      

   • Regular individual interviews with students to track TAFE modules, work place issues, school issues, support and feedback.

      

   • Liaise with TAFE and Golden West to create timetables of visits to students and employers.

      

   • Negotiate and organise teleconference link-ups for students.

      

   • Keep records of students information

      

   • Monitor attendance at school and classes.

      

   • Monitor work during spare periods at school.

      

   • Responsible for the classroom which has been given to students as their open-access area.

      

   • Ongoing and continuous liaison with TAFE personnel, Golden West, Employers, Teachers, Students and Parents.

The Project
To investigate strategies and processes for developing enterprise partnerships between rural and remote schools and their communities.

Why Overseas?
The institutions named in my proposed itinerary are identified in educational literature as being at the forefront of developing links between school work and training initiatives. There are projects being implemented which focus specifically on rural schools. The emphasis is on educating students for the future of their rural community as well as providing them with the skills to participate. I would like to examine the structures of schools where a highly personalised education enables them to foster in students a view of themselves as not only future employees, but as future employers and entrepreneurs.

I have implemented a number of innovative curriculum initiatives at Goondiwindi to provide students with opportunities for training in the local community. Currently 30% of enrolled post compulsory students are School Based Trainees.

The often remote nature of rural high schools require unique training initiatives for students. I believe it is an area that demands continuing research and development to ensure equity for rural students by guaranteeing high quality workplace learning. The school has a leading role in educating the entire community in order to fulfil the training agenda in rural areas. Overseas studies and project implementations I have nominated provide a lighthouse view for us in Australia.