Guest posting to voced-coord email list.
Item 2 of 10:

Date: Tue, 27 Oct 1998 11:01:16 +1100
To: voced-coord@owl.qut.edu.au
From: Jim Cumming
Subject: VocEd: Years 9 and 10

Dear Colleagues

Thanks for the warm welcome, Janine. My objectives over the next few days are to stimulate some informed debate; to question some assumptions; and maybe to foster some lateral thinking in relation to Years 9 and 10.

There has been considerable emphasis over the past decade on policy and program development at various levels of schooling, especially in Years 11 and 12; the middle years (which I define as the last two years of primary and the first two years of secondary education); and the early years. By comparison, Years 9 and 10 have been something of a 'Cinderella' in education. By that I mean levels of support for research, innovation and evaluation in these years have been relatively low.

However, it may be that Years 9 and 10 are emerging from the shadows into the spotlight. For example, at the national level:

- a MCEETYA Taskforce on VET in Schools is currently preparing a policy statement on vocational learning in Years 9 and 10;
- DETYA is implementing a number of strategic initiatives that focus specifically on Years 9 and 10 as part of the Commonwealth's School to Work program; and
- following the recent release of its policy statement on Years 9 and 10, the ASTF is establishing a national network and allocating funds to support and promote innovation as part of its evolving strategy for these years.

As a result of recent contributions to VECO, many of you will be familiar with a range of contemporary developments at both state/territory and local levels in Years 9 and 10. For example, there are new courses being piloted; alternative modes of curriculum being developed and more flexible styles of learning and teaching being trialled. Clearly, there is some good work underway.

Perhaps a few questions might be the best way to get our discussion up and running. Of course, I am assuming that VECO members will feel comfortable about raising their own questions, as well as offering various responses and perspectives!

- What are the essential LEARNING NEEDS of 15 and 16 year olds, and how do these needs differ from those of students in the middle and senior years?

- What should be the main ROLE, FUNCTION AND STATUS of Years 9 and 10 (e.g. should Year 10 constitute a completion of junior secondary education; a foundation for Years 11 and 12; a 'unique' experience in its own right etc)?

- What SPECIFIC ISSUES can be identified in Years 9 and 10 that would benefit from debate and action not only within VECO, but also in other settings and contexts?

- If the level of interest in Years 9 and 10 continues to expand (e.g. at national, state/territory and local levels) what would constitute a set of PRIORITIES FOR ACTION for the three to five years?

- Is SCHOOL REFORM in Years 9 and 10 necessary at the end of the 1990s? If so, what should be its main focus, and what can be identified as the major impediments and 'enablers' that exist at present?

- If all students should have access to VOCATIONAL LEARNING in Years 9 and 10, what form should this take and how can it be implemented most effectively?

Hopefully, your initial responses will help to indicate which of these and/or other questions/issues might be usefully explored from this point on.

Jim Cumming
Educational Solutions Pty Ltd
Tel (02) 6254 8538
Fax (02) 6255 2072
jcumming@dynamite.com.au