Page 3024 - Week 10 - Wednesday, 17 October 2007
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That the Department of Education and Training establishes appropriate structural linkages between high schools and colleges in order to improve the quality of student transition.
Once again, that seems like common sense. Recommendation 4 is:
That the Department of Education and Training works with other providers to establish a post-compulsory advisory body as a basis for strategic advice to Government on developing seamless educational provision in the post-compulsory years.
Recommendation 5 is:
That the Department of Education and Training develops a systemic approach to the range of provision across colleges to ensure that students are able to undertake specialist studies through flexible arrangements.
And it goes on. Recommendation 6 is:
That the development of all courses be undertaken by expert teacher teams, accessing a wide range of understanding about students’ educational needs, and available for use in all colleges.
Recommendation 7 is:
That the Department of Education and Training identifies and addresses systemic impediments that may prevent more extensive and effective collaboration between the ACT college system and CIT in developing and developing VETiS programs, as an essential part of strategic career and transition initiatives.
Recommendation 8 is an interesting one, an important one. It is:
That:
- semester one in Year 11 engages students on a full-time basis, and addresses “essential areas of learning” comparable across colleges
- Year 11 becomes a foundational year which students choose from groupings of subjects, with Year 12 enabling increased capacity for further study in specialised areas.
Recommendation 9 is:
That there be a re-conceptualisation of Accredited courses, such that they:
- have the strongest possible “authentic” learning component
- meet the learning needs of students taking career and transition pathways that do not immediately include university study
- complement Vocational courses.
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