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MINISTERIAL REVIEW OF POST COMPULSORY EDUCATION AND

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Lynne Kosky, appointed an independent panel, chaired by Peter Kirby, to review participation and outcomes for young people in post-compulsory education and training in Victoria. Part A contains an analysis of the world of employment and education that young people experience and will experience in their 'transition years'. Del Bis an analysis of the recent achievements of young people in Victoria in the post-compulsory years.

We hope that our recommendations will help to build on the strengths of post-compulsory education and training pathways in Victoria so that levels and patterns of participation in education and training and outcomes for young people improve. An education and training system that looks forward and responds to changes and the needs of young people. The needs of young people entering, entering and exiting post-compulsory education and training in Victoria.

To provide educational programs and services for post-compulsory youth. The panel believes there is an urgent need for action on the part of government, education and training systems and the wider community if Victoria's young people are to achieve a better and more secure future. The links between education and training outcomes and employment, economic and social outcomes for young people are very strong.

An increase in the level of participation and successful completion of post-compulsory education programs.

Provision

The evidence gathered through the research and consultation carried out by the Review is that young people have faced difficulties over the past two decades that no previous generations have faced. The panel believes that it is important that the proposed reforms produce measurable and beneficial results. Outcomes that contribute to a highly skilled Victorian and Australian workforce for the global economy and facilitate the economic and social inclusion of those at risk in the changing economic environment.

Improved levels of participation for groups of young people who currently have poor levels of outcomes. Within this phase, it is clear that the VCE has its limitations as a program suitable for the entire upper-secondary age cohort. The persistence of early school leaving leads to the question of alternative locations for the school-age cohort.

While the panel believes that in most cases schools are the most appropriate providers for the school age cohort, the limitations of this mainstream approach should be recognized. There is evidence that the TAFE sector plays an important and greater role in supplementary and compensatory programs for the school age cohort. The Adult and Community Education (ACE) sector has also taken on an important role in providing school age provision, including some young people with the most negative formal learning experiences.

In the short term, the role of Vocational Education and Training (VET) and ACE as providers for the compulsory school age group, including funding arrangements, needs to be clarified. It is clear that a number of secondary schools offer higher secondary education programs other than the VCE. There has also been some demand from TAFE and ACE providers to supply the school age VCE.

The panel believes that the rules for school age group provision should be relaxed to allow schools to offer other programs accredited by the Victorian Qualifications Authority (VQA), proposed in this Report. Non-school providers should be able to offer ECEC to the school-age group, but through co-operation arrangements with neighboring schools. The panel noted that a variety of types of secondary schools exist in Victoria and that there will be pressure for change in the structures of post-compulsory education and training providers in the future.

Networks

Guidance

Professional development

Change will continue, and pre- and in-service training should help professionals deal with this change. The panel urges the Institute to develop a cross-sectoral approach to its work and to provide leadership on postal duty. Pre- and on-service professional development is needed for teachers and educators in mentoring and case management, outcome and destination monitoring, and program evaluation.

Finances

Administrative structures

It is evident that the role of STB has been limited in recent years. Furthermore, the inclusion of employment in the Post Compulsory Education, Training and Employment portfolio is not reflected in the role of STB. The policy framework should be based on a number of principles, including those outlined in this Report, and should be developed through the advice of the Commission on Learning Skills and Employability (proposed in recommendation 29).

Planning processes should take into account the nature of existing provisions in local areas and the needs of communities. The Commission's policy framework and advice should also provide the basis for the development of a number of cross-sectoral seed institutions in the future. a). The current review of the school bus service, where places are available, should provide access for young people of school age who need to travel to a range of public providers to pursue their education and training.

In areas where there are significant numbers of Koorie youth, local planning networks (proposed in section 7) include members of the Koorie community to ensure access to and support for culturally appropriate education and training programs for Koorie students. The Commonwealth Government to extend intensive English language training to refugees in appropriate circumstances. a) The role of TAFE as a public provider of further education and training programmes, in relation to its roles in the training market and in support of industry, be redefined by the Government. The current reviews of Training Fees and fees and charges policy take into account the role of TAFE institutes and non-TAFE RTOs in providing the vocational education and training proposed in this report, and in formulating the funding profiles of TAFE.

During a three-year period the number of planning networks must be expanded so that by 2003 all areas of the state are covered by planning networks and so that by 2005 compulsory education and training throughout the state is planned, to be delivered, monitored and monitored and delivered after 2005. accountable for results through a regional system of planning networks. The Learning and Employability Skills Commission (proposed in recommendation 29) should provide advice on a wider range of outcome standards for young people in post-compulsory education and training and on general standards for system performance. That professional development programs be incorporated into the network phases of regional planning and that pre- and in-service programs emphasize case management skills, results monitoring, and the program evaluation cycle.

The DEET invites the Commonwealth to participate in the first and subsequent stages of the local planning networks by directing its Jobs Pathway Program funding through the networks. The Victorian Government is proposing to the Commonwealth Government that it should provide funding for tertiary places in disciplines with the highest labor market demand in non-metropolitan regions with the greatest need. A Victorian Qualifications Authority (VQA) is established to incorporate the accreditation, certification and quality assurance functions of the VBOS, the STB and the ACFEB.

His role will include maintaining the CSF, managing VCE assessments and conducting nationwide testing as directed. A small evaluation and review body will be established within DEET to carry out general assessments of the outcomes of compulsory education, training and employment in Victoria and to carry out audits and reviews as commissioned by education and training authorities.

References

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