innovative partnerships for youth engagement in … · 2 innovative partnerships for youth...

INNOVATIVE PARTNERSHIPS FOR YOUTH ENGAGEMENT IN EDUCATION AND WORKMALGORZATA KLATTJOHN POLESELNICKY DULFERKAREN STARRDAMIAN BLAKE

Melbourne Graduate School of Education

SCHOOLS

GRADUATE

Shaping minds, shaping the world

This publication reports the findings of a research study funded by an Australian Research Council Linkage grant awarded to Investigators Professor John Polesel (University of Melbourne), Professor Jack Keating (University of Melbourne), Professor Karen Starr (Deakin University), Associate Professor Damian Blake (Deakin University), Mr David Gallagher (Victorian Curriculum and Assessment Authority) and Mr David Michaels (New South Wales Department of Education and Communities). The project was also supported by funding provided by the industry partners - Victorian Curriculum and Assessment Authority, Victorian Department of Education and Training, Catholic Education Commission of Victoria, Catholic Education Commission New South Wales, South Australia Department for Education and Child Development, New South Wales Department of Education and Communities, Association of Independent Schools of New South Wales, and Catholic Education South Australia.

© Centre for Vocational and Educational PolicyThe Melbourne Graduate School of EducationThe University of MelbourneVictoria 3010 Australia

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CONTENT

LIST OF FIGURES 2

LIST OF TABLES 2

LIST OF ACRONYMS 3

EXECUTIVE SUMMARY 4

Keyfindings 4 ReportedBenefitsforstudentsundertaking

appliedlearningprograms 5

1. BACKGROUND 7

1.1.AimsoftheProject 7

1.2.TheContext 8

1.2.1.PreviousResearchOnPartnerships 10

2. THE METHODOLOGY 13

2.1.ThePurpose 13

2.2.TheDataCollectionMethods 13

QuestionnaireToSchoolLeadership 13

InterviewsandFocusGroups 15

2.3.QualitativeDataAnalysis 15

3. MAPPING THE PARTNERSHIPS 17

3.1.WhoarethePartners? 17

3.2.WhatistheRoleofthesePartners? 20

Rationale Type 1: DeliveringVETPrograms 21

RationaleType1:ReportedBenefits 22

Rationale Type 2: ProvidingStructuredWork-Placements 23


Rationale Type 3: TakingaWholeCommunityApproach 26


Rationale Type 4: EnsuringAccessandEquity 28


3.2.1SchoolContexts 30

3.3.WhatProgramsareOfferedandWhy? 32

3.4.VETProvisionandResources 34

3.5.QualityofVETProvision 38

3.6.HowVETandAppliedLearning ProgramsFitInSchools 38

3.7.Leadership 39

4. FINDINGS - WHAT MAKES INNOVATIVE PARTNERSHIP? 43

AppliedLearningPartnershipsRubric 44

Innovative Partnership Example #1 45

TheRationaleforCurrentVETOfferings andInvolvementofIndustryPartners 45

Partners 46

Processes 46

CapacityBuilding 46

GovernanceandLeadership 46

Benefits 46



Partners 47

Processes 47

CapacityBuilding 47


Benefits 47



Partners 48

Processes 48

CapacityBuilding 48


Benefits 48

5. CONCLUSIONS 50

BIBLIOGRAPHY 53

FURTHER PUBLICATIONS AND PRESENTATIONS 57

APPENDIX A: FRAMEWORK 58

APPENDIX B: SURVEY INSTRUMENT 59

INNOVATIVE PARTNERSHIPS FOR YOUTH ENGAGEMENT IN EDUCATION AND WORK2

LIST OF FIGURES

LIST OF TABLES

FIGURE 1. NumberOfParticipantsByLocation 14

FIGURE 2. TypesAndNumberOf‘PartnerOrganisations’–AllResponses. 17

FIGURE 3. TypesAndNumberOf‘PartnerOrganisations’–ResponsesToTheCategory ‘TenOrMore’InVic,SaAndNsw 18

FIGURE 4. TypesAndNumberOf‘PartnerOrganisations’–AllResponsesToTheCategory‘Tafe’ 19

FIGURE 5. TypesAndNumberOf‘PartnerOrganisations’–AllResponsesToTheCategory‘Business’ 20

FIGURE 6. StudentsInvolvedInAppliedLearning/Vet/Flo–AllResponses 30

FIGURE 7. GroupsOfStudentsBenefittingFromAppliedLearning/Vet/Flo– AllResponsesInCategory‘HighDegreeOfBenefit’ 31

FIGURE 8. ExtentToWhichStudentsExperienceAHighDegreeOfBenefitFromParticipation InAppliedLearning/Vet/Flo–AllResponses 32

FIGURE 9. TenMostPopularPrograms–AllResponses(N) 32

FIGURE 10. ExtentToWhichTheProcessOfAccessingAppliedLearning/Vet/FloUnderstood– AllResponses 34

FIGURE 11. HighlySignificantAttributesNeededToImplementPartnershipsEffectively– AllResponses 35

FIGURE 12. HighlySignificantAttributesNeededToMaintainPartnerships–AllResponses 36

FIGURE 13. HighlySignificantBarriersToEffectiveImplementationOfPartnerships–AllResponses 37

TABLE 1. TheKeyStakeholderGroupAndDataCollectionMethod 13

TABLE 2. SurveyParticipationByStateAndSchoolSector 13

TABLE 3. SchoolRespondents’BackgroundCharacteristics* 14

TABLE 4. RubricDescribingTheCriteriaAndTypesOfAppliedLearningPartnerships 44

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LIST OF ACRONYMS

NACCI AustralianChamberofCommerce&Industry

ACE AdultandCommunityEducation

AIG AustralianIndustryGroup

AQF AustralianQualificationFramework

ARC AustralianResearchCouncil

ASQA TheAustralianSkillsQualityAuthority

ATAR AustralianTertiaryAdmissionRank

CI ChiefInvestigator

FLO FlexibleLearningOptions

HSC HigherSchoolCertificate

ICAN InnovativeCommunityActionNetwork

ITAB IndustrySkillsCouncil

LLEN LocalLearningandEmploymentNetwork

NSW NewSouthWales

OECD OrganisationforEconomicCooperationandDevelopment

PP PathwaysPrograms

RTO RegisteredTrainingOrganisation

SA SouthAustralia

SBAT SchoolBasedApprenticeshipsandTraineeships

SES Socio-EconomicStatus

TAFE TechnicalandFurtherEducationInstitutes

TVET TAFEDeliveredVocationalEducationandTraining

UK UnitedKingdom

VCAL VictorianCertificateofAppliedLearning

VCE VictorianCertificateofEducation

VET VocationalEducationandTraining

VETiS VETinSchools

VIC Victoria


EXECUTIVE SUMMARY

InmostmodernOECDnations,secondaryschoolsarerequiredtoformpartnershipswithalargevarietyoforganisations,rangingfromothereducationandtrainingproviderstocommunitygroups,businessesandassociations.Theseschoolstypicallymanagealargenumberandvarioustypesofrelationshipswithexternalorganisations.ThesemayincludeWorkPlacementCoordinationproviders,localbusinessesofferingwork-placements,externalvocationaleducationproviders,suchasTechnicalandFurtherEducation(TAFE)InstitutesinAustralia,andothernon-educationalandcommunityinstitutions.

Thisstudywasundertakentoevaluatethemotivationsunderlyingtheformationofthepartnerships,thepositiveoutcomesthesepartnershipsprovideforstudents,andthedifficultiestheyface.

ThedatapresentedinthisreportwerecollectedaspartofaprojectexploringtherolethatpartnershipsplayintheseniorsecondaryschoolcurriculuminAustralia.Itincludedtheschoolsurveyconductedin2014.ThesurveytargetedallsecondaryschoolsthatprovideappliedlearningandVETprograms(State,CatholicandIndependent)acrossthethreestates,frommetropolitan,regionalandrurallocations.

Thisresearchalsodrawsonover30in-depth,semi-structuredinterviewswithschoolprincipals,teachersandprogramcoordinatorsand30focusgroupmeetingswith134studentsconductedin2015inmetropolitanandregionalsecondaryschoolslocatedinVIC,SAandNSW.TheinterviewscollecteddataonthebackgroundoftheschoolandthetypeofVETprogramsoffered,themotivationforprovidingappliedlearningprograms,theresourcesinvolved,andtheperceivedchallengestotheorganisationandmanagementofpartnershipsrelatingtoVETprovision.

KEY FINDINGS

Thefindingsofthisstudyconfirmthechangingnatureofsecondaryschoolprogramsinrecentyears.Teachingandeducationalprovisionnolongerremainexclusivelylinkedtooneinstitution,andnewandinnovativeprogramsarebeingimplementedtoinvolvethewidercommunityinlearningandskillsdevelopment.Themostvisible,andarguablythemostimportant,oftheseinnovationsaretheappliedlearningprogramsthathavebeenintroducedintoalltheseniorcertificatesinAustraliaandwhichrequirethebuildingofpartnershipswithvariouscommunityactors.Theperceivedbenefitsforstudentsderivingfromtheseprogramsarecleartothestudentsthemselves,andtotheirteachersandtheexternalpartners.However,theyaredependentonanumberoffactors.Thisstudyfoundthat:

• Schoolsformedpartnershipswithalargevarietyoforganisations,rangingfromothereducationandtrainingproviders,governmentagenciesandcommunitygroups,tobusinessesandassociations.

• Almost70%ofrespondentsdidnotformanyrelationshipswithanyprofessionalassociationsofemployerssuchastheAustralianChamberofCommerce&Industry(ACCI)ortheAustralianIndustryGroup(AIG).

• Partnershipswithbusinesscomprisethelargestcategoryofschools’partnersoverall.

• SchoolsareawarethatindustryexposureisanimportantobjectiveofVETprograms,buttheyfacedchallengesinorganisingworkplacements.

• Partnerships’objectivescorrespondedwiththelevelofdisadvantage,thenumberofrefugeeorindigenousstudentsandlocation.

• AverybroadrangeofVETandappliedlearningprogramswereoffered,andover80differentprogramswerenamedbytherespondents.

• VETofferingsaredrivenmostlybystudentdemand.

• Manystudentssawthemselvesasa“hands-onperson”anddidnotseethegeneralacademicpathwayasbeingsuitableforthem.

• Threetopattributesthatassistedteachersinpartnershipswere:

- capacitytorespondtoindividualneeds, - broaderunderstandingof‘learning’, - networkingwithcommunity.

• Themotivatedteachers(champions)aswellasschools’ownnetworkingplayedahighlysignificantroleininitiatingandmaintainingpartnerships.

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• Thegreatestbarriersforeffectiveimplementationofpartnershipswere:

- limitedfinancialresources, - limitedhumanresources, - teachersbeingoverloaded.

• Over75%ofschoolstaffwouldliketofurtherexpandtheirapplied/VETprogramsinthefuture.

• Somestudentsconsideredthevocationalpathwaytobesuperiortothegeneralcurriculumpathway;theyfeltittobe“furtherahead”.

REPORTED BENEFITS FOR STUDENTS UNDERTAKING APPLIED LEARNING PROGRAMS

• PartnershipsforVETprovisionhelptoincreasestudentengagementandretention.

• Studentsthoughttheappliedlearningpathwayprovidedabetterapproachtolearning.

• Structuredwork-placementsenabledstudentsto“getaheadstart”,getatastefordifferentindustriesanddeveloppersonally.

• Studentsenjoyedgoingonwork-placementsandmostofthemhadahighlypositiveexperience.

• Stakeholdersinvolvedinthepartnershipsagreedthatpartnershipswiththelocalcommunityhelpeddevelop“wellroundedyoungpeople”,“lifelonglearners”and“communitycitizens”.

• “Handson”programswereseentoleadtostrongerengagementwithschool.

• PartnershipsforVETandappliedprogramshelpedamelioratetheeffectsofdisadvantage.

• Collaborativepartnershipslinkedcurriculumandwelfareandhelpedbuildstudents’resilience.

• “Employabilityskills”suchasworkinginateam,problemsolvingandcommunicationwereconsideredtobeatopbenefitforstudentsofVETandappliedlearningprograms.

Thefindingsofthisstudyhavealsocontributedtothedevelopmentofthecriteriawhichmaybeusedtocategorisethetypeandlevelofcomplexityofpartnershipssupportingappliedlearning.Wedevelopedarubric(seetable4)whichwillenableschoolstomapthestatusoftheircurrentpartnershipsandtoadvancetheirpartnershipfromasimplepartnershiptoabestpracticeinnovativepartnership.

1. BACKGROUND

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BACKGROUND

ThisprojectwasfundedbyanAustralianResearchCouncil(ARC)LinkageGrantinpartnershipwiththeVictorianDepartmentofEducationandTraining,NSWDepartmentofEducationandCommunities,SouthAustraliaDepartmentforEducationandChildDevelopment,CatholicEducationCommissionofVictoria,CatholicEducationCommissionNewSouthWales,CatholicEducationSouthAustralia,AssociationofIndependentSchoolsofNewSouthWalesandVictorianCurriculumandAssessmentAuthority,andwasundertakenbytheUniversityofMelbourneandDeakinUniversity.

1.1. AIMS OF THE PROJECT

Thisprojectinvestigatedtheco-existenceofvocational,andapplied,andgeneraleducationprogramsinuppersecondaryschoolsystems,withaparticularfocusonthepracticesofschoolpersonnelinthedeliveryoftheseprograms,includingtheirrelationshipswiththepartnersthatsupporttheseprograms(DEECD2010).Theseincludetheschoolsystemstowhichtheybelong,partnerproviders(otherschools,TAFEInstitutes,privatetrainingproviders),employersandcommunityorganisations.

TheprojectinvestigatedthedemandsofappliedlearningprogramsinuppersecondaryschoolsinNewSouthWales,VictoriaandSouthAustralia.Itfocusedonthepartnershipsthatschoolsformwithemployersandotherorganisationstosupportappliedlearningprograms.Italsoexaminedtheimpactofthesepartnershipsontheworkofteachers,ontheleadershipofschools,andontheresourcesandschoolpersonnelcapacitiesrequiredtosupportthem.

Themainquestionsthestudyexaminedwere:

• Whatisthenatureofeffectivepartnershipsinsupportingyouthengagementineducationandworkinseniorsecondaryschool?

• Whatarethechallengesandconstraintsandwhataretheenablingconditionsforsuchpartnerships?

• Whatdoesittaketoimplementapartnershipattheschoollevel(whatdoesitrequireoftheschool?Whatstressesisitunder:teachertime,training,costs)?

• Whatarethechallengesandconstraintsattheschoollevel?

• Whataretheenablingconditionsforeffectivepartnerships?

Itsoughttodevelopnewknowledgeaboutmeansofstrengtheningthedeliveryandoutcomesofappliedlearningprogramsthroughastudyoftheorganisational,resourcingandleadershipfactorsthatinfluenceschoolpersonnelcapacitiesandpracticesandtheeffectivenessofthemultiagencylinkagesthatsupporttheseprograms.


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1.2. THE CONTEXT

Australiansecondaryschoolsaresubjecttonumerousandcomplexdemands,whichincludeaddressingskillsshortages,increasingtheparticipationandoutcomesofequitygroupsandcontributingtosocialcohesion,economiccompetitiveness,inclusionandwell-being(AustralianGovernment2010;COAG2009).Thesedemandshaveledtoinnovationsincurriculumandmodesofdeliverydesignedtoengagetheincreasinglydiverserangeofyoungpeopleinourschools.Themostvisible,andarguablythemostimportant,oftheseinnovations,aretheappliedlearningprogramsthathavebeenintroducedintoalltheseniorcertificatesinAustralia.Theseprogramshavechallengedschoolstobroadentheiroutlook,toformpartnershipswithotherprovidersofeducationortraining,andtointeractwithadiverserangeofemployers,communitygroupsandgovernmentagenciesinanunprecedentedmanner(Blake2004;2006;2009;Starr&White2009).Whilethereisasubstantialliteratureonthebenefitsofappliedlearning,thereislittleresearchonitsprofessionalandorganisationaldemandswithintheschoolsectorinAustralia.Thenatureandeffectivenessofthepartnershipsthatsupportappliedlearningprogramsneedfurtherexplorationtoinformpolicyandpractice.

Vocationalandappliedlearninginschoolingoccupiesaplacewithinaneducationalandculturalhierarchythatissociallyandinstitutionallybiased.AcenturyagoDurkheim(1904,in:Durkheim2006:313)affirmed“thatsecondaryeducationhasneverhadanessentiallyvocationalgoal”,whilemorerecentscholarslocateappliedlearningatthebottomofthestatushierarchyofschoolsubjects(Goodson1983;Clarke&Winch2003).SustainedandsignificantresearchconductedoveralongperiodbyChiefInvestigatorsPoleselandBlakehashighlightedtheroleofappliedlearningindemocratisingaccesstothecurriculum,improvingthelearningexperiencesofallstudentsandaccommodatingthebroaderrangeoflearningneedswhicharosefromthesurgetowardsnear-universalparticipationinsecondaryschoolsacrossOECDnationsintheearly1990s.StudiesbytheCIshavepresentedevidenceoftheefficacyofappliedlearninginincreasingschoolcompletionratesforlowachieversandimprovingtheirtransitionintothelabourmarket(Poleseletal.2004;Polesel2010;Blake2007,2009).

However,theCIs’researchhasalsoidentifiedsignificantchallengesindeliveringtheseprograms.Researchsuggeststhatappliedlearningcanbelackingincurriculumwith‘powerfulknowledge’whichshouldensurethatpracticeisunderpinnedbytheory(Wheelahan,2012;YoungandMuller,2010;andBeck,2013).Thesestudiessuggestthatstudentsshouldhaveaccesstocriticalknowledgeforlong-

termsuccessnotonlyingeneraleducationprogramsbutalsoappliedandvocationallearningprograms.AsWheelahan(2012)argues,‘powerfulknowledge’needstobeembeddedinappliedandvocationalprogramstobreakthecycleofdisadvantageforyoungpeople.Furthermore,vocationalandappliedlearningaretypicallydeliveredinmultiplelocationsandthroughmorecomplexrelationshipsamongstudents,teachers,externalprovidersandemployers.Yettheinstitutionalemphasisinschoolsuponcurricularandassessmentregimesthatproduceatertiaryentrancerankmilitateagainstthismultiplicityandvariety.Thismeansthatsomeschoolsstruggletoprovidetheleadershiprequiredtobuildcapacityforthedeliveryofprograms(Polesel2008)andtoformandconductpartnershipsthatarenecessaryfortheireffectiveness(Starr2007).Thepresentstudyextendedthetraditionallocusofeducationalresearch,whichistheschool,deeplyintothemultiplesitesofappliedlearningprogramsand thenetworkofemployersandagencieswith whichschoolsmustinteracttooffereffective appliedlearning(Blake2009,Starr&Blake:2004;2006;2009).

Vocationalandappliedlearningprogramsmakedemandsuponschoolleadersforresources,teacherdevelopmentandsupport,communityrelationshipsandeducationalleadership.Theycreatedemandsuponteachersforchangesinpracticeandrelationshipswithstudentsandexternalagencies.CIBlake(2009)hasarguedthatprogramssuchastheVictorianCertificateofAppliedLearning(VCAL)requireexternalcollaborationtoeffectivelyimplementappliedlearninginaschoolcontext,asdosomeoftheothermoreambitiousanddistinctiveappliedlearningprogramsinseniorsecondaryeducationinAustralia–theSouthAustralianPathwaysPrograms(PP),themandatoryworkplacementsoftheIndustryCurriculumFrameworksubjectsintheNSWHSCorganisedwithintheframeworkofLocalCommunityPartnerships,andtheThemedIndustryProgramsinVictoria.Becauseofthedemandsoftheseprograms,theirdeliverydependsuponthevisionandquality oftheschoolleadership,thecapacityofother schoolpersonnelandtheco-operationofmultipleexternalactors.

AnadditionalcomplexityinthecaseofAustraliaiscreatedbythefederalstructureoftheAustralianeducationsystem(separateeducationsystemsineachstateandterritorywiththreebroadsectorsofprovision:public,Catholicandindependent).Thefederalsystemarrangementsprovideeachstateandterritorywithautonomyinthemanagementoftheirschoolsystems,allowingforavarietyofwaystoengagewithexternalpartnerssuchasbusinesseswhichprovideworkplacements.

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Forexample,NewSouthWalesrepresentsanexampleofahighlycoordinatedandcentralisedapproachtopartnerships.WhatdistinguishesNewSouthWalesfromotherjurisdictionsisitslargenetworkofWorkPlacementServiceProviders(brokers)whocoordinatemandatoryworkplacementsforvocationalcoursesofferedintheNewSouthWalesseniorschoolcertificate,theHigherSchoolCertificate(HSC).Effectively,thishasremovedsomeoftheburdenfromschoolleadersforfindingexternalpartners.InVictoriaandSouthAustraliatheresponsibilityforengagingstakeholdersandmanagingthepartnershipshasremainedtheschools’responsibility.Theresponsibilityforactuallyfindingaplacementopportunitymayvaryfromschooltoschool,andalsodependsonthenatureofthelearningprogram.

Thevarietyofapproachesalsocreatesdefinitionalchallengesrelatingtowhat‘VET’or‘appliedlearning’means,sinceeachjurisdictionappliesdifferentdefinitions.Forexample,inNSWappliedlearningdoesnotinvolvethedeliveryofVET(thesearetwoseparateprograms).AllVETdeliveryisrestrictedtoAustralianQualificationFramework

(AQF)qualificationsdeliveredbyRegisteredTrainingOrganisations(RTOs),1whileinSouthAustraliathereisamoreinclusiveapproachundertheumbrellaof‘flexiblelearning’.Thepresentstudyusesabroaddefinitionofappliedlearninginschools,andincludesallvocationalprogramsthatareofferedbysecondaryschools(includingVET,FlexibleLearningOptions(FLO)andSchoolBasedApprenticeshipsandTraineeships(SBATs))andwhichrequireengagementwithexternalpartners.

Thechallengeforresearchersandpractitioners,therefore,wastounderstandinwhatwaysschoolsandexternalpartnersinAustraliaengagewitheachothertobestservetheinterestsofsecondaryschoolstudentsundertakingappliedandvocationalprograms.ThisstudyaimedtobringtolightthecurrentstateofthesepartnershipsinAustraliansecondaryschoolsfromtheperspectiveofschoolleaders,studentsandpartners.

1 RTOsinAustraliaincludeschools,privatetrainingorganisationsandpublictrainingorganisations(TAFEs)


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1.2.1. PREVIOUS RESEARCH ON PARTNERSHIPS

Theimportanceofalocalcommunityandthelocalengagementofyoungpeoplehasbeenemphasisedinmanypublicationsasafactorcontributingtosuccessfultransitions.

Theroleofcommunityorganisationsinenablingsuccessfulyouthtransitionshasbeengrowinginimportance,astheyremainembeddedwithintheschoolcommunityandalsoofferavarietyofsupportservicesandvolunteeringexperience.AsBlack(2008:54)pointsout,therelationshipsbetweencommunityorganisationsandschoolsare“thesinglemostimportantcross-sectoralrelationshipinimprovingoutcomesforchildrenandyoungpeople”.Schoolswithhighlevelsofparentalandcommunityinvolvementhavebetterstudentresults,higherattendancelevels,andmorepositivestudentattitudesandbehaviour(PrincipalsAustraliaInstitute,2012;Henderson,2011).AsreportsfromAustralia(PrincipalsAustraliaInstitute,2012)andtheUS(Henderson,2011)show,thestatusofschool-communitypartnershipsisgrowingbutitneedstobeestablishedasapermanentcomponentofaschoolenvironment.

Somepartnershipsareformedasaresultofparticularnationalpolicyneeds,butmanyresultfromlocalisedconcerns,whichincludeeconomicneedsorskillsshortages.Thefocusonsecondaryschoolandlocalcommunitylinksservesasanimportantstepindevelopingyoungpeople’sadaptabilitytolocalworkforcerequirements.Simmonds(2009)arguesthatsuchadaptabilityiscriticalformaintaininghighlevelsofemploymentandopportunity.Furthermore,decentralisationthatempowerslocalauthoritiesisanecessaryconditionfordevisingsolutionstotackleyouthemploymentproblems,asitleadstopersonalisationandlocalisationofservicedesign,planning,andprogramdelivery.Similarly,theOECD(2004)emphasisestheroleoflocalgovernancesystemsinimprovingthewaypoliciesareco-ordinated,adaptedtolocalconditionsandoriented inpartnershipwithcivilsocietyandbusiness.

Lastingpartnershipsrequireacoherentpolicyandestablishedpracticesbasedonlonglastingprinciplesvaluedbothbyschoolsandbytheircommunitypartners.Clemans,Billett&Seddon(2005)arguethatsuccessfulsocialpartnershipshavetoincludeagoodconnectionandcapacitybuildingwork,sharedgoals,governanceandleadership,andtrustandtrustworthiness.Theseprocessesarecomplexanddifferentiatedandtheyrequiresupportandguidance.Tobuildsuccessfulfamily-school-communitypartnerships,theUS-basedNationalEducationAssociationrecommendsactionsatallgovernancelevels(Henderson,2011).Thelocallevelcontributesthrougheducators’development

andofferingopportunitiesforschoolstoworkwithlocalprofessionalagenciesandalsobyidentifyingcultural‘brokers’inthecommunity.Attheschooldistrictlevel,itfocusesonpoliciesandresourceswhichwouldsupportlocallevelactivities.Atthestatelevel,thereisaneedfordevelopingpolicyproposalsandmakingrecommendationstopolicy-makers.Thenationallevelisresponsibleforschoolreform,andlegislativeandpolicystrategies.

InAustralia,since2002,LocalLearningandEmploymentNetworks(LLENs)havebeenactiveinVictoriainconnectingemployers,educationandtrainingproviders,governmentgroups,agenciesandindividualstobuildinnovativeprogramsforyoungpeople.ThiswasaninitiativefundedbytheAustralianandVictorianGovernmentsundertheNationalPartnershiponYouthAttainmentandTransitions. Itfacilitatescollaborationwithstakeholders,undertakeslocalstrategicplanning,provideslocaladviceonstate-widepolicyandprogramissuesandservesasaplatformforjoiningupgovernmentinitiativeswithlocaleducationandtrainingsystems.Thefocushasbeenondevelopingpartnershipsbetweenschools,non-schoolprovidersandotheragenciestopromotemoreeffectivetransitions.

ThegrowthofpartnershipsbetweenAustralianschools,workplacesandcommunityorganisationshascorrespondedtoabroadpolicycontextacrossAustralia’sfederal,stateandterritorygovernmentsthatseektoraisetheYear12(orequivalent)attainmentrateto90%by2015(Clemans,Billett&Seddon2005;Davies2012;PhillipsKPA2010;Ryan,Brooks&Hooley2004).ThisperformancebenchmarkwasestablishedbytheCouncilofAustralianGovernmentsandisspecifiedas‘theproportionofyoungpeoplebetweenages20-24whohaveattainedYear12oraCertificateIIorabove’(CouncilofAustralianGovernments2009,p.14).Itisabenchmarkestablishedthroughgeneralacceptanceinresearchthatincreasingyoungpeople’sparticipationineducationandtraininghassignificantandlong-termbenefitsfortheiremployability,health,wellbeingandlifelongearnings(AccessEconomics2005;AustralianBureauofStatistics2010;Keating&Lamb2004;Lamb&Rice2008;Lambetal.2004;OrganisationforEconomicCooperationandDevelopment2007).IncreasingeducationattainmentratestoYear12,oritsequivalent,havethereforeemergedasanimportantpolicydirectiveaimedatimprovingAustralia’ssocialinclusionandincreasingitseconomicperformance(AustralianGovernment2010;MCEETYA2008).

Thispolicycontexthasinfluencedtheneedforeducationandtrainingorganisationstobecomeinnovativeincreatingandsustaininginnovative

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pathwaysforyoungpeopletoengageinlearningandtocompleteYear12oritsequivalent.Thereisalsoagrowingrecognitionintheeducationandtrainingcommunitiesthat,inordertosupportthesepolicydirections,thereisagreaterneedforeffectivepartnershipswithemployers,workplacesandcommunityorganisations(PhillipsKPA2010).Innovationhasnotbeenlimitedtoconventionalschools.Trainingorganisations,employersandcommunityorganisationshavebecomeanintegralpartofthenationalefforttoincreaseyoungpeople’slevelsofattainment.

Therehasalsobeenanationalfocuson‘alternative’programsbeingmadeavailableforyoungpeoplewhohavebecomedisengagedfromconventionalschooling.Althoughtherearemanyexamplesofsuchprogramsandinnovationsrepresentedintheresearchliterature,thereisadearthofliteraturedocumentingthescopeanddetailoftheseinnovationsacrossAustralia.

Holdsworth(2011)highlightsthesignificantcontributionmadebyprogramssuchastheVictorianCertificateofAppliedLearning(VCAL),theInnovativeCommunityActionNetworks(ICAN)inSouthAustralia,andtheAdultandCommunityEducation(ACE)sectors.Theseprogramswereidentifiedinthereportasbeingapartofbroaderstate-basedinitiativeswhichreflectthe‘mainstreaming’ofso-called‘alternativeeducation’andwhichtypicallyincludeahighdegreeofnetworkingintheircommunicationandpartnershipdevelopment.

DespiteincreasedattainmentofVETqualificationsamongst15-19yearolds,manyauthorsraisesignificantquestionsabouttheefficacyofVETinSchools(VETiS)programs.Clarke’s(2012)studyofVETprogramsinVictoria,SouthAustralia,NewSouthWalesandQueenslandreportssignificantvariationsinthewayinwhichVETinSchoolsisincorporatedintoseniorsecondaryschoolcertificates,differencesintheroleofVETinschools,andthebalanceachievedbetweenbroadereducationandvocationaltraining.Thisresearchalsohighlightsthefactthatindustrygroupsarenotconvincedthatvocationalqualificationsdeliveredinaschoolcontextequipyoungpeopleadequatelyfortheworkforce,withinsufficienthighqualityworkplacelearningbeingthemainlimitation.

Creativeandinnovativepartnershipsbetweenschools,RegisteredTrainingOrganisationsandrelevantworkplaceshavebecomeanimportantfeatureofVETiSprogramsacrossAustraliaandabroad(Cooper,Benton&Sharp2011;PhillipsKPA2010)andseveralreportshavearguedthathighqualitypartnershipshavebecomeessentialtoensureeffectiveprogramdelivery,particularlyinrelationtotheprovisionofstructuredworkplacelearning(NationalCentreforVocationalEducationResearch2011;Poleseletal.2004;Stokes,Stacey&Lake2006).However,thereisverylimitedresearchdocumentingwhatchallengesarefacedbythesecreativepartnershipsastheyconfrontdeficitthinkingandthehegemonyoftheconventionalacademiccurriculum,andhowtheycomparewithrespecttothedifferentjurisdictionalrequirementsinwhich theyoperate.

1. THE METHODOLOGY

Image from CSIRO

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THE METHODOLOGY

2.1. THE PURPOSE

ThisstudysoughttofocusupontheexternallinkagesunderpinningvocationalandappliedlearningprogramsinschoolsinthreeAustralianstates:NewSouthWales,VictoriaandSouthAustralia.Itexaminedthewaysinwhichtheseprogramsweremanagedandsupportedinsideandoutsidetheschools,withcarefulconsiderationoftheverysignificantdifferencesindeliveryapproachesbetweenandwithinstates.Thisresearch,forthefirsttime,addressedknowledgegapsintheprovisionofappliedlearningprogramsattheuppersecondaryschoollevelbyexaminingthechallengesandenablingfactorsinfacilitatingeffectivepartnerships.

2.2. THE DATA COLLECTION METHODS

Theprojectmethodwasintendedtoincreaseourunderstandingofthenatureoftheseappliedlearningprogramsandpracticesinordertomaximiseschoolcapacitybuildingandleadership,thequalityofthecollaborationsandthenatureofrelatedpolicyandresourcesupport.Atthesametimeitattemptedtomaximiseresearchtrainingfortheindustrypartners,school-levelparticipantsandtheemployersandproviderswithwhichtheyformtheserelationships.Itinvestigatedthecharacteristicsandinstitutionalframeworkfortheprogramsaswellasthecharacteristicsoftheirstudents,andtheexperienceofteachers,schoolleaders,students,employersandnon-schoolprovidersinvolvedintheprograms.Itprovidedadetailedexaminationofinstitutionalandpolicysupport,includingcostsanddevelopmentalandcooperativeapproachesthatbestsupportappliedprograms.Theresearchapproachemployedacombinationofqualitativeandquantitativemethods.

Toachievetheseaims,acombinationofdatacollectionmethodswasemployed.Themethodsvariedaccordingtothetypeofkeystakeholdergroup,asoutlinedinTable1.

Table 1 The key stakeholder group and data collection method

Key Stakeholder Group Data Collection Methods

School Leadership•On-lineSurvey(215) •Interviews(31)

Secondary school students •Infocusgroups(134)

External Partners •Interviews(8)

Table 2 Survey participation by state and school sector

Jurisdiction/Sector State Catholic Independent Total

Victoria 55 25 10 90

New South Wales 36 25 24 85

South Australia 30 10 N/A 40

Total 215

QUESTIONNAIRE TO SCHOOL LEADERSHIPThecomponentofthedatacollectionforthisprojectwastheschoolsurveyconductedin2014.Thissurveywasdesignedtoinvestigateschoolleaders’experiencesandperceptionsrelatingtoapproachestoappliedlearning,theinstitutionalsupportforandbarrierstotheseapproaches,andthenatureofpartnershipexperiences,includingtheschoolleaders’viewsonwaysofimprovingthedeliveryandmanagementoftheseprograms.ThesurveytargetedallsecondaryschoolswhichprovideappliedlearningandVETprograms(state,Catholicandindependent)acrossthethreestates,andwasconductedonlinethroughSurveyMonkey.Schoolswereselectedandinvitedtoparticipateviaemailcontactfromtheindustrypartners(state,Catholicandindependentschoolagencies),whichusedtheircontactdatabasesforthispurpose.Ofthe1137schoolsinvitedtocompletethesurvey,215comprehensivelycompletedresponseswerereceived,resultingina19percentresponserate.ThestateandsectordistributionisprovidedinTable2below.


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Itisimportanttoemphasisethatthesurveyincludedresponsesfromschoolslocatedinmetropolitan,regionalandruralsettings.Themajorityofrespondentswerelocatedinmetropolitanareas,butthenumberofrespondentsfromregionalandrurallocationswascomparableineachstate,asillustratedinFigure1.

AscanbeseeninTable3,themajorityofrespondentswereVETcoordinators(46%).Thegreatestshareofrespondents(55%)wereworkinginschoolsforyears7-12withonly10respondentsworkinginspecialist(2%)orspecialschools(3%).Outof215respondents,91(43%)respondentswereworkinginschoolswithastudentpopulationof501-1000students.

Figure 1 Number of participants by location

Table 3 School respondents’ background characteristics*

Schools Characteristics Categories NumberProportion of sample (%)

Positions heldPrincipal 36 20%

AssistantPrincipal 21 11%

VETCoordinator 88 46%

Applied/FlexibleLearningCoordinator 44 23%

School Prep-Year12 43 21%

Year7-12 113 55%

Year8-12 12 6%

Year9-12 1 1%

Year10-12 12 6%

Year11-12 13 6%

SpecialistSecondary(e.g.sportandrec) 4 2%

SpecialSchool 6 3%

Student population Morethan1000students 50 23%

501-1000students 91 43%

101-500students 62 29%

100orunder 11 5%

*basedon170responsesgiventoQuestion2“Whatisyourpositionatschool?”

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INTERVIEWS AND FOCUS GROUPSThestudyalsodrawsonover30 in-depth, semi-structured interviewswithschoolprincipals,teachersandprogramcoordinators,conductedinVictoria,SouthAustraliaandNSWin2015.TheinterviewschedulecollecteddataonthebackgroundoftheschoolandthetypeofVETprogramsoffered,themotivationforprovidingappliedlearningprograms,theresourcesinvolvedandtheperceivedchallengestotheorganisationandmanagementofpartnershipsrelatingtoVETprovision.Theinterviewstypicallytookbetween50and60minutesandwereconductedinmeetingroomswithintheschools.

Thestudyconducted30 focus groupmeetingsinNewSouthWales,VictoriaandSouthAustraliawith134 students.Thefocusgroupmeetingstypicallytookbetween50and60minutesandwereconductedinmeetingroomswithintheschools.

Wealsointerviewedeight partners whocooperatedwithschools,includingaprivateVETprovider,ateacherfromaprivateRTO,twoyouthworkers,andfouremployers.

2.3. QUALITATIVE DATA ANALYSIS

Qualitativeanalysisoffocusgroupandinterviewswasundertakenforthisreportandjudgedaccordingtothesixthemesdevelopedintheformofa‘thinkingframework’(seeAppendixA).Eachfocusgroupandinterviewfollowedthesamethematicpatternfocusingonthefollowingthemes:

• Background/Context(e.schoolcatchmentareaorstudents’learningprogram)

• The purpose of applied learning and the partnerships(focusingonrationaleandchoice)

• What is Involved(resourcing,fees,administrationrequirements,typesofpartnerships,time-tabling)

• Expected Outcomes (objectivesandeffectivenessofpartnerships,support,students’careerpathways)

• Reality(complexitiesofday-to-daymanagementofappliedlearningandcooperationwithpartners,difficultieswithprogramdeliveryorparticipation)

• Limitations and Improvements(prosandconsofpartnering,plansandstrategiesforimprovingoutcomes,resourcinglimitations,costs,statusofVETatschool,challengesforstudents).

3. MAPPING THE PARTNERSHIPS

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MAPPING THE PARTNERSHIPS

Wecombinedthesurveyandinterviewresponsestomapoutandcategorisethepartnershipsformedbyschoolswithexternalpartners.Thesedataprovidedanswerstofourmainquestions:

1. Whoarethetypicalpartners?

2. Whatistheroleofthesepartners?

3. Whattypesofappliedlearningprogramsareofferedandwhy?

4. Whataretheresourcesneededtosupporttheseprogramsandpartnerships?

Themainfeaturesorfindingsrelatedtothesequestionsarehighlightedinthefollowingseparatetextboxes.

3.1. WHO ARE THE PARTNERS?

Thelargenumbersofresponsesinoursurveyineverycategoryofpartnership(asshowninFigure2)makeitevidentthatschoolsformpartnershipswithalargevarietyoforganisations,whichrangefromothereducationandtrainingproviders,tocommunitygroups,tobusinessesandassociations.Thisisconfirmedbyourinterviewswithschoolleaders,wherethemajorityofrespondentsemphasisedthatschoolshadtomanagealargenumberandvarioustypesofpartners,includingpartnershipbrokers(themostpopularinNSW),localbusinessofferingworkplacements,externalproviderslikeTAFEs,andothernon-educationalandcommunityinstitutions.

Schoolsformpartnershipswitha largevarietyoforganisations,rangingfromothereducationandtrainingproviders,governmentorganisations,andcommunitygroups,tobusinesses andassociations.

Figure 2 Types and number of ‘partner organisations’ – all responses.


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Itisimportanttonotethatoverhalfoftherespondents(54%)didnothaveanypartnersrepresentingnot-for-profitorganisations(suchastheBrotherhoodofStLaurence).ItseemsthatschoolleadershipdidnotrecogniseWorkPlacementCoordinationprovidersasfittingthecategoryofnot-for-profitorganisations,asalmostallschoolsinNSWworkwiththeseproviderswhichareNGOs.ThreequartersofrespondentsdidnothaveanypartnersfromIndustrySkillsCouncils.Almost70%didnotformanyrelationshipswithanyprofessionalassociationsofemployers,suchastheAustralianChamberofCommerce&IndustryorAustralianIndustryGroup.

Oneoftheschoolprincipalsexplained:

There’squiteavariationinthepartnershiparrangementsthatareneeded.SomecomeunderourTradeTrainingCentreauspices,somedon’t.Sothere’sdifferentconsortiumplayersinandamongstthosedifferentpartnerships.

Almost70%ofrespondentsdidnotformanyrelationshipswithanyprofessionalassociationsofemployers

Figure 3 Types and number of ‘partner organisations’ – responses to the category ‘ten or more’ in VIC, SA and NSW

ThelargestnumberofpartnershipsformedwithPrivateRTOswasin SouthAustralia.

ThereweresomeState-to-Statedifferencesinthenumbersofpartnerships.Inthecategory‘tenormore’,businesswasdominantinNSWandVictoria.ButitisclearthatinVictoriaandSouthAustralia(seeFigure3)therewasabroaderrangeofpartnersengagedinthiscategorywith‘localcommunityorganisation’and‘otherschools’at15%,whileinNSWabout7%ofrespondentscooperatedwithmorethantenlocalcommunityorganisationsanda‘none’responsewasgiventothe‘otherschools’category(seeFigure3).

Thethreemajorpartnersidentifiedbyschoolleadersintermsofnumbersinvolvedweretechnicalprogramproviders,includingTAFEsandprivateRTOsaswellasbusinesspartners.Figure4illustratesthenumberofTAFEpartnersmostcommonlyinvolvedwitheachschool.Verysimilarfiguresoccurinthesurveyrelatingtothecategory‘privateRTO’

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Itappearsthatthemosttypicalpartnershiparrangement(over50%ofresponses)wasforjustone,two,orthreeTAFEstobeinvolvedwithoneschool.TAFEsusuallyhadapurchasingarrangementfordeliveryawayfromtheschoolsite(53%ofresponses)whileprivateRTOshadequalnumbers(bothabout30%ofresponses)ofapurchasingarrangementandanauspicingarrangement.Figure5showsthenumberofbusinesspartnersinvolvedwithschools.Theimportanceallocatedtothecategoryofbusinesspartnersisevidentinthedata.Almostoneinthreerespondentsclaimedthattheyhadtenormorepartnersrepresentingbusinesscurrentlyinvolvedwiththeirschool.Partnershipswithbusinesscomprisethelargestcategoryforschoolsoverall,withthelargestnumbersofrespondentsreportingthattheyhadtenormorepartnersofthiskindandmanymorereportingthattheyhadbetweenoneandninepartnerswhichwerebusinesses.Infact,otherthanprivateandpublicVETproviders,whichareheavilyinvolvedintheactualdeliveryofthetrainingitself(includingvocationalcoursesandqualifications),businessseemedtobethemostimportanttypeofpartnernominatedbytheschoolsinthestudy.

Figure 4 Types and number of ‘partner organisations’ – all responses to the category ‘TAFE’

Partnershipswithbusinesscomprisethelargestcategoryforschoolspartnersoverall

Overathirdofthebusinesspartnerswereinvolvedtoprovideaccesstoworkplacelearningandalmostaquarterprovidedopportunitiesforstudentstolearnincommunity-orientedprojectsthatalignedwiththeschool’sobjectives.However,thedataalsoshowsthatalmostathirdofallrespondentsdidnotformanypartnershipswithbusiness.ThesearemainlyschoolsfrommetropolitanMelbourneandSydney.


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Figure 5 Types and number of ‘partner organisations’ – all responses to the category ‘business’

Question18ofthesurveyaskedrespondentstoselectsignificantfactorsinfluencingtheformationofpartneringarrangements.Alargenumberoffactorswereidentifiedasverysignificant.Accesstoawiderrangeofcurriculumcomponents(68%),specificexpertise(67%)andcosteffectiveness(66%)werethethreefactorsmostoftenselected.

3.2. WHAT IS THE ROLE OF THESE PARTNERS?Itisalsoevidentfromtheresearchdatathatpartnershiparrangementshadbeenestablishedfordifferentpurposesandinavarietyofcontexts.Morespecifically,theschoolsthatparticipatedintheresearchstudyhadestablishedpartnershipsthatserveaverydiverserangeofstudentsreflectingdifferencesinlocation,socio-economicstatus(SES),thenumberofindigenousstudentsanddifferentschoolsectors.Allthesefactorshaveinfluencedtherationaleandshapeofthepartnershiparrangements.

Ouranalysisoftheresearchdatasuggeststhattherearefourprincipalmotivationsintheformationofpartnershiparrangementsintheseniorsecondaryyearsofschooling.Thesemotivationsoverlapandvaryinimportanceinthedifferentschools,butallareevidentinoneformoranotherinthemajorityoftheschoolsthatparticipatedinthisresearchproject,irrespectiveofthejurisdictionorschoolsector.

Thesefourtypesofrationalesarelistedbelow.

Rationale Type 1: Delivering VET Programs TheneedforpartnershipstosupportthedeliveryofVETprogramsthroughtheprovisionoftechnicalexpertiseandinfrastructure.ThesepartnershipsincludeexternaleducationproviderssuchasTAFEs,privatetrainingprovidersandWorkPlacementcoordinationproviders.

Rationale Type 2: Providing Structured Work-Placements Theneedforpartnershipstosupporttheprovisionofstructuredworkplacelearningandworkexperiencethroughtheestablishmentofcollaborativerelationshipswithlocalindustries.

Rationale Type 3: Taking a Whole of Community Approach TheneedforpartnershipswithlocalcommunityorganisationstosupporttheimprovementofpersonaldevelopmentskillsrelatedtothedeliveryoftheVETprogram.ThesepartnershipsincludelocalgovernmentprovidersorlargecommunityorganisationssuchastheRedCross.

Rationale Type 4: Ensuring Access and Equity Theneedforpartnershipstosupportequityinitiativesfordisadvantagedstudentsordisengagedstudents(suchasmentoringandsupportprojects,usuallywithsportingclubsandnon-governmentalorganisationssuchasMissionAustralia,BeaconFoundationortheCentreforMulticulturalYouth).

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Thefollowingsectionexploreseachoftheserationalesandtheensuingpartnershiptypes.Itprovidesadescriptionofthesediversemotivationsandpractices,asexperiencednotonlybyschoolrepresentatives(principals,VETcoordinators,teachersetc.)butalsostudentsandpartners.Thebenefitsreportedbytheseresearchparticipantsarealsoidentifiedanddiscussed.

RATIONALE TYPE 1: DELIVERING VET PROGRAMSGenerally,allschoolsofferingvocationalstudiesofanytypeformpartnershipstodeliverVETprogramsandthesepartnershipsarethemostcommon.Thesepartnershipsplayanimportantroleinprovidingtechnicalskills,technicalexpertiseandinfrastructureenablingstudentstoachievebettereducationalandtransitionoutcomes.Schoolspartnerwithtechnicaleducationproviders,suchasTAFEinstitutesandprivatetrainingprovidersinordertodelivertheappliedlearningorvocationaleducationprograms.Asmightbeexpected,itistypicallypublic(TAFE)andprivatetrainingprovidersthatarethemostcommontypesofpartnerforschoolswithVETprograms.EvenschoolsthatwereembeddedindesignatedTradeTrainingCentresnotedthatexternalprovidersofvocationaleducationwerestillrequiredinsomecircumstances.Oneoftheschoolprincipalsexplained:

It’savery,verylargesourcingoforganisationsprovidingthetrainingsoatanyonetimeIthinkwe’redealingwithupto12to15RTOsfortheclassesandthenalltheonesfortheschool-basedapprenticeshipsontopofthat.

Wheretherewasonlyoneexternalprovider,thelocalTAFEinstituteswereconsistentlyfoundtobetheonlyexternalprovider,becauseoftheirofferings,infrastructureandlocation:

Ourmajorexternalonewherethekidsgoto,orit’sprobablytheonlyonereally,isSouthWestTAFE.Studentsgooffsiteforthatandusuallythestuffthattheydotherearethingsthatneedeithertheexpertiseortheinfrastructuretosupportit.Likeinbuildingandconstruction,plumbingandelectricsandhairdressingandthingslikethat.

ThelocalTAFEisourkeypartnerthere.IguessyoucouldcallitapartnershipwiththelocalTAFE,becausethey’requiteimportanttous.

Weonlyreallyhaveonepartnerintermsofdelivery,whichisourlocalTAFE.Wearesolucky,wehavewonderfulrelationswiththemandwedonottendtohavealotofproblemsordifficulties,becauseTAFEis500muptheroad.Thekidswalk.That’swhyweofferalotofcourses.

TypicallytheTAFEinstituteswereusedforexternaldelivery:

WehavetouseTAFEbecausethere’snootherproviderhere.Soifwedon’thaveinstructorstodeliveronsite,itreallygoestoTAFE.We’reonaclusterarrangementhere,whichmeansalltheschoolshaveafewstudents.So,theirviabilityactuallyreliesonalltheotherschoolsparticipating,whichisalwaysgoingtobean issueforus.

Someschoolshadamixofdifferentproviders:

Someofthosewe’reRTOfor;somewe’renot.Sothere’squiteavariationinthepartnershiparrangementsthatareneeded.SomecomeunderourTradeTrainingCentreauspice,somedon’t.Sothere’sdifferentconsortiumofplayersinandamongstthosedifferentpartnerships.

That’soneofthebenefitsofbeinganRTOandhavingcontrolofourowndelivery.Butwedohavesomeexternaldelivery.Weoffer22differentVETs.Andprobablyabout5ofthosewouldbeoff-siteandtherestofthemaredeliveredon-site.

Manyschoolswithlargestudentcohortsdeliveredprogramson-siteasRTOsandsomeusedprivateRTOsforthedeliveryofcourseson-site.Thisrequiredschoolstosecurespace,infrastructure,equipmentandspecialisedteachingstaff.MostoftheTradeTrainingCentreswithinschoolsweresharedwithotherproviders,whichaddedanotherlayerofcomplexity:

TheVETprovisionisincrediblycomplexgiventhesharedfacilitiesandthetradetrainingcentreconsortiumandotherschoolsactuallyusingthatfacility,sothat’sreally,reallytightlyputtogether.

AtthemomentanyoneworkingintheVETarea,especiallyifthey’reinaleadschoolforatradetrainingcentre,hasgotanenormousjobontheirhands.It’sverydifficultworkkeepingallofthemixinplay.Verydifficultwork.


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Researchparticipantssuggestedthatschoolsbuilttheircapacitytorespondtothediverserangeofstudentandcommunityneedsandexpectationsbyaccessingthevariousservicesandcoursesavailablethroughotherproviders.Thisincreasedschools’deliverycapacity,andinturnenabledthemtoincreasestudentengagementandretentionthroughtheprovisionofabroadercurriculumofferings.Thekeyfeaturesofthiscurriculumofferingincludedstudents’accesstoabroaderrangeofVETandappliedlearningprogramsaswellastheirperceivedaccesstofuturetrainingandeducationpathwayoptions.

TheresearchdataindicatesthatstudentsinsecondaryschoolsacrossVictoria,SouthAustraliaandNewSouthWaleshadover80differentprogramstochoosefrom,rangingfromfurnituremakingtofinancialservices.Schoolswantedto“givetheguysoptionsforwhattakestheirfancy”(VETcoordinatorfromVictoria).Consequently,theroleoftheschool-providerpartnershipwouldbetodeliverthecoursescorrespondingwithstudents’choices.

Theavailabilityofarangeofprovidersorcourseoptionsclearlyinfluencedstudents’choicesandfutureeducationaloptions.Somestudentsemphasisedthattheircourseorsubjectchoiceprovidedafoundationfor“moreflexiblefutureoptions”anddidnot“lockthemin”asingularVETpathway:

IactuallydidprimaryindustriesbecauseI actuallythinkitwillhelpmeinthefuture thatIactuallywant.

I’mdoingCertificateIIIinagricultureandI’m notgoingtofollowthatfieldbutitwillhelpon aresumeforgettingintosomethinglikeVetScienceatuni.Itcontributestothat…

Theresearchdatasuggeststhatstudentsalsorecognisedthevalueoflearningwithdifferentprovidersandthecapacityfortheseprogramstokeepthemineducationlonger.StudentsindicatedthattheychosetheVETcoursebecauseitwasthebestoptionavailabletothemanditenabledthemtocaterfortheirinterests,suchasworkingwithchildrenoranimals,orinconstructionorhospitality.Severalstudentsexplainedtheirchoices:

Iprobablywould’vedroppedoutinYear10becauseIstartedVCALinYear10.That’stheonlyreasonIstayedatschool:tostayinthatclass.

Iwakeupeverymorningandjustbelike‘IfeelIcan’twaittocometoschoolbecauseIknowmyclassisgoingtobegood.’

Studentsconsideredtheappliedlearningpathwaytobeappropriateforthembecauseitprovidedabetterapproachtolearning.Inthewordsofonestudent,“(F)oralotofpeopleit’sthebestwaytolearn”.Itisconsideredtobeaneasierwaytostudy.

Theschoolworkwe’redoingiseasy.It’snotascomplexorconfusingasothersubjects,likescience.

SoIfoundthatthiswouldbeeasiertocopewiththat’seasierforme,Isuppose.Iunderstandit.

It’seasierbecauseit’swhatwewanttolearn.

Reported benefits:PartnershipsforVETprovisionhelptoincreasestudentengagementandretention

Reported benefits:Studentsthoughttheappliedlearningpathwayprovidedabetterapproachtolearning

RATIONALE TYPE 1: REPORTED BENEFITSAnanalysisofinterviewdatawithallresearchparticipantssuggeststhatthesepartnershipsforVETprovisionareimportantastheyenableschoolstoachievetheireducationaloutcomes,inparticularbyincreasingstudentengagementandretentioninthesenioryearsofschooling.

Appliedlearningwasseentoprovideabetterbalancebetweentheoreticalandpracticallearning,byenablingstudentstoseeandexperiencethepracticalapplicationoftheoreticalthinking.Theyalsopreferredtheexternallearningenvironment:

Whentheytreatyouasadults,youhavegottogrowupquicker.Otherwiseyouwon’twork.

TeachersatTAFEspeaktoyounotasastudentbutasaworker.

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SchoolsareawarethatindustryexposureisanimportantobjectiveofVETprograms,butfacedchallengesinorganisingwork-placements

RATIONALE TYPE 2: PROVIDING STRUCTURED WORK-PLACEMENTSMostschoolsinthestudyhadalsoestablishedpartnershipswithlocalbusinessestoprovidetheirstudentswithstructuredworkplacelearningopportunities.Structuredworkplacelearningison-the-jobtrainingduringschoolenrolmentwhereastudentisexpectedtomasterasetofskillsorcompetenciesthatmayleadtoanindustryspecificVETqualificationoraseniorsecondaryqualification(e.g.VCAL)thatisrecognisedthroughoutAustralia.

Theresearchdataindicatesthatlocalbusinesseswerethelargestnon-educationalpartnertobeinvolvedwithschools.Themajorityofindustrypartnerswereinvolvedaswork-placementprovidersforthecompulsorystructuredwork-placements.Oneoftheschoolprincipalsexplained:

Theotherbigoneisreallywithemployersinordertobeabletofindtheplacementsthatweneed.That’salmostaneverexpandingpoolIthinkbecausethere’ssignificantneedforplacementsandtheyhappeninallsortsofinterestingways.Sometimesit’sstudentsidentifyingtheirown;sometimesit’sushavingapool.

Themajorityofschoolscreatedthedatabasesofcurrentemployeesordealtwiththeirindustrybrokers.Someschoolsestablishedindustryboardsorindustrycoordinators:

OurIndustryConsultantwho’sbeenhereforalongtimeandIgooutonceatermandvisittheemployers.Mychallengeistogetsomeofthis

informationinsomedatathatwedon’tcurrentlyhavetobecollectedthroughdifferentmeans,butheisaconnectiontolotsofpeoplewithintheareaandknowsit,sothat’sasortofapartnershipthathehelpsussustain.

Onlyoneoftheinterviewedschoolshadestablishedaformalindustryboardattheschool;itincludedschoolstaffandthelocalindustryrepresentatives.Theboardassistedtheschoolwithplanninganddesigningvocationalcoursesandtraining.

Aformalindustryboardwhichturnedouttobethegreatest‘God-send’IthinkfortheCollegeintermsofstrengtheningthefuture(…)it’sgreattohavetheindustrytotestthatagainsttogetfeedbackfrom.

Itseemsthathavingbusinesspartnersorganisedinaformalisedwayenablesgreaterengagementintocurriculumandcoursedevelopment,butalsoprovidesmoreindustryexposureforyoungpeoplethroughmeetings,talksandpresentations.Ontheotherhand,theindustryalsobenefitsbyhavingaccesstoapoolofpotentialemployees.However,theformalinvolvementoflocalbusinesseswithintheschoolstructureswasanexception,asthemajorityofschoolsreliedonprivatecontactsofparentsandstudents.

Image from CSIRO


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Insum,itisclearfromtheresearchdatathattheschoolleadersunderstoodthatvocationalprogramsarecloselylinkedtoemploymentandpost-schoolingVETpathwaysandthatprovidingthesestudentswithindustryexposurewithintheVETpathwayoftheirchoiceshouldbeanimportantobjective.

Nevertheless,schoolsacknowledgedthatpartnershipswithemployersrequiredconstantattention:

You’vegottokeepyouremployersonboard.Thattakesalotofwork.You’vegottobesocarefulwiththem.You’vegottonurturethem.Ifyouhavetoomanykidsdroppingin,droppingout,theemployer’sgoing“I’dreallyliketosupportyoubutI’mnotthereatthemoment”.Soyou’vereallygottobuildthatwork-readinessupintheprogramandsteadilyputitoutthereforanindependentsortofinteractionbythestudent.

Anotherschoolrepresentativeadded:

There’salotofwearinessfromemployersfromtakingoncountlessnumbersofweeksbecauseanemployee,ahospitalityemployermighthaveuptofourorfiveplacementsthroughtheyearandthenthatrollsoneveryyear…

RATIONALE TYPE 2: REPORTED BENEFITSTheresearchshowsthatstructuredwork-placementsenabledstudentsto“getaheadstart”,getatastefordifferentindustries,anddeveloppersonally.Employerswereconsideredbyresearchparticipantstobeanimportantassetfortheschools,supportingthedevelopmentofavarietyofskillsandtheattainmentofemploymentoutcomes.

Reported benefits:Structuredwork-placementsenabledstudentsto“getaheadstart”,getatastefordifferentindustries,anddeveloppersonally.

Almostallschoolstaffagreedthatthestudentsenjoyedgoingonwork-placements.Thefocusgroupswithstudentsalsorevealedahighlypositivepictureoftheirexperiences.Thestudentsundertooktheirwork-placementsinaverydiverserangeofindustries:musicstudios,trades,earlylearningcentres,manufacturing,cafes,pharmacies,accountingfirms,libraries,farmsandbuildingsites.Themajorityofstudentsenjoyedtheirplacementsandsomereceivedjoboffersaftercompletingtheirplacements.

Studentsenjoyedgoingonwork-placementsandmostofthemhadahighlypositiveexperience.

Studentshaverecognisedawiderangeofbenefitsresultingfromtheirwork-placementsincludingthechancetodevelopavarietyofskills:

Wedoworkacrossallenvironments,weworkoutside,inside,domestic,wedosomecommercialworkandwedosolaranddata[…]whichisaveryexcitingthingbecauseI’mgettingawiderangeofexperienceacrossallfieldswhichwillhelpmedevelopmycareerandbecomequalified,whichiscool.

IdoitwithaCarpenterbuthedoesmorethanjustframing,hedoesmorelikeamaintenancethingsohedoesabroadamountofthingslikeroofing,plumbing,thatsortofstuff,whichisgood.SoI’vehadavarietyoftasksthatI’vedone,soit’sgoodI’mgettingalotofexperienceinalotofthings.

Itseemsthatsuchwork-placementswerenotonlyprovidingstudentswitha‘taste’ofindustrybuttheyalsobroadenedtheirexperiencesbeyondthoseevidentin‘trainingpackages’.2

Throughwork-placementsorschool-basedapprenticeshipprograms,studentsexploredjoboptionsinparticularoccupations.Theyvaluedtheopportunitytolearnnewskillsanddevelopknowledgeaboutworkplaces.Furthermore,somestudentsconsideredavocationalpathwaytobesuperiortothegeneralcurriculumpathwaybecauseit:encouragesthemtoworkoutwhattheywanttodoaftertheyleaveschool;enablesthemtobeemployedfulltimewhentheyleaveschool,providingthemwithincome;andprovidesthemwithworkexperienceandqualifications.

So,we’releaving(school)…furtherahead…withmoreexperience.

Weleavewiththequalification.Ifthey[VCEstudents]failovertherethey’vegotnothing…

They’reabouttoleaveschoolandtheydon’tknowwhatworkforceisgoingtobelike![referringtostudentsinthegeneralcurriculumpathway]

Studentsalsoexplainedthatworkingintheadultenvironment“madeyougrowupalotquicker”,asyouneedto“behavelikeanadultwhentheytreatyoulikeanadult”.

2 TrainingPackagesareoccupationalskillsstandardsagainstwhichtrainingdeliveryandassessmentofcompetencyisdeliveredforaspecificcourse.

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Somestudentsconsideredavocationalpathwaytobesuperiortothegeneralcurriculumpathway;theyfeltittobe“furtherahead”

AVETcoordinatoremphasisedtheimportancenotonlyofgainingexperienceindifferentworkplacesthrough‘taster’programsbutalsoofunderstandingthat“therulesaredifferent…expectationofdressisdifferent,expectationofsocialnormsandmannersaredifferent”.

Oneoftheschoolprincipalsexplainedtheimportanceof‘tasting’theworkingenvironment:

Tofindoutwhatit’sreallylikeintheworkforceandwhatitmeanstogetupeverydayanddothethingsthatyou’vegottodoandfindout‘isthisthecareerthatIwant?’…there’salotofdifferentfacetstothetradesthatthekidsdon’tnecessarilyunderstand.

Anotheraddedthatworkplacelearningenabledstudentstolearnaboutthevaluesdifferentworkplacesrepresented:

Someworkplaceswant[toknow]whattheireconomicgoalsarewhicharefinebusinessgoalsasopposedtowhat’sgoodforhumanbeings.Someofourbestworkplaceshavegotacommonsetofvalueswhichactuallyareabletoextract,whenwedothestudies,extractthebestoutofpeople…youmightcopabloodygreatmechanicthatunderstandsabitaboutcaringforpeoplebutthereareotherpeoplethatare[not].

Theaccesstosuchdiverseexperienceswithasupportiveschoolenvironmentwasseenasapositiveoutcomeforstudents.Somestudentsreportedthattheywere“betteroff”thanuniversitygraduates:

Peoplecangothroughfouryearsofuni,gettwoweeksintotheirjobandthenrealisetheydon’tlikeitandthenthere’sallthatmoneyandyearswastedbecausetheyhaven’thadexperienceinthefield.

Theindustryrepresentativesinterviewedforthepurposeofthisstudyappreciatedtheirowninputintotheprofessionalandpersonaldevelopmentofthoseyoungpeople:

Youcanmouldthem…those16yearsoldtheyarenotfixedyetonwhattheywant,whattheylike…youcanhelpthemformingtheir‘professionalself’.Wehelpthenmouldtheir‘professionalself’.Theyareyoungsoit’sbeneficial,astheyaremoreopenonlearningfromindustry.

Confidenceisthebenefit.YoulookatthosekidswhentheystartwithalltheheadsdownandlookatthemattheendofYear12,fullofconfidence,theyareallsetup.Allmatured.Theyknowtheirownvalue.

ABuildingandConstructionteachergaveanexampleofhowthework-placementprovedtobeapositiveexperienceforstudents:

Iwentoutandvisitedallmystudents[onwork-placements].It’samazinghowmanyofmyreallybadstudentsdoreallywellonworkplacement.Infact,oneofmyworststudentsisaYear12.Thebosswasactuallygoingtoofferhimajob.Hedisplayedsuchagoodattitudeonthejob.It’sjustthedifferencebetweensomewhocanprobablyapplythemselvesinarealworldsituationbutwhenthey’reinaschoolsituation,can’tseethevalueinitandcan’tbebothered.

Studentsalsofeltmoreconfidentfollowingeachindustryexposure:

Youfeelmoreconfidentaswell;sothemoreyoudoit,themoreconfidentyou’regonnaget.Sayeachplacement,itjustgetsawholeloteasier.


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RATIONALE TYPE 3: TAKING A WHOLE COMMUNITY APPROACHManyschoolleadersemphasisedtheimportanceoftheinvolvementoflocalcommunityorganisationsinschools,particularlywithintheVCALprogram,wherepersonaldevelopmentskillsareadvancedthroughcommunityprojects.Asthekeygoalofmanyofthesepartnershipsisthedevelopmentof“wellroundedyoungpeople”,“lifelonglearners”,and“communitycitizens”andpartnershipswiththelocalcommunity,thesepartnershipswereseenaseffectiveinengagingyoungpeopleinsocialissues.

There’salotofworkdonewiththecommunityandsometimesthat’salittlebitdependentontherelationshipsthatpeoplehavewithcommunitygroups.So,forexample,oneofourVCALteachersusedtoheadupStudentCouncilandsotheconnectionsthatshehashadwiththecommunityviatheStudentCouncilConnectionactually,shetranslatedthatintotheclassroomwork.Sometimesalotofpeoplearenowcontactingheraswellbecausethere’sthatrelationshipthat’sbeenformed.TheRedCrossisprobablyabitofapartnershipthere...we’vedonealotoffundraisingandsoonwiththeRedCross.They’vebeendoingsomework,withTimorLeste,whichsomeofthekidshavespokenabout,sothere’sconnectionsthere.

Reported benefits:Partnershipswithlocalcommunityhelpedtodevelop“wellroundedyoungpeople”,“lifelonglearners”and“communitycitizens”

Reported benefits:Partnershipswiththelocalcommunityhelpedtoincreasestudents’self-esteemandsenseofbelonging;strengthenedcommunicationskillsandaspirations.

Oneoftheexamplesofacommunitypartnershipgivenwasinorganisingalocalsurffestival:

Thisisanexemplarinvocationaleducationandcommunitypartnerships.Ithasbeeninpartnershipforthelasteightyears.Over120studentsareinvolvedeveryyear.Studentsareinvolvedineveryaspectoftheeventfromthecatering,multimediaandmarketingteams,judgingarea,photography,buildingthecompoundandadministration.Studentinvolvementincludeshospitality,media,photography,constructionandsoon…Hospitality–KitchenOperationsstudentsplan,prepareandcookallmealsforthefestival’sorganisationalcrewandthecorporatesponsorsthroughoutthe14daysoftheevent.Hospitality–FoodandBeveragestudentssetupforcateringfunctions,meetandgreetofficials,providetableservice,delivermealstoofficialsandjudgesandcommunicatewiththeKitchenOperationsstudentsonmealallocationsanddelivery.In2013oneofourstudentswasinvitedonthestrengthofhisperformancestoworkdirectlywithFuelTV.Thisinvolvedhiminliveinterviewsstreamedtoover2millionviewers.

RATIONALE TYPE 3: REPORTED BENEFITSTheresearchdatasuggeststwokeybenefits:students’personaldevelopmentandstudents’engagementwithschool.

Researchparticipantsidentifiedanumberofpersonaldevelopmentbenefitsincluding:students’increasedself-esteemandsenseofbelonging;strengthenedcommunicationskills;andthebuildingofstudents’aspirations.Thesepersonalandsocialskillsareanimportantelementinincreasingyoungpeople’ssuccessfultransitionsfromschooltoworkor furtherstudy.

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StudentsdescribedtheirinvolvementwiththelocalcommunityasoneofthepositiveoutcomesofbeinginvolvedwiththeVictorianCertificateofAppliedLearning.OneofthestudentswhowasaskedabouttheadvantagesofdoingVETinschoolsexplained:

WithVCALwecanjustgetoutanddostuff,socialisemore.Wearealsoreallyinvolvedwiththecommunity.WegoovertotheAgedCareCentreacrosstheroad.We’veputonlunchesandgoneoverthereandtalkedtothemfortheday.

Throughtheirinvolvementindifferentcommunityprojects,studentshadanopportunitytohelptheelderlyinagedcare,thehomeless,andpeoplelivinginremoteaboriginalcommunities:

WewenttoMelbourneandhelpedoutwiththehomelesspeopleinMelbourne.Yeah.It’sthrough St.Vinnies.

Weorganizedacamp,whichisoutsideofBourkeontheQueenslandNewSouthWalesborder.Well,it’saremoteAboriginalcommunityandwegoupthereandworkwithaCatholicprimaryschoolthatdoesn’thavealotlikewehavehere.

Ourclassprojectatthemoment,we’reraisingmoneytosendstuffoverinshippingcontainerstosendtoTimorLesteforunderprivilegedclassesandstuff;insteadofjustwritingaboutit,sowe’vebeenoutdoingevents,fundraisersandstufftotryandgetmoneytofundeverything.Wejustrecentlywentandboughtawholeheapofstufftoshipover.

Researchparticipantsconsideredtheintegrationofsuchactivitiesintheschoolprogramincreasedstudents’understandingofculturalvaluesandsocialdiversityanddeepenedtheirknowledgeofcommunityissuesandsolutions.

Reported benefits:“Handson”programsareseentoleadtostrongerengagementwithschool

Themoreactive‘handson’programsareseentoleadtostrongerengagementwithschool,especiallywhenthecommunitypartnershipsresultininnovativeandcreativeendeavours.OneoftheCatholicschoolsinNSWdevelopedastrongpartnershipwithGoogleandaknownmarineactivistbypartneringontacklinglocalenvironmentissues.Aspartoftheproject,studentshadtobuildanunderwaterrobot,aroboticmachinethatwouldbeoperatedfromtheinsideofthebiosphere.Therobotoperationsweretobebroadcastvia‘Googleclassroom’acrosstheworld.Theschoolprincipalsawmanybenefitsforstudents:

Sowe’vegotamodelherethat’sinnovativeenoughwherewe’vegotthemworkingonprojectsthataresodifferentandinteresting thatitmakesthemwanttogobackandlearn allthebasicskillssotheycanbeengagedin thebigproject.

Thispartnershipwasperceivedassuccessfulbecauseitengagedstudentswiththemetalengineeringindustry;ittranslatedtheprogressionfrombasicskillsknowledgetoinnovation,andprovidedstudentswithotherimportantskills,suchasnetworkingandvideoconferencing.

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RATIONALE TYPE 4: ENSURING ACCESS AND EQUITYSchoolsserveaverydiverserangeofstudentsdependingontheirlocation,SEScatchmentarea,numberofindigenousstudents,andschoolsector.Theschoolslocatedinhighlydisadvantagedcommunitieswithlargeenrolmentsofstudentsfromlow-SES,refugeeorindigenousbackgroundsemphasisedtheimportanceofpartnershipsthathelpedreducedisadvantageandwhichwereunderpinnedbyspecificvalues:

Sothere’salotinmentoringthatshouldbedonethroughAppliedLearning…there’sadifferentsetofcodesthatyoucanrelatetoandthosecodeshelpthatyoungpersondefinethemselvesinawaythatintheschoolsettingtheycouldn’tbecausetheycouldn’tcrackthecode.

Whenyougotoworkplacesyou’vegotpeoplesoyou’vegottotakescaffoldsoffforsocialresilience,forsomekidsyou’vegottogotoaworkplacewhereyou’vegotakindmanthat’sgoingtoreallymentorthem.

Reported benefits:PartnershipsforVETandappliedprogramshelpedamelioratetheeffectsofdisadvantage

OneoftheVETcoordinatorsinterviewedforthisstudyemphasisedtheimportanceofVETintermsofaddressingandminimisingthedisadvantagethestudentsbringwiththem:

WepushtowardsVETandpartnerships tosolvetheproblemsofourkidsoflow socio-economicstatus.

Insomecases,someindustrypartnersassumedtheroleofamentor:

WelltheygottheManagerfromTargetupandshe’stakenonthreeKoorikids,shedoesn’tjudgethem,shenursesthem,shescaffoldsthem,sheunderstandsabitaboutthem,she’scomefrompovertyherself,shegetsthebestoutofthem,shecelebratestheirsuccess,she’sabeautyandshe’saManagerofTarget.Sothat’swhatwe’vegottoreallyembraceIreckon,thatinstitutionsandorganisationshavegottohavesomesortofvalueandsenseofaltruisticpurpose.

Anotherschoolwithabout50indigenousstudentspartneredwiththelocalindustrybroker,whowassuccessfulingettingadditionalfundingfortheplacementprogramforindigenouskids.Theschoolleadershipemphasizedthatbuildinglinksbetweencurriculumandstudentwelfarewaspartoftheir“obligationtoengageandbuildresiliencesotheseyoungpeoplecanbeprovidedwithbroaderperspectives.”

Schoolsrespondedtotheneedsoftheirmostdisadvantagedstudentsbyhelpingthemtodevelopessentialskillsthroughtheprovisionofeducationalopportunitiesmadeavailablethroughawidevarietyofcollaborativepartnerships.

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Alotofthesekidsgetexposedtoillegalactivity.Someliveonthestreet.Theschoolistheironlyplaceofsecurityandwarmthandnurturing.Onthebrightersideitgivesyouamassivepotentialtodothemostmarvellousprogramswiththekidsandthecommunity.Thepotentialisenormous.

Oneschoollocatedinaseverelylowsocio-economicstatusareaintroducedanearlyVETcommencementoption,toenableyoungerstudents,whowereunlikelytoenrolinVET(14-15yearsofage)toaccessvocationallearning:

Theearlieryougetthemunderstandingthesystemofworkthebetterforthesekids.We haveatransitionadvisor,somethingthatotherschoolsdonothave,andwehaveanengagementofficertomakesurethatitworksforeverysinglekidregardless.

Oneoftheschoolprincipalsalsoaddedthataccessandequitypartnershipsenabletheschool“tounderstandourstudentsandwhatsupportsareoutthere”.Varioussportingclubswereengagedwithschools“todevelopourrefugeestudents,particularlyourindependentminorsandindependentrefugeestobuildtheirconnectionswithintheschoolandoutsidetheschool”(SchoolPrincipalfromVictoria).Mentoringprogramsweredevelopedincooperationwithsportingclubstotrainstudentsandconnectthemtotheirlocalculture:

Forkidswhodon’thaveparents,whomaynothaveanyfamilyinAustralia,they’vegotalinkoutsideofschoolbecausetypicallyourrefugeekidscometoschoolbecausethisisaplacewheretheybelong…

Reported benefits: Collaborativepartnershipslinkedcurriculumandwelfareandhelpedbuildresilience

RATIONALE TYPE 4: REPORTED BENEFITSTheresearchdatasuggestthatthroughpartnerships,schoolsareabletodevelopstrongnetworkswithcommunityorganisationstosupportequityinitiativesfordisadvantagedstudentsordisengagedstudents.

Forexample,someschoolsengagedyouthworkerswhoworkedacrossagenciestobroadentheresourcebasefortheireducationaldelivery.OneoftheschoolsinSouthAustraliaorganisedschooltripswithyouthworkers,includingvisitsinAboriginalcommunitiesandrainforestwalks.Thestudentsstayedinyouthhostelstohaveaccesstodifferentexperiences:

…tomeetotherpeopleofdifferentnationalitieswhichtheyfoundreallyinterestingandthegirlsgottocooktogetherandworkinabigkitchenandjusthavepeoplearoundthem,IjustfeltthattheygotmorebenefitandmorelifeskillsfromthatthanstayinginaCabinorstayinginaHotel.

Somestudentsreflectedonhowtheprogramaffectedtheirsocialskills:

It’sgivenmealotmoresocialskillsandabletobemoreopenwiththepublicandstuff.Beabletotalkinsteadofjust(sitting)quietlyawayinthecorner.IthinkwhenIfirstcamehereIwasthatshythatIcouldn’tspeaktoanyonebutwiththeactivitiesthattheydidduringtheyear,ithasbroughtoutsomeofthatconfidence.Icanbearound...Icangoinsideaclassandbemyselfinsteadofbeingthatshylittlegirlinthecorner.

Ifoundtheprogramishelpingmetogainmoreconfidence.LikeIusedtonevertalktoanyonebut...IusedtosticktothepeopleIknowbutnowbecauseoftheVCALprogram,it’shelpedmegainmoreconfidencetotalktoothers.

Researchparticipantsconsideredthesepartnershipsasimportantbecausetheybuildschools’capacitytodevelopcriticalrelationshipsbetweenstudents,theirfamiliesandlocalcommunityorganisationsthatarenecessaryforpersonal,academicandvocationaldevelopment.Indeed,theseexamplesareconsistentwiththeideaof‘linkingsocialcapital’(WorldBank2000)whereverticaltiesarebuiltbetweenthedisadvantagedinthecommunityandthosewithinfluence.Theseareimportantlinksastheystrengthensocialcapitalandmaybeleveragedto getabetterjoborbetteropportunities.Image from Flickr


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3.2.1 SCHOOL CONTEXTS

Asshownabove,therewasalargevarietyofpartnersinvolvedinschools,butthepartnershipsplayeddifferentrolesdependingontheschoolcontextandapproachtoappliedlearning.

Figure6illustratesthemaintrendsinthetake-upofeachprogramtypeacrossthethreejurisdictions.Atschoolswhereasmallnumberofstudentswereenrolledinappliedlearning/VETprograms,amixofdifferentoptionswasofferedforsmallgroupsofstudentsinallcategoriesofprograms.InrelationtoVET,acleartrendisshown,withVETbeingdominantwherelargenumberofstudentswereinvolved,withover70%ofrespondentsfromthecategory‘morethan50’selectingVETasthemostpopularoption.TheoppositetrendisvisibleforFLO,whichdecreaseswiththelargergroupsofstudentpopulationatschool.

Fromtheinterviewswithschools,weseethatschoolsserveaverydiverserangeofstudentsdependingontheirlocation,SEScatchmentarea,numberofindigenousstudents,andschoolsector.

Ireckonthatthosekidsyouinterviewedyesterday70%areinasemi-povertytopovertysortofarea.Soyouhaven’tgotmanyfamiliestherethatwouldownahouse,havebeeninregularjobs,likedon’tpaytheirfees.

Weessentiallytakeanybody.Soatthefirstlevelweenrolanybody;wedon’tsay‘no,you’renotwelcomehere’.It’spartofourresponsibilityandwe’requiteproudofthefactthatwetrytocaterforandaccommodateallstudents.

Oneoftheschoolprincipalsexplainedthattherewasanincreasingnumberofappliedlearnersinthegovernmentsystemasaresultof‘residualisation’(thegovernmentschoolingsectoristheresidualsectorthattakesstudentswhoarenotenrollinginindependentandCatholicschools,see:Lamb(2007))andanincreaseinthecompulsoryschoolage:

Ithinkwithinoursector,there’ssomeresidualisationgoingon...ingovernmentschools...inthelastprobably3-5yearsalotmoremiddleclassfamiliesaremakingadecisiontosendtheirkidsintotheindependentandCatholicsector...andthenalliedwiththatwe’vehadachangeintheleavingageforkids.Thosecoupleofthingshaveresulted,Ireckon,inachangeofourclienteleandprobablymorekidsthatarewellsuitedtotheVCALprogramratherthanthe VCEprogram.

Theneedsofthestudentswithspecialneedsandfromdisadvantagedbackgroundsalsoimpactedonschools’philosophyandresources:

Wellwe’vegotafairlyhighrefugeepopulationandwithinthatgroupwealsohaveanumberofstudentswhoarerefugeeminorsorrefugeeswhowererefugeeminorswhoarenowindependent,sotheydon’thaveanyextendednetworksbeyondtheschool.WealsohaveKooristudentshere,atthemomentwe’vegotaboutseventeenandtheyhavequitedistinctneedsthatareoftendifferentfromtherestofthepopulation.

Partnerships’objectivescorrespondedwiththelevelofdisadvantage,numberofrefugeeorindigenousstudents andlocation

Figure 6 Students involved in applied learning/VET/FLO – all responses

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“Employabilityskills”suchasworkinginateam,problemsolvingandcommunicationwereconsideredtobeatopbenefitforstudentsofVETandappliedlearningprograms

Theruralorregionallocationalsoinfluencedthecontextofeducationalprovision:

Veryrural,somajorityofstudentsarebussedinfromruralkindofareas.It’sabigcatchmentarea.Between950and1,000enrolment-itwas fundedunderthelowsocio-economicstatus[fundingprogram].

TounderstandtherationaleandphilosophyoftheVETofferedintheschools,thesurveyalsoaskedrespondentstoidentifythetypeofstudentbenefittingthemostfromtheseprograms. Thethreetypeswiththehighestlevelofbenefitwere:(1)studentsseekingpathwaystoemploymentuponleavingschool;(2)studentsseekingtrainingpathwaysthroughaTAFEorVETprovideruponleavingschool;and(3)studentsseekinganapprenticeship(seeFigure7above).Itisclearfromtheseresponsesthattheschoolleadersunderstoodthatvocationalprogramsarecloselylinkedtoemploymentandthepost-schoolingVETpathwayandthatprovidingstudentswithindustryexposurewithintheVETpathwayoftheirchoiceshouldbeanimportantobjective.

AscanbeseeninFigure8,thehighestbenefitsresultingfrominvolvementinappliedlearning/VET/flexiblelearningoptionsprogramswere‘employabilityskills’suchasworkinginateam,problemsolvingandcommunication,withover80%ofrespondentsselectingthisbenefit.

Responsesindicating‘increasedconfidence’(over70%ofresponses)and‘improvedunderstandingofcareerpathways’(69%),‘increasedlikelihoodofcompletingYear12’(67%)and‘increasedengagementinlearning’(66%)ratedhighly.

Figure 7 Groups of students benefitting from applied learning/VET/FLO – all responses in category ‘high degree of benefit’


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Figure 8 Extent to which students experience a high degree of benefit from participation in applied learning/VET/FLO – all responses

Figure 9 Ten most popular programs –all responses (N)

Thesebenefitswerearesultofinvolvementinpracticalandhands-onactivities(85%),flexibleapproachtolearning(81%)andtheopportunitytolearninworkplaceandcommunitysettings(79%).Thesethreeaspectswereidentifiedbythemajorityofrespondentsansweringquestion13ofthesurvey:Whataspectsoftheappliedlearning/VET/flexiblelearningdoyouthinkfacilitatethemostbenefitforstudents’learningandengagement?

3.3. WHAT PROGRAMS ARE OFFERED AND WHY?

TheresponsesfromschoolsindicatedthataverybroadrangeofVETandappliedlearningprogramswereoffered,withover80differentprogramsbeingnamedbytherespondents,includingplumbing,publicsafety,justice,andcabinet-making.Figure9showsthetenmostpopularcoursesoffered,withHospitality,BuildingandConstructionandEngineeringbeingamongthemostpopularinallthreejurisdictions.

AverybroadrangeofVETandappliedlearningprogramswereoffered,withover 80differentprogramsnamedbytherespondents.

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Fromtheoptionalqualitativeanswers(N=205) givenregardingthequestionontheselectionandnumberofVETprogramsoffered,manyresponsesweresimilarinsuggestingthattheirobjectivewas toprovide“anyVETiScoursethatstudentswouldliketoattendatanyTAFE”andthattheir“offervariedfromyeartoyear,basedonstudentneed orinterest”.

OneoftheVETcoordinatorsinterviewedforthisprojectexplainedthatstudentsandparentswereimportantininfluencingtheschool’sofferings:

Thestudentsnowareprettysavvy.Theywantthebestpackageforthemselves…themajorplayersarethestudents.Theywantvariety.Theywanttoexperiencewhatisonoffer,becausetheirmatesatotherschoolsareexperiencingthat…parentsthesedaysareshoppingaround.

Somequalificationswerethoughttobemoredesirable,forexamplehospitality:

It’salsodrivenbystudentinterestandstudentemploymentintheareas.Sofrommyunderstandingofwhystudentschoosehospitality,it’snotanareatheywanttogointobuttheywantaCertificateIIbecausewhentheygotounitheydon’twanttojustbeworkingatColesorWoolworths,theywanttoworkinarestaurant,itseesthemaroundthecountry,theycantakeitwiththem.Theytravelwiththecertificateandit’salsorecognisable,apparentlyI’vebeentold,intheUK.

Students’choicesweredrivingtheofferingsbutcompetitionbetweentheschoolsforstudentswasanotherfactor:

AlotofschoolsintheregionareofferinglotsofVETcertificates.Soasapathway,ifwe’renotkeepingupwiththerestoftheschools,we’redisadvantagingourstudents.Someofourstudentsmighthaveleftthecollegebecausethey’velookedaroundandthought,“Thiscollege,fiveminutesfrommyhomeisofferingthesecertificates,thiscollegeisnot”.

VETofferingsaredrivenmostlyby studentdemand

Manystudentssawthemselvesasa“hands-onperson”anddidnotseethegeneralacademicpathwayasbeingsuitableforthem.

Ananalysisofthefocusgroupinterviewdatahasidentifiedseveralfactorsinfluencingstudents’choiceofappliedlearningorVETpathway.Manystudentsexpressedconcernsaboutthedemandsofthegeneraleducationpathway.Theworkwasconsideredtobetoohard,asitwasoverlytheoretical,textbookfocusedandpaperbased.

‘CauseIthinkthepressuresoftheotherschoolweretoomuchandthisisjustabetteroption.Yougetmoreexperiencefromit.

Probably‘causeit’smoreevenwithpracticalandtheory.It’snotalltheorybasedwhichmakesitreallystressful.Whenthere’sevenbalance,Ireckonit’seasier,becauseit’snotallfocusedononething.

Furthermore,studentsconsideredthatassessment,whichfocusesonexaminations,assignmentsandessaywriting,wasabarriertotheirparticipationintheacademiccurriculum.Theyreportedthattheheavyworkloadandhomeworkrequirementmadeitdifficultforthemtoworkpart-timeandtohavealifeoutsideoftheschool.

IchosethisbecauseIneverreallyenjoyedstudyingasmuch.IneverusedtobereallygoodatschoolbeforeVCAL,soIfoundthatthiswouldbeeasierformetocopewith.

Adominantthemeemergingfromstudents’responseswasthebenefitsoftheappliedapproachtolearning.Studentsconsideredtheappliedlearningpathwaytobeappropriateforthembecauseitprovidedabetterapproachtolearning.Manystudentsalsosawthemselvesas“ahands-onperson”.

Thestudents’perceptionofthemselvesaslearnersalsoinfluencedtheirdecisiontoselectappliedlearningsubjects.Someofthestudentssuggestedthatastheywere“badlearners”and“notgoodatschool”,theywouldnotpursuetheuniversitypathway.

WellI’veneverbeenlikethetypetositdownanddoessaysandallthat,soIsortofknewfromthestart.I’vealwaysbeenahands-onperson,Ilikebeingoutside,social,soIjustthoughtVCALwastherightopportunity.


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Consequently,withoutalternatives,thegoalforsomeofthesestudentswasto“getout”orleaveschoolandfindwork.

Studentsindicatedthattheychosetheappliedlearningpathwaybecauseitwasthebestoptionavailabletothem.Thereareindicationsthatstudentsmadethedecisiontodoappliedlearningasearlyasyear7.Theappliedlearningpathwayallowsthemtopursuelearningthatisrelevanttotheirinterestsandtolifeandliving.Studentssuggestedthattheappliedlearningpathwayenabledthemtoapplytheirlearningintheireverydaylife,forexampleinprovidingemployabilityskills.

Thepositiveresponsetotheappliedlearningapproachwascapturedwellbyonestudent’sobservationthat“guidedlearning”wassuperiorto“justbeingtaught”.Somestudentssuggestedthattheyshouldhaveaccesstoappliedlearningcourses,includinganincreasednumberofworkplacements,atanearlierstage.

Students’acknowledgementofthestrengthsofthepedagogyunderpinningappliedlearningreflectsthesuccessoftheuseofappliedlearningapproachesasastudentengagementstrategy.Thisstrategyprovidesstudentswhoareunabletoidentifywiththegeneralschoolcurriculum,withanalternativewaytolearnthroughexperiential,hands-on,activelearningandwork-basedlearningapproaches.However,students’responsessupportthecasemadebyBlakeetal(2007)forre-conceptualisinglearninginsecondaryeducationtoincorporateabroaderdiversityofapproachestolearning.

Afinalissuetoemergerelatedtothewaysinwhichprogramofferingswereselected,bothbyschoolsandbystudents.Tobegin,itwasnotedthatthechoiceofprogramswasoftenheavilydependentonwhatwasavailablelocally,bothintermsofprogramchoiceandemployeroptions:

InthecontextofAustralia...thereisahuge,vastlandandtheaccesstovocationaleducationprogramsissometimeslimited,especiallywhenyou’refarawayfromTAFEsandyoudon’thavethatsamechoice….

Theothercontingencyisthatweneedtonegotiatewithalltheschoolsintheareabecausethereisalimitationofemployerstoprovideacceptableworkplacement….

3.4. VET PROVISION AND RESOURCES

ThesurveyaskedseveralquestionsabouttheprocesseswithintheschoolsregardingtheprovisionofappliedlearningandVETprograms.Question10askedtowhatextenttheprocessofaccessingtheseprogramswasunderstood,andthemajorityofschools(86%)agreedthatitwas‘verywell’or‘mostly’understood(seeFigure10).

Figure 10 Extent to which the process of accessing applied learning/VET/FLO understood – all responses

Over100respondentsalsoaddedadditionalcommentsontheunderstandingoftheseprogramsintheirschools.Somecommentswereverypositive:

Theorganisationhasagoodunderstanding ofVET.WehavefantasticsupportfromtheExecutiveandRTOcoordinator.Generalstaff haveagoodunderstandingofthebenefitsof VETformanystudents.

TheCollegeRTOisverysupportiveandwellinformedandholdsregularmeetingswitheachschoolinthediocese.InformationiswelldistributedthroughtheschoolatInformationEveningsandthroughtargetedstudentcounselling–one-on-onesessionswithparentspresent.However,duetothecostofTVETprograms–wedonotadvertisethesecourses/programswidely.SBATprogramsareadvertisedthroughYears8,9,10,11andusetheresourcesavailablethroughStateTrainingServicesandtheweb.

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Somerespondentscommentedonmorenegativeexperiences:

VEToptionsareviewedbymanystaffandparentsassomewheretohidethedummies.Seenasthepoorsisterofgoingdirectlytouni.

MostknowtheATARpath,buthavelimitedinformationconcerningotherpathways.

Aspecialistcounsellordealswiththeseprograms.Generally,staffhavealimitedknowledgeaboutoptions.

Thesurveyalsoenquiredabouttheskillssetsrequiredofteacherstoimplementpartnershipseffectively.Figure11showsthethreeattributeswhichassistedteacherswithpartnershipsandwhichwereregardedashighlysignificantbythemajorityofrespondents:capacityofteacherstouseappliedlearningtorespondtoindividuallearningneeds;abroaderconceptionoflearning;andcapacitiesinnetworkingandcommunitypartnerships.

Threetopattributeswhichassistedteachersinpartnerships:(1) capacitytouseappliedlearning

torespondtoindividualneeds(2) abroaderunderstanding

of‘learning’(3) networkingwithcommunity

Figure 11 Highly significant attributes needed to implement partnerships effectively – all responses

Question20ofthesurveyaskedtherespondentstoindicatetowhatextentsomeorganisations/networksplayedaninitiatingroleinestablishingpartnerships.Thebiggestplayerininitiatingpartnershipswasschoolsthemselves,withalmost65%ofschoolrepresentativesclaimingthattheirschool’sownnetworkingplayedthemostsignificantrole.

Themotivatedteacher(champion)aswellasschool’sownnetworkingplayedahighlysignificantroleininitiatingandmaintainingpartnerships


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Thesurveyalsoaskedabouttheroleofselectednetworksorpeopleinmaintainingthepartnerships(Figure12).Thethreetopanswersagainpointedtoschools’ownresourcesinmaintainingthesepartnerships.Overhalfoftherespondentssaidthatamotivatedteacherintheschool(champion)aswellastheschool’sownnetworkingplayedahighlysignificantrole.Theroleofaschoolchampionwasasignificantfactorforsustainedsuccessintheschoolswevisited.ThisisconsistentwiththevisionofHedleyBeareinhiswork–Howweenvisageschoolinginthe21stCentury(2006).Hebelievedthataninnovativeschoolwasabletocreateanetworkofrelationshipsthroughasignificantroleof“thePrimeMover”.

Themajorityofrespondentspointedoutthatprofessionalassociationsofemployers,IndustrySkillsCouncilsandtheAppliedLearningTeacherAssociationhadnoroleininitiatingandmaintainingpartnerships.

Whenasked(Figure13)aboutthebarrierstotheeffectiveimplementationofpartnerships,almostthree-quartersofrespondentsagreedthatlimitedfinancialresourcesandlimitedhumanresourceswerethetwomostsignificantfactors.

Additionally,overhalfoftherespondentsaddedthatteacherswereoverloaded.

Thegreatestbarriersforeffectiveimplementationofpartnershipsare:limitedfinancialresources,limitedhumanresources,andteachers beingoverloaded.

Figure 12 Highly significant attributes needed to maintain partnerships – all responses

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Over75%ofrespondentswouldliketofurtherexpandtheirapplied/VETprogramsinthefuture.

Itisclearfromtheseresponsesthatschoolshavealeadingroleinformingandupholdingthepartnerships,buttheyfeelthemselvestobeunderhugefinancialandmanagementpressure.Someselectedcommentsprovidedbytheschoolrespondentsconfirmthat:

Theeverincreasingpaperworkandyearlyauditsmakeitconsiderablydifficultforteacherstoformthesepartnerships/relationships.Weareallocatedverylittlefundingandcannotaffordthetimetomaketheseconnections.

VETinschoolsisoutofcontrolwiththepaperworkwhichisexpectedtobecompletedbyateacher.ComparingittoanHSCsubject-VETisridiculous.

Timeconstraints,teachingstaffbeliefthat learningtakesplaceintheclassroom,thereforearereluctanttoreleasestudentswhenopportunitiesoutsideschoolarisethroughpartnerships,e.g.try-a-tradedays,workskills,workexperience,workplacement.

Ifindthebiggestbarrieristheassessmentandreportingofcompetencies.Theformsofassessmentandtriangulationofassessmentin aneducationalsettingrestrictthetimeofstaff. ThecostofTVETcoursesisabarrier.VeryexpensiveforCatholicschools.

Overthreequartersofrespondentswouldliketofurtherexpandtheirapplied/VETprogramsinthefuture.Someselectedcommentsfromthesurveyincluded:

WewouldliketooffermoreVETcoursesatourschool.Weneedtobothfindappropriateteacherstotrainandcontinuetospendmoneyonappropriatefacilities.

WouldliketooffermoresubjectsatschoolthroughmoreRTOsthathaveindustryconnections;wouldliketoexpandonmorecommunitypartnershipsthataremoreconnectedtoindustriesthatintereststudents.

Moreprogramsforstudentsatriskofdisengagementatyears9-10.

VEToptionsarestilllimited,mostlythesametraditionalonesasalwaysandcurrentlytheofferingsarediminishingduetoSkillsforAll;noteverystudentwantstoparticipateinthisscheme,iftheydon’ttherearenotmanyoptionsforthemthatarecosteffectivealternatives.

Figure 13 Highly significant barriers to effective implementation of partnerships – all responses


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3.5. QUALITY OF VET PROVISION

Somestudentsexpressedconcernsregardingthequalityofvocationalprogramsdeliveredbyexternalpartners.Arangeoffactorswasmentionedaffectingthequalityoftheirlearningexperiences,forexample,thequalityofteaching:

We’rere-learningeverythingthatwealreadylearntlastyearbecausetheteacherdidn’tkeeptrackofwhatwelearnt.Sowe’renotlearninganythingnew.We’rejustre-learning…

Theydon’tseemtogiveyouenoughworkontheactualcourse.Itseemsliketheydon’tknowwhatthey’redoing.

TAFEhasbeenabitofamixedbag.

Someschoolrepresentativesidentifiedseveralkeyconcerns(suchasthefrequentstaffturnover,theunpredictabilityoffundingandcommunicationbetweenpartners)ashindrancestotheeffectivenessofVETdelivery.

Mybiggestproblem[is]withtheexternalproviders,Ican’tkeeptrackofwhatthestudentsarelearninguntiltheendoftheyear.Ithinkqualityhasbeenverypoor.

ManyschoolssuggestedthatVETdeliverywasexpensiveandthequalitydependedonfundinglevels:

It’sdefinitelymoreresourceintensiveandIthinkit’sthatthequalityhasbeensacrificedbytakingthefundingoutofthatbecausetodoitwellyouactuallydoneedtohavesmallerclasssizes,youneedtodeveloptherelationshipsmuchmoreinaVCALclassthanyoudoinaVCEclass.

Nevertheless,oneoftheRTOrepresentativesexplainedthatthereweresomehighqualityTradeTrainingCentresatschoolswhich,combinedwithspecialisedteachingstaff,providedrealpracticalqualityskills:

Theintegrityoftheprogramandtherealoutcomesthatareachievableandthentakentoanemployerandsaying,“ThisiswhatIhaveproduced”-theseemployersarelookingatitandsaying,“wow”.Infactitwillpushthemtothefrontofthequeue,andthatiswhatwewant,wewanttobeabletoofferindustryqualitypersonnelcomingthrough.

Employersalsocommentedthatthroughhavingcloserlinkswithschoolstheywereabletomonitortheleveloftrainingdeliveredatschoolandensurethatqualitycontinuedonthework-placement:

Wecanmonitortheirtrainingthroughwork-placementsandchecktheirquality.Weknowwhatthey’velearntwhentheycomefromthisschool,whilewhenthosewhofinishanursingdegreeatunitheyhavenoideaaboutindustryandhowtodispensemedication.

3.6. HOW VET AND APPLIED LEARNING PROGRAMS FIT IN SCHOOLS

Therewereseveralcommentsmadeduringtheinterviewswithschoolleadersrelatedtothedominanceoftraditionalschoolstructuresandthe“fit”oftheVETprogramswithinthesestructures.OneoftheschoolprincipalsfromNSWexplained:

Ithinkthat’soneofthebiggestchallengesthatthere’sbeenalackofrecognitionofhowthisimpactsonaschoolstructureandtheynolongerapplyandthat’stheproblem.AndsowhatyouhaveisteacherswhoareinvolvedinVETandaschoolhastotryandswellstructurestomeettheneedswithouttheactualstructureschanging.There’sfourVETteachers,theyareservingtwomasters.It’stheBoardofStudiesinNewSouthWales,it’stheBoardofStudiesintermsofHSCrequirementsandallofthosesortsofthings,aswellasASQAandwhatit’srequiring.

Therewasasuggestionthatschoolsneedtore-structuretoaccommodatetheVETprovisionforittobeeffective.Thelargeadministrativerole,timetablingissuesandbudgetaryconsequenceswereamongthechallengesremaining.Someschoolswerestilltryingtocomprehendhowthetwo‘systems’co-existed.

Schoolsareverystructuredplaces,very,verystructured.I’mtalkingaboutalltheVET,abouthowtherigidstructureintheschooldoesn’treallyworkwithit.

Similarly,theplaceofalternativeprogramswithin theschoolsinSouthAustraliahasalsobeena talkingpoint:

…alternativeprogramsoftenlackstructureandIthinkoftenit’sbecauseyouthink‘wellitdidn’tworkwellwiththestructurewithintheschoolsothereforeyoucan’thaveatwo-structuredprogram’,whereasinactualfacthavingthatstructureisreallyimportantbecauseifyou don’thaveitthenthedisengagementhappensmorereadily.

Nevertheless,itseemsthatthemajorityofschoolshavemovedVETandappliedlearningprogramsfromthemarginstobecomeakeycomponentofmoderncomprehensiveseniorsecondaryeducation.However,ithasrequiredanincreasednumberofhumanandfinancialresources.

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3.7. LEADERSHIP

Throughoutthestagesofthisresearch,severalimportantpointsweremadeabouteducationalleadershipasitpertainedtotheprovisionofVET,appliedandflexiblelearningatnational,state-wideandschoollevels.

National leadership

Firsttherewerecommentsreferringtothesectoringeneralatnationalandstate-widelevels–issuesthatextendbeyondtheschoollevel.Highamongsttheseweretopicsreceivingnationalmediaattention,especiallyconcernsaboutthedeleteriouseffectsofprogressivederegulationintheVETsector,notablytheintroductionof‘contestability’(fieldnotes,14June2013;9October2014;25November2015).Contestabilitywasintendedtoopenthetrainingmarkettoprivateinvestmenttoincreaseavailableprovidersandraisecoursequalityandcreatepricingcompetition.Asaresult,over5000RegisteredTrainingOrganisations(RTOs)nowoperateacrossthenation(Hetherington&Rust2013).

RTOsarereportedtobe“providersofquality-assuredandnationallyrecognisedtrainingandqualifications”bytheAustralianSkillsQualityAuthority(ASQA),butintervieweessuggestedtheirqualityvariesconsiderably.Addingtoconcernsweremediareportshighlightingdisreputablepracticesoccurringacrossthesector,includinginsolventtradingandenrolmentpracticesthatpreyonvulnerablestudentsthroughmisleadingclaimsandenticinginducements.Therewereconcernsthatsome‘for-profit’RTOswerenotreliableandmaynotbelong-termplayersinthemarket.Furthermore,employersareexpressingalossoffaithinthequalityofAustralia’strainingqualificationsduetotheinstabilityofproviders,thevaryingqualityoftrainingcourses,andgraduates’lackofskillproficiencyandwork-readiness(seeforexample,Hetherington&Rust2013;TheSenateEducationandEmploymentReferencesCommittee2014;Trounson2013).

Anunintendedconsequenceofderegulationhasbeenmassivefunding‘blowouts’astheVETmarketwasunleashedtomarketforces(Hetherington&Rust2013).ThishasresultedindrasticannualfundingreductionsthathavebeenbornlargelybythepublicTAFEsector.TheimpactonTAFEshasbeensignificant,withinstitutionalclosures,coursecutbacksandreductionsinstaffingnumbers–withregionalandruralTAFEsbeingthemostseverelyaffected.Researchrespondentswereconcernedaboutthecorollaryimpactonservicesavailabletoschools.Further,mediareportsthatquestionthesector’sreputationforqualityandreliability,similarlyproducesproblemsforVET,appliedandflexiblelearningprovisionsinschools.

Intervieweesbelievedthatnationalresponseswererequired,includingastablesystemofhumancapitalinvestmentinVETandappliedandflexiblelearningforschools.Sentimentsincludedtheneedformoretraineesforasustainablesupplyofvocationalskills,withaspecialinjectionoffundingrequiredforareasofcurrentskillsshortages.Further,thestrongviewwasthatVETfundingneedstobecommittedforthelongerterm.Short-termfundingisseentopresentlonger-termsocialandeconomicproblemsforthecountry,includinginsecurityandunsustainabilityforeducationauthorities,employersandstudents.

AsecondthemethatemergedconcernedtheneedfornationalVET,appliedandflexiblelearningreformsatseniorsecondarylevelandforconsistencyacrossthestates.Thereisadesireforstudentstoremainineducationortraininguntiltheymovetoemployment,sotheideaofhavingnationaltargetsforstudentparticipationwassupported,because‘whatismeasuredmatters’(fieldnotes,14June2013).Governmentprioritieswithoutcomestargetswereseentobethosemostadequatelyfunded,whileensuringaccreditedoutcomesforallstudentswasseenasanationalnecessity.TherewasstrongagreementthatclassroomVETprogramsachieveAQFCertificateIIIleveltoenablegreaterarticulationintopost-schoolpathways.

RespondentssawproblemsintheNationalCurriculum,asitcurrentlydoesnotrecogniseappliedandflexiblelearningpathways.TherewerealsocallsfornationallyagreeddefinitionsandunderstandingsinVET,appliedandflexiblelearning–currentlytherearedifferencesinhowfederalandstategovernmentsdefinea‘youngperson’,withstatedefinitionsusuallyreferringto16–19yearolds,whilethefederaldefinitionofstudents‘under18’servestolimitwherefundscanbedirected.Onefocusgroupsaidthat85%ofstudentsintheirstate’sprogramsareagedbetween16and21.

TeachertrainingandprofessionallearninginVETandappliedlearningwasseenasafurtherarearequiringurgentnationalattention.Forexample,oneschoolprincipalarguedthatongoingprofessionallearningwasessentialandurgentlyneeded,orprogramswouldbehampered:

Teachersrequireindustryexperiencetounderstandtherequirementsofvocationallearningthatisquitedifferenttotraditionalclassroomprograms…Staffalsoneedtohaveongoingtrainingandexposuretoindustrytoensuretheyareawareofindustrystandardsandchangesincontemporary[vocational]educationtechniques.(Victorianschoolprincipal)


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Lastly,therewereconcernsaboutasystemiclack ofresponsivenessduringtimesofshiftingeconomicneeds.Forexample,onefocusgroupsuggested thatduringaneconomicdownturnVET,applied andflexiblelearningfundingshouldincrease,yetoftenfundingdecreasesduringthesetimes.Otherswereconcernedthatgovernmentsarewellawareofareasofskillsshortages,butappearmorelikelytofilltheseviashort-term,457migrationemploymentschemesratherthanlongerterm,ongoinglocaltrainingschemes.

State-wide leadership

Atthestatelevel,concernsinvolvedfundingmodels,theroleofeducatorsemployedatcentral,districtorschoollevels,andlevelsofvisibilityofVET,appliedandflexiblelearningprograms.Ineachstatetherearepersonnelwithstate-wideresponsibilitiesforcurriculum,accreditationandfundingallocations,oversightforestablishingpreferredprovidersforcasemanagement,theallocationofcommunitygrantsfunding(iffundsareavailable),andthecollationofstate-wideaccreditedlearningdata.Staffinregionalordistrictroleshaveafocusonthedevelopmentofcommunitypartnershipsandprovidemoredirectsupportforschools.

IntervieweesemployedwithincentraleducationauthoritieswereconcernedaboutthestabilityofgovernmentfundingforVET,flexibleandappliedlearningprograms.Limited-termfunding,fundingcutbacksandshortfallswereseentoimpedethegoalsofraisingstudentretentionlevelsatseniorsecondarylevel,forallstudentstoacquireaccreditedoutcomes,buildingnational‘humancapital’andraisingproductivity(ProductivityCommission2012).FundingarrangementsinfluencelevelsofstaffingandothersupportforVET,appliedandflexiblelearningprogramsinschools.Whilefundingforstudentshasappliedirrespectiveofchanginggovernments,manysupportservicesarefundedforalimitedtimeonly,withaconcomitantimpactonschools.Forexample,oneinterviewrespondentsaid:

…thefundinghasn’treallychangedduetogovernmentchanges,howeverourunitfunding-themoneytofundthenetworkingandcoordinationofthestrategy-hasbeenonayear-to-yearbasisandwe’recurrentlywaitingtohearwhetherourfundingiseitherongoingorguaranteedforthreeyearsmovingahead...I’veactuallyjustcomeoffaphonecallaboutmyongoingtenureandwhattheoptionisandwhatmychoicesare.Ithasbeendifficultforeveryoneinourunitforthelastfouryears…we’velostalotofgoodstaffduetotheunknownaroundtheongoingviabilityoftheroles.

Otherssaid:

…forthepastnineyearswe’vehadFederalfundingthat’sbeenadministeredthrough(astategovernmentdepartment)…andwe’vebeenadvisedthatthatceasesattheendofthisyear.

Ithinkwe’realwaysvulnerabletofundingissues,differentpeopletakeleadershippositionsthathavedifferentbiasestowardsprograms,ideas,strategies…

…runningonthesmellofanoilyragisabsolutelythenormin[our]world.

School leadership

Intervieweesbelievedthatengagedandsupportiveschoolleadership,appropriatestudentlearningexperiencesandachievements,andqualityteachingandlearningareatthebasisofsuccessfulVET,appliedandflexiblelearningprogramsinschools.Manycommentssuggestedthatthesuccessorotherwiseofschoolprogramsdependsheavilyontheattitudeoftheincumbentschoolprincipal.Forexample,thiscommentplacesschoolprincipalsinalistof‘ingredients’forasuccessfulprogram:

…therearevarietiesoflevelsofschools’capacitytocaterforavarietyofstudentsandthatcanbedependentonmanythings…thestudentsthemselvesandwhatcommunitybrings,resourcingavailable,knowledgeofskillsand… thelocaldecisionmakingofthePrincipal.

Dependingonthesupportoftheschoolprincipal,VET,appliedandflexiblelearningoptionscanbeperceivedasanintegralcomponentoftheschool’sofferings,or“asperipheraltowhattheschooldoes”(surveycomment,August2014).Theinfluenceoftheprincipalwasseentobeparticularlynoticeablewhenschoolleadersorleadershipteamschange,showingimmediateimprovementswhenanewleadershipteamforegroundstheimportanceofmultiplepathwaystoensurethesuccessofeverystudentanddownturnswhentheydonot.Forexample,onegroupofteacherssawimmediateresultswiththeappointmentofanewlyappointedsupportiveprincipalandassistantprincipals:

Wehavejustrecentlyhadachangeintheschool’sleadership.Thenewleadershipteamhaveavisiontoworkhardertodevelopcommunitypartnersandnetworkstoimproveopportunitiesforourschoolandstudents…Asmallminoritycansometimesthinkit[VET]isforthelessacademicstudents,but[newleaders]arechangingthatview.(SouthAustralianteacher)

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Principalsareviewedasprogram“drivers”,“strongsupporters”,“alliesinourgoaltoachievethebestoutcomesforallstudents”andasvaluablein“securingpartnerships”.Programsbenefitedwhenprincipalsareactiveinprogramcommunications,promotionandvisibility,andwhentheydemonstratepersonalinterest,knowledgeandinvolvementinprograms.Successfulprogramsalsorelyondedicated,stableandcommittedstaffingtoensuresuitabletimetabling,partnershipdevelopment,programmonitoringandreporting,authenticlearningandengagement,withattentionpaidtostudentattendance,welfareandsatisfaction–withprincipalsbeingseenasinstrumentalinalltheseareas.

Theimportanceoftheroleoftheprincipalandleadershipinprovidingsupportanddirection/visionforappliedlearningprograms.

Theimportanceofdedicatedstafftoensurethatpartnershipdevelopment,welfare,monitoringandauthenticlearningetc.aremaintained.

Interviewandquestionnairedataindicatedconcernswhentherewas“littlesupport[fromleadership]tobereleasedfromclasstoliaiseandsupervise”,whentimetablingcreated“difficultiesandcoordinationtimewasnotprovided”,when“there[were]nofundsforprofessionaldevelopment”,whenschoolleadershad“littleawarenessoftheprogramanditspartnerships”andwhenprogramlogisticswereproblematic.Indicativecommentsincluded:

TimeconstraintsareoverwhelminglyaproblemforteachersofVETsubjects.Professionaldevelopmentisalsopertinent-teachersneedtobemoreinformed.(Victorianteacher)

Thereisalackoftransportandliaisontime.Teacherburnoutandtimetabling[areseriousissues].(Victorianteacher)

Therewereconcernswhenschoolleadersweremorefocusedonthetraditionalacademicprogram.WhereschoolleaderswerenotseentobeprovidingsufficientsupportforVET,appliedandflexiblelearningoptions,teacherscomplainedaboutinsufficienttimeallocation,toofewdedicatedresources,insufficientschoolknowledgeandsupport,andineffectivepoliciesorprocedurestoproperlyimplementnon-traditionallearningprovision.

Theeducationdepartmentrepresentativeswere mostconcernedabouttheinfluenceofschoolleadershipwhenfundinggoesdirectlytoschoolsinsteadofbeingadministeredcentrally.(Projectofficerssuggestedthatschoolprincipalswereoftentemptedtousefundingtobuyinmoreteachersacrosstheschoolratherthanusethemfortheirintendedpurposes).

Theeducationdepartmentrepresentativessawtheimportanceofensuringinformedandsupportiveschoolleadership.Forexample,onesaid:

IseethatmyroleistoeducatenotjusttheVETcoordinatorcareerscounsellorpathwaysperson…butalsotoeducatetheleadershipandprincipal.SowhateverwegivetheVETcoordinator,wealsotryandmakesurethatthere’sleadershipinvolvedinthatsothatthereisateamapproachtoVETintheschool;it’snotjustonepersontryingtobattletheirwaythroughandimplementprogramsthataren’tgoingtobetakenuporviewedpositively.

Theschoolprincipalsintervieweddemonstratedoverwhelmingadmirationforteachers,VET,appliedandflexiblelearningpathways,thecalibreofpartnershipsandtheoutcomesachievedforstudents.Theywereconcerned,however,withissuesconcerningprogramcosts(fundsareviewedas“alwaysinsufficient”),duty-of-careresponsibilitieswhenstudentsarelearningoff-site,transportation,timetabling,professionallearningopportunities,andfindingandretainingsuitablestaff(withhighstaffturnoverandteacher‘burnout’beingmajorproblemsinsomeschools).

4. FINDINGS - WHAT MAKES INNOVATIVE PARTNERSHIP?

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FINDINGS - WHAT MAKES INNOVATIVE PARTNERSHIP?

Thisstudyhasfocusedonthepartnershipswhichschoolsformwithemployersandotherorganisationstosupportappliedlearningprograms.Italsoexaminedtheimpactofthesepartnershipsontheworkofteachers,ontheleadershipofschoolsandontheresourcesandschoolpersonnelcapacitiesrequiredtosupportthem.Thefindingsofthisstudyhavealsocontributedtothedevelopmentofthecriteriawhichmaybeusedtocategorisethetypeandlevelofcomplexityofpartnershipssupportingappliedlearning.Weadaptedthesocialpartnerships‘principlesframework’developedbyClemans,Billet&Seddon(2005)tocorrespondwiththespecificfeaturesthatpartnershipsformedbyschoolsforthepurposeofappliedlearningprovisionpresent.Thefollowingrubrichasbeendevelopedbasedonthefocusgroupmeetingsandinterviewswithstudents,teachersandprincipalsoftheschoolsinvolvedintheInnovativePartnershipARCresearch.Therubric’spurposeistoenableschoolsfirstlytomapthestatusoftheircurrentpartnershipsfromsimpletoinnovativepartnershipandtoprovidearoadmaptoenableschoolstoadvancetheirpartnershipfromasimplepartnershiptoabestpracticeinnovativepartnership.

Table4onthenextpageshowsthecategoriesofpartnershipsdistributedonthebasisofthefollowingcriteria:rationale/goals;partners;processes;levelofcapacitybuilding;governanceandleadership;benefitsforstudentsandpartners;andassessment.Mostimportantly,wewereabletodefinewhatmakesaninnovativepartnership.Theinnovativepartnershipsarecharacterisedbylong-termcooperationbetweenanumberofpartners,lastingforanumberofyearsanddrivenbyastrongrationalewhichisre-definedandtransformedovertimetomaximisethebenefitsofthepartnership.Itissupportedbyhighlevelmanagementandschoolleadershipwithstrategy,funding,infrastructureandhumanresources.Itisformalised,andhasestablishedstructures.Suchpartnershipshavelong-termbenefitsforstudents,community,andpartners.


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Table 4 Rubric describing the criteria and types of applied learning partnerships

Criteria for partnerships for applied learning

Simple Partnership Complex Partnership Innovative Partnership

Rationale/Goals Shortterm/taskorientede.g.organisingaBBQatschool,andpartnershiplasts1to4weeks.

Partnershipchallengesthestudentsandmayextendoveraterm,semesteroraschoolyearwithaspecificshort-termgoal,e.g.organisingafundraisingcampaign.

Isanongoingpartnershiplastinganumberofyearswiththerationale/goalsbeingre-definedandtransformedovertimetomaximisethebenefitsofpartnership

Partners Doesnotinvolveanexternalpartner.Forexample,aschoolundertakesapartnershipwiththeYear7SchoolCoordinatortoorganiseaneventfortheYear7students.

Involvesanexternalpartnerandrequirescooperationoutsidetheschoolsettingwithe.g.theRedCrossor anemployer.

Involvesanumberofexternalpatternswithacommongoal.

Processes (building and maintaining partnership and trust)

Involvesonlyafewsteps orstages.

Thepartnershipinvolvesanumberofsteps/stagesthatincreaseincomplexity,includingidentifyingthepartners,establishingthepurpose,undertakingtheactivities/task,evaluation andcriticalreflection.

Partnershipinvolvesanumberofstepsofhighcomplexityrequiringplanning,establishingformalprocesses,e.g.MOU,stability,permanentrepresentation,e.g.partnersbecomemembersofaschoolboard.

Capacity building (resources)

Thepartnershipdoesnotrequireadditionalresources,ornewinfrastructure.

Partnershipinvolvesanintegratedcurriculumapproach.ForexamplelearningoutcomesfromanumberofVCALstrands/unitsareachievedinthepartnership.

Thepartnershiprequiresadditionalresources.

Supportandresources(timeratherthanmoney)allocatedbybothschoolandpartners.

Supportandresources(bothmoneyandtime)allocatedbybothschoolandpartners’seniormanagement.

Additionalexternalfundingisalsosoughttobuyadditionalequipmentanddevelopinfrastructureatschooltosupportthepartnership’sgoals.

Governance and leadership

Doesnotrequireinvolvementofschoolleadership,oranychangesinschoolgovernance

Schoolleadersareengagedandsupportive.Schoolprincipals/leadershipgroupsplayanimportantroleinsecuringandsupportingpartnerships.

Thereissomeflexibilityofschoolstructurestoaccommodatetheneedsof thepartnership.

Thereisaseparaterole(champion),withappropriatetimeandbudget,createdatschool(andpossiblywithinthepartner’sstructures)tomanageandcoordinatethepartnership.

Schoolleadersadjustschoolstructures(e.g.timetabling)toenableeffectivecollaboration.

Thereisasuccessionplaninplaceforwhenthecurrent‘champion’leaveseithertheschoolortheexternalpartnership.

Principalisactiveinallaspectsoftheprogram,e.g.communications,promotion.

APPLIED LEARNING PARTNERSHIPS RUBRIC

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Criteria for partnerships for applied learning

Simple Partnership Complex Partnership Innovative Partnership

Benefits Itisa‘reallife’practical‘handson’activitywhichbuildsonstudents’currentinterests andabilities.

Benefitsareshort-term.

Thepartnershiphastangiblebenefits(valueadded)thatcanbemeasured,forbothpartners.

Externalpartnercontributesfeedbacktothestudents.

Partnershipprovidestheopportunityforstudentstoparticipateinbothsurfacelearning(knowingwhattodotocompletethelearningoutcomes)anddeeplearning(articulatethelearningtotheirownlifeorpersonalgrowth).

Thepartnershiphastangiblebenefits(valueadded)forbothpartnersthatcanbemeasured.

Partnershipprovidestheopportunityforstudentstoparticipateinbothsurfacelearning(knowingwhattodotocompletethelearningoutcomes)anddeeplearning(articulatethelearningtotheirownlifeorpersonalgrowth).

Partnersmayplaytheroleofprofessionalmentorsthatenableskilldevelopmentand‘mould’theprofessionalandsocialidentityofstudents.

Partnershipisrecognisedinlocalnewspapers,nominationsforawardse.g.VCALAchievementAwardsorpresentationinprofessionaldevelopmentorotherschoolsvisitingthepartnership.

Assessment Avarietyofappropriateassessmentstrategiesareemployed.

Assessmentstrategiesincludepeerandself-assessment.Evaluationisanessentialaspectofallprojects.

Criticalreflectionbyallstakeholderse.g.students,teachersandexternalpartners isanimportantaspectof theprogram.

Thebriefcasestudiesbelowareafewexampleofpartnershipattheinnovativeendoftherubric.

INNOVATIVE PARTNERSHIP EXAMPLE #1

Theschoolselectedforthefirstcasestudyislocatedinanon-metropolitanregionandfocusesontheprovisionofvocationaleducationandtrainingforYear11and12students.ThisisaCatholicschoolwhichprovidesSchoolBasedApprenticeshipsandTraineeshipsandvariousVETprogramsleadingtoCertificateIIorIIIqualifications.IthasaTradeTrainingCentrespecialisinginelectro-technology,furnituremaking,metalandengineeringandhumanservices.AllstudentsarerequiredtoundertaketheWorkplaceLearningProgramof240hoursovertwoyears,whichinvolvesworkingonedayperweekthroughouttheyearandseveralblockreleasesfromschool.Theschooltimetableisdesignedaroundtheworkplacements,whichmeansthatstudentsdonotmissanyregularclassroomsubjects.

THE RATIONALE FOR CURRENT VET OFFERINGS AND INVOLVEMENT OF INDUSTRY PARTNERSSince1979,themainfocusoftheschoolhasbeentheprovisionoftechnicaleducation.Theschool’ssuccesswasdescribedbytheprincipalasderivingfromits“uniquemodel” and“distinctivespiritandethos”.Itcanbearguedthattherearetwocomponentsofthecurrentdeliverymodelwhichmakethisschooldistinctive.First,ithasaclearlydefinedpurpose-itsmainobjectiveistoprovidestudentswithanemploymentpathway.Secondly,theschoolemphasisedtheroleofastrongpartnershipwithbusinesspartnerswhichprovidestudentswithvaluableon-the-jobexperience.


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Thesenseoflocalcommunityandengagementwithlocalbusinesspartnerswasindicatedasacentralelementoftheschool’sculture:

TheschoolVETofferingsnotonlyrespondtoindividualstudentneedsandinterestsbut ensuretheprovisionofcoursesinoccupationalfieldsidentifiedbybusinessasexperiencing skillsshortages.

Itisimportanttoemphasisethatemployabilityandemploymentwerenotseenasnarrowlydefinedgoalsbutratherasmeansofbuildingmeaningfulpathwayspost-school(combiningemploymentandfurtherlearning).MoreoverthetraditionalfocusonacademicsubjectsandATARscoresexperiencedinmostsecondaryschoolswasseenaslimitingyoungpeoples’choices.

Innovationwasalsomentionedseveraltimeswhentheprincipalreflectedontheimportanceofteachingbasictechnicalskillslikewelding,sothestudentsunderstoodthatinnovationwaspossibleonlyupongettingthefundamentalknowledgeandskills.Thestudentswereencouragedtobuildtheirown3-Dprinterfromrecycledmaterials,forexample,toillustratehowabasicknowledgeofmaterialsandmetalscanleadtoinnovation.

PARTNERSTheschoollistenedandrespondedtolocalindustryneeds,andthisresultedinstrongandlong-lastingrelationshipswithlocalbusinessesrepresentingvariousindustries,thelocalparish,andotherschools.

PROCESSESApartfromawell-developedrelationshipwiththelocalcommunity,thepartnershipwithbusinesshasaverysolidfoundationthroughtheIndustryBoardwhichmeetsregularlyanddiscussesboththeindustry’sneedsandthecollege’scurriculum.

Havingbusinesspartnersorganisedinaformalset-upenablesgreaterengagementintocurriculumandcoursedevelopmentbutalsoprovidesmoreindustryexposureforyoungpeoplethroughmeetings,talksandpresentations.Ontheotherhand,theindustrybenefitsbyhavingaccesstoapoolofpotentialemployees.

Thereareregular,fortnightlymeetingswithtwoschoolsinthearea.Also,studentsareassignedintoindustry-basedlearninggroupswhicharealignedtoanindustryareathattheyareseeing astheirpotentialpartnerwithanindustry teacher-mentor.

CAPACITY BUILDINGTheschooldeliverymodelandthepartnershipsaresupportedbythelocalparish.Thepartnersprovideaccesstoinnovation,infrastructure,mentorshipandworkplacelearningopportunities.

GOVERNANCE AND LEADERSHIPIndustrypartnershaveadjustedtheirstructurestoenablemoreefficientcollaborationwiththeschoolbycreatingnewpositionswithintheirHRdepartmenttomanagetheirpartnershipwithaschool.Thisdedicatedpersonisresponsiblefordealingwithallbureaucracyofpartnership,contractsandobligationstoallpartners.

Industrypartnersalsovolunteertoworkwiththeteachersandstudentsinnon-compulsoryactivities,outsideofschoolhours.

School’stimetableisorganisedaroundwork-placements,sostudentsdonotmissclasses.

Theschoolleadersalsoemphasisedtheroleofachampioninbringingthevisionoftechnicaleducationtotheregion.Inthecaseofthisschool,itwastheparishpriestwhohadpresidedovertheareasincethe1970s.HehasbeeninfluentialintermsofsettingupCatholictechnicaleducationandprovidingfundingandanopenenrolmentpolicytoallyoungpeople,withupto40%ofthestudentsenrolledcomingfromnon-Catholicbackgrounds.

BENEFITSTheexampleofasuccessfulpartnershipestablishedbytheschoolisdubbed:“amadscientistexperiment”.Thispartnershipistheschool’sanswertothecollapsingmanufacturingindustryinAustralia.Itsobjectivewastopresentthemetalengineeringindustryasinnovative,differentandinteresting.Theschoolwasapproachedbyascientistworking,amongothers,forNationalGeographic,tocollaborateonbuildinganunderwaterbiospherewhichwouldbeinstalledinDarlingHarbourinSydney.Aspartoftheproject,studentshavehadtobuildanunderwaterrobot,aroboticmachinethatwouldbeoperatedfromtheinsideofthebiospherewhichwouldbebroadcastvia‘Googleclassroom’acrosstheworld.TheprocessrequiredstudentstocollaboratewithGoogleviavideo-conferencing,requiringthemtolearnnewskills.

Theindustrypartnerssawproductivityandworkforcevalueresultingfromthepartnership.

Highcompletionrates,industry‘tasting’,innovationandconfidenceofstudentswerealsoreportedasthemainbenefits.

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Thisschoolislocatedinadisadvantagedmetropolitanlocation.Itischaracterisedbyaveryspecificstudentpopulation,drawnmainlyfrompublichousing:43percentofstudentscomefromPacificIslands,38percentareAboriginal,and70percentarefromasingleparentfamily.Theschooloffersawidecurriculum,butenrolmentinVETiscompulsory.

THE RATIONALE FOR CURRENT VET OFFERINGS AND INVOLVEMENT OF INDUSTRY PARTNERSTheVETpathwaywasperceivedasawayofreducingsocio-economicdisadvantagethroughengagement.ProvidingcompulsoryVETwasseenassupportingengagementthroughappliedlearning,whichledtoemploymentoutcomespost-school.Reducingsocio-economicdisadvantagethroughparticipationinVETwasanimportantpartoftheschool’sphilosophy,ensuringthatindustrypartnershadanunderstandingoftheschools’clienteleandprovidedasafeandrespectfulenvironment.

Providingthestudentswithavarietyofskillsthroughclosepartnershipswithtrainingprovidersandindustryisseenasthewayofprovidingthemostdisadvantagedwithopportunitiestheywouldnototherwiseget.

PARTNERSTheschoolhassetupcooperationwithover 300partnersandorganisesannualdinners,cateredbythestudents,whichbringallthepartnerstogether.

PROCESSESTheschoolhasintroducedanearlycommencementoptionsothatyoungerstudentsnotnormallyallowedtoenrolinVET(14-15yearsofage)canbeengagedintheworldofworkthroughVET.

CAPACITY BUILDINGWhenaskedabouttheexpectationsoftheschoolregardingthepartners,theVETcoordinatorexplainedthat“providingasecureenvironmentandmaintainingvaluesandrespect”werethemostimportantelements.

TAFEaspartnerhelpedestablish‘discreetcourses’whichare14-weekpreparationprogramsrunpriortostartingtheVETcourse,whichenablesstudentsto‘taste’therequirementsofTAFE.

Someofthebusinesspartnersprovidein-kindsupport.Forexample,theschoolbusandacarwerefundedbytwoprivatecompaniesastransportisverylimitedintheareaandmanystudentswerenotabletotraveltoTAFEforclasses.

Theschoolhasalsoinvestedinatradetrainingcentreformetalengineeringandhospitality.

GOVERNANCE AND LEADERSHIPTheresourcestosupportthepositionofVETcoordinatorwerementionedascrucial.TheVETcoordinatorwasinstrumentalinsettinguptheTradeTrainingCentre,preparingthetimetablingforthewholeschoolsothatitwasmostefficientfortheTVETstudents.

BENEFITSTheschoolgaveseveralexamplesofsuccessfulpartnershipswhichprovidedsafeenvironmentsandvaluableworkplacelearningopportunitiesfortheirstudents.Forexample,theschoolhadestablishedaverycloserelationshipwithalargeinternationalLawandPRcompanywhichwasareliablepartnerintermsofworkplacetrainingforapprentices.Twoofthestudentswereofferedpositionsintheoverseasbranchesofthecompanyaftercompletionoftheirstudies.AsimilarexamplewasprovidedofaconstructionandengineeringcompanysendingitsgraduatestoHongKongtocontinuetheirapprenticeships.ItalsopartneredwithlocalTAFEanduniversity.

IthasbeenconsistentlyrecognisedforitseffortswithVETprovision.Students,teachersandtheVETcoordinatorhavebeennominatedfor,orhavereceived,stateorregionalawards.


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Thisisametropolitansecondaryschoolwithover800VETenrolments.Over40%ofthestudentshavealanguagebackgroundotherthanEnglish.Theyincludeanumberofrefugeestudentswhodonothaveasocialnetworkbeyondtheschool.ItisaSportsAcademywhichcatersforarange ofsports,includingrugby,basketball,soccer andAFL.

THE RATIONALE FOR CURRENT VET OFFERINGS AND INVOLVEMENT OF INDUSTRY PARTNERSTheschoolfocusesonincreasingliteracyandnumeracylevels,andalsothewellbeingofthestudents.Providingasenseofbelongingandconnectingtothelocalcommunityhasunderpinnedallthepartnershipsformed.

Sportisusedasatooltoengagethechildrenattheschool,andbuildconnectionswiththelocalcommunity.

PARTNERSOveraquarterofthestudentshavebeenenrolledinSportandRecreationcourses,andappropriatelyamajorityofthepartnersrepresentsportingclubsorstatesportingassociations,includingtheMelbourneStormrugbyclubandtheDandenongStingrays.TheSportAcademyisalsosupportedbythelocalgovernment,andanumberoflocalsportsclubs.

Theschoolalsopartnerswithnot-for-profitorganisationstogetfundingandmentoringsupport.

PROCESSESTheSportsAcademyisastructuredgroupwithseveraltiers,whichincludesmallgrassrootsclubsatthebottomtierandthetopsportingclubsatthehigherlevel.Thetoptierpartnersprovideexpertise,mentorship,coachingandfacilities.IttookoverayeartoestablishtheAcademy,withformalsupportfromthelocalgovernmentandthedepartmentofeducation.

CAPACITY BUILDINGTheschoolpartnerswithnot-for-profitorganisationstogetfundingandmentoringsupport.Theelitesportsclubsprovideresources,personneland“theabilitytobeabletomarketourschoolthroughthoseelitesports”.centreformetalengineeringandhospitality.

GOVERNANCE AND LEADERSHIPTheschoolstaffareoftensportscoachesoutsideofschool,sotheyestablishandmaintaintherelationshipwithsportingclubsoutsideofschool.Theschoolprincipalactivelypromotestheprogramintheregionandinterstate.

BENEFITSTheSportsAcademyachievestheobjectivesetbytheschool:tolookafterthewell-beingofstudentsandtoincreasetheirengagementatschoolandinthelocalcommunity.

TheschoolsportingandtrainingsuccesshasbeenrecognisedannuallythroughtheVictorianSchoolSportsAwards.In2015itwasalsorecognisedforitscommunitypartnerships.

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5. CONCLUSIONS


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CONCLUSIONS

Theanalysisaboveindicatesthatthemotivationsofschoolsforformingpartnershipsarevariedandthebenefitsarenumerousandsignificant.However,allrespondentsidentifiedissuesassociatedwiththeformationandmaintenanceofpartnerships,including:

• QualityoftheexternalVETproviders,

• Resourcingandleadership,

• Stabilityandcontinuity,

• Networkingwithcommunityandemployers,and

• TheplaceofVETandappliedlearningwithinthetraditionalstructuresofschools.

Thesefactorsmaybeconsideredtobetheconditionsforachievingeducationaloutcomesthroughsuccessfulpartnerships.Itisclearfromourresearchthatsomeschoolshavefounditchallengingtoformmeaningfulpartnershipsandtointeracteffectivelywithadiverserangeofemployers,communitygroupsandgovernmentagencies.Evenunderthemostfavourableconditions,aspectsofthecurrentsystem’sweaknessesunderminethepositiveimpactofthesepartnerships.Anumberofchallengesareassociatedwithestablishingandmaintainingpartnerships.ThelargestandmostimportantpartnershipsseemtobethosethatareformedwithVETprovidersandemployers,butthesehaveemergedfromourstudyasalsobeingthemostchallengingintermsofsupportingstudents’smoothtransitionstoworkandfurtherstudy.

Thefindingsofthisstudyconfirmthechangingnatureofsecondaryschoolprogramsinrecentyears.Teachingandeducationalprovisionnolongerremainexclusivelylinkedtooneinstitution,andnewandinnovativeprogramsarebeingimplementedtoinvolvethewidercommunityinlearningandskillsdevelopment.Themostvisible,andarguablythemostimportantoftheseinnovations,aretheappliedlearningprogramsthathavebeenintroducedintoalltheseniorcertificatesinAustraliaandwhichrequirethebuildingofpartnershipswithvariouscommunityactors.Theperceivedbenefitsforstudentsderivingfromtheseprogramsarecleartothestudentsthemselves,theirteachersandtheexternalpartners.

The idea of choice

Theissueofchoicealsorelatestoschoolprocessesforsubjectselectionandthewaysinwhichstudentsnegotiatethechoiceofvocationalsubjectswithintheconstraintsoftheseniorsecondarycurriculumanditsassociatedseniorschoolcertificate.Mostschoolsnotedthat,subjecttoavailability,students’choicesweresubjecttothesamerulesaschoosing

otherseniorcertificatesubjectssuchasEnglishormaths.ThisclearlyillustrateswhatIannelliandRaffe(2007)havedescribedasthe‘educationlogic’paradigmofdelivery,wherebyvocationalstudiesarerequiredtofitwithinthetraditionalacademicrequirementsofsecondaryschoolingstructures–timetablingarrangements,focusontheoreticalstudies,compliancewithuniversityentryrequirementsandmeetingtheneedsofthemajorityofthestudents(whoarenotenrolledinvocationalsubjects).Therewerealsoconcernsexpressedrelatingtotheuncertainandsometimesunguidedprocessbywhichstudentsselectedtheirsubjects.Inresponsetothequestionofwhetherthesubjectselectionprocessforvocationalstudieswasliketheprocessforselectingmainstreamsubjects,arespondentreplied:“Nodifferent.Wedon’tseeanydifferencebetweenthetwo.Soone’snotbetterthantheother,it’sjustdifferent.”Thesamerespondentcontinuedtodescribethechallengesofdifferentclasssizesindifferentschoolsparticipatingintheprogram,thechallengesofmeetingtherequirementsoftheHospitalitycertificatewithinthetightscheduleoftimetabledsubjects,andthefactthatassessmentrequirementswerethesamewhetherthecoursewasofferedinaTAFEInstituteoraschool,despitethemajordifferencesinenvironment.

OneproblemisthatthemajorityoftheschoolsinourstudyofferedVETcoursesonthebasisofstudentchoice“orwhattakestheirfancy”(VETcoordinatorfromVictoria).Thismarket-basededucationapproachisproblematic,asitisbasedonthepremisethatahighschoolstudenthasadequateknowledgeofcoursepathways,careerpossibilitiesandopportunitieswithintheeducationsystemandthelabourmarket.WeknowfrompreviousresearchthatthemajorityofstudentsundertakingVETstudiesinhighschoolcomefromalowerSESbackground(Teese&Polesel2003)andasaconsequencethesestudentsmakedecisionswithintheconfinesoftheopportunitiesavailabletothem.Studentsfromdisadvantagedbackgroundsaremorelikelytoparticipateincoursesthatprovideadirectpathwaytowork,withoutfurtherformaleducationortraining.Whilethechoiceandflexibilityofferedbyvocationalprogramsmaycontributetohigherlevelsofstudentengagementandattendanceattheschool,itmayunderminethesuccessfultransitionofstudentsfromschool.Schoolstudentsneedmeaningfulcareerdevelopmentadviceincludinginformationontheeducationalpathwaysanddatarelatedtotheexpectedlabourmarketoutcomesfortheirselectedprofession.Schoolscanassiststudentstocreate

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clear,coherentandtransparentpathwaysfromfoundationalqualificationstointermediateandhigherlevelqualificationsthroughtheprovisionofthematiccurriculumoptions(Clarke2013).InsteadofincludingasetofVETsubjectsalongsidethemainstreamoracademicsubjectofferings,schoolscanensurethatstudentsselectasetofsubjectsthatsupporteachothertoformacoherentprogramandprovideopportunitiesforthedevelopmentoffoundationaldisciplinaryknowledgeandskills(Clarke2013).

Schools’selectionofVETcoursesandVETprovidersneedstobebasedonathoroughunderstandingofstudentinterestsandcapabilitiesbutmostimportantlyonthecurrentandfuturelabourmarketneeds,thequalityoftheVETproviders,andtheability–ofschoolandVETprovider-tolinkthecoursecontenttoarelevantandmeaningfulwork-placement.A‘sizable’workplacelearningcomponentplaysanespeciallyimportantroleforstudents’work-relatedskillsdevelopmentandpost-schoollabourmarketoutcomes(Black,Polidano&Tabasso2011).Thecombinationofallthesefactorswouldimprovethechancesofstudentsbeingabletoexploretheselectedoccupationmoredeeplyandtomakemoreinformedpost-schoolchoices.

“Hands on” learning style

Anotherchallengeraisedinourstudyregardingpartnershipsrelatestotheperceived“easier”natureoftherelatedcourses.ManystudentsindicatedapreferenceforVETcoursesbecauseoftheir“handson”learningstyle.TeRieleandCrump(2002)

arguethatwhatisunderpinningstudents’desireforpracticalstudiesis,perhaps,theirexperienceoflearningas“foreign”andnon-applicabletotheirneedsandday-to-daylives.Studentstendtoself-assesstheirperformancerecordinacademicstudies,whichimpactsontheirself-constructionaslearners.Theyconstructself-identitiesbasedontheirperceptionsoftheirabilities,strengthsandaspirationsandselectparticularpathwayoptionsbecausetheyseetheseasprovidinga“bettermatch”withtheirself-identity(Anlezarketal2006;Atwehetal2005).Theyusetheirearlyperformancetoupdatetheirbeliefsabouttheirfitwithparticularpathwaysandthesebeliefsinturninfluencefurtherdecisions(KreismanandStange2014).Lowerperformingstudentsseeappliedlearningandvocationaleducationandtrainingsubjectsandcoursesasbeingabetterfitforthembecausetheybuildontheirinterestsandcapabilitiesandhelpthemdevelopandapplyknowledgeandskills(teRieleandCrump,2002).Thisraisesquestionsaboutstudents’motivationforchoosingappliedlearningandvocationallearningpathways.Byselectingpathwayoptionsbasedonanassessmentofbestfitforthem,studentsmayreinforceself-fulfillingpropheciesanddeficitviewsofthemselvesaslearners.

Theevidencefromthisstudysuggeststhattheappliedapproachtolearningispreferable,asitprovidesstudentswithalearningpedagogythatincorporatesadiverserangeofapproachestolearning,forexampleexperiential,hands-on,activelearningandwork-basedlearningapproaches.


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However,boththeoreticalknowledgeandpracticalskillsareneeded.Researchsuggeststhat‘powerfulknowledge’shouldbeatthecentreofthecurriculuminallsectorsofeducation(Wheelahan,2012;YoungandMuller,2010;andBeck,2013).Additionally,Haywood(2015)suggeststhatthedominanceoftheassessmentregimeinthesenioryearsofschoolingcontributestostudents’difficultieswithacademicsubjectsaswellastheirself-identities.FurtherworkisneededonadjustingtheVETcurriculuminschoolswithaviewtoincreasingstudents’exposureto‘powerfulknowledge’withoutunderminingtheirself-identities.Schoolscanensurestudents’accesstoqualitycurriculumandpedagogybymakingexistingcurriculumboundariesmoreflexible.Thismayentail,forexample,asBlake(2007)suggests,there-conceptualisationof‘learningandteaching’byincludingabroaderrangeoflearningapproaches.Inthiswayapplied,learningandvocationalpedagogiesbecomelegitimateapproacheswithinboththegeneralandtheappliedandvocationallearningschoolcurriculum.Thiswouldbenefitagreaterrangeofstudents,includingthosewhochosetraditionalpathwaysbutwillrequirenewtheoreticalunderstandingsinordertoreformsecondaryschooleducation.

Short-term partnerships

Partnershipswithemployersandlocalindustryseemtohaveanoverwhelminglypositiveoutcomeforstudents,exposingthemtoavarietyofindustryandsocialexperiences,providingthemwitha“taste”ofindustriesandincreasingtheirself-esteemandconfidence.However,manyschoolsdonothavelong-term,formalisedpartnershipswithindustry.Manyhavelonglistsofemployerswhofromtimetotimearewillingtoprovidesomesortofwork-placement.However,itseemsthathavingbusinesspartnersorganisedinmoreformalwayswouldenableschoolstomoreeffectivelyengagethemincurriculumandcoursedevelopment.Itwouldalsoprovidestudentswithanincreasedlevelofexposuretoindustriesthroughmeetings,talksandpresentations.Unfortunately,inourstudytheformalinvolvementoflocalbusinesseswithinschoolstructureswastheexceptionratherthantherule,asthemajorityofschoolsreliedontheprivatecontactsofparentsandstudents.Schoolshavebecomeoverburdenedwiththeresponsibilitiesoffindingsuitablework-placementsandcoordinatingtheserelationships.Schoolsneedfinancialandhumanresourcestoemploywork-placementcoordinatorstoassisttheminthisregard.Industrybrokers,suchasthosehelpingschoolsconnectwithemployersinthestateofNSW,wereagoodresource,butwereattimesfoundtobeinflexible,sometimesofferingplacementswithoutunderstandinglocalissues,suchaspublictransportprovisionortheneedtotravellongdistancestoplacements.

Insummary,wearguethatthefindingsofourstudypointtotheneedtoreconsiderthestructuresoftherelationshipsschoolsformwithexternalorganisations,theneedtoformaliseandrecognisethemthroughadequatefundingandtosupporttheworkrequiredtobringthemtofruitionandmaintainthem,andfinallytheneedtoreconceptualisevocationalandappliedlearningpathwaysasanintegralpartofseniorsecondaryschoolingwiththeirowndistinctanddeservingneeds.

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Zyngier,D.&Gale,T.(2003)Engagingprograms:HowareAustralianschoolsrespondingtolowstudentretention?,AAREAnnualConference:EducationRisks,Research&Dilemmas,AARE,AucklandNewZealand.

57

FURTHER PUBLICATIONS AND PRESENTATIONS

Blake,D.&Starr,K.(2014).Innovativepartnershipsforyouthengagement.PaperL14PO616.TheLearnerConference,LanderCollegeforWomen,TouroCollege,NewYork,14-17July2014.

Polesel,J.,Klatt,M.,Blake,D.,&Starr,K.(2016).UnderstandingthenatureofschoolpartnershipswithbusinessindeliveryofvocationalprogramsinschoolsinAustralia.JournalofEducationandWork. doi:10.1080/13639080.2016.1165344

Klatt,M.(2016).TAFE,schoolsandindustry:thebenefitsandchallengesofcross-sectoralpartnerships.TheAustralianTAFETeacher,50(2),28-29.

Klatt,M.,Angelico,T.,&Polesel,J.(2016submitted).EmergingpartnershippracticesinVETprovisioninthesenioryearsofschoolinginAustralia.AustralianEducationalResearcher.

Klatt,M.(2016,22April).“That’saneverexpandingpool”–mappingpartnershipsforVETatAustraliansecondaryschools.PaperpresentedattheAVETRAConference,Sydney.

Klatt,M.,Polesel,J.,Blake,D.,&Starr,K.(2015).UnderstandingschoolpartnershipswithbusinessinAustralia-schoolleadershipperspective.PaperpresentedattheJournalofVocationalEducationandTraining(JVET),WorcesterCollege,Oxford.

Klatt,M.(2015,8-10April).InnovativepartnershipsforVETinSchools–theimpactofbusinesspartners. PaperpresentedattheAVETRA,Melbourne.

Starr,K.(2013).TheIncreasingEmphasisonStudentOutcomesandImplicationsforEducationalLeadership.EdTalkdeliveredtotheAssociationofHeadsofIndependentSchoolsAustraliaBiennialConference,SharedFutures:LinkingLearningCommunity,2October2013,GrandHyattHotel,Melbourne.


AP

PE

ND

IX

School Partner Student

Background Describecatchmentarea

Describestudentsundertakingappliedlearning

Listwherestudentscomefrom

Describethelearningprogram

Describeyourcurriculum

Describetheprogram

Why Outsource RationaleorphilosophyforprovidingAppliedlearning

AreyouabletomeetthedemandforAL?

Rationaleorphilosophyforprovidingappliedlearning

Whatisyourmotivationbehindprovidingjobexperienceforschool-agestudents?

AreyouabletomeetthedemandforAL?

WhychooseAL?

Whydoitthroughthisparticularprovider?

Wereyouprovidedwithenoughinformationbeforesigningupforthisprogram?

What’s Involved Arestudentschargedafee?

Howdoyouchoosestudents?

Howdoyouchoosepartneringorganisation?

Administrationrequirements:whatdoestheschoolprovide…e.g.timetabling,equipment,transport,staffing,money,mentoring,professionaldevelopmentetc…

Pleasedescribetheaccountabilityarrangementsthatareinplacebetweentheschool/standyourpartners

Arestudentschargedafee?

Howdoyouchoosestudents?

Administrationrequirements:whatdoesthepartnerprovide…e.g.timetabling,equipment,transport,staffing,money,mentoring,professionaldevelopmentetc.

Pleasedescribetheaccountabilityarrangementsthatareinplacebetweenyourinstitutionandtheschool

Areyouchargedafee?

Howdoyouchooseyourcourse?

Doesdoingvocationalandappliedlearningprogramscreatesomeextrachallengesforyou,suchasextracosts,traveltime,timetablingissueswithothercommitments?

Outcomes

Expected Whatdoyouexpectforyourstudentsattheendofthisprogram?

Whatdoyouexpectfromyourpartneringinstitution?

Howdoyoudefineeffective/successfulpartnership?

Whatdoyouexpectforyourstudentsattheendofthisprogram?

Doesyourinstitutionprovideanymentoringorguidance(oranyotherformsofsupport)toyourstudentstosupporttheircompletion,outcomesandpathways?

Howdoyoudefineeffective/successfulpartnership?

Whatdoyouexpecttoattainattheendofthisprogram?

Haveyouenjoyedthis?Hasthissuitedyou?

Canyoucommentonyourexperiencewiththisprovider?

Reality Anycompletionrates?

Anyretentionrates?

Inwhatwaysistheprogramdifferentfromthemoretraditionalsubjectsatschool?

Canyoutelluswhatyouhopetobedoingwhenyouleaveschool?

Limitations and Improvements

Howcouldthepartnershipwiththeschoolbechangedtoimprovecompletionrates?

Pleasedescribeanyexisting,plannedorsuggestedstrategiestoimproveVETprovision,arrangementsandstudentoutcomesforschool-agestudents

Howcouldthepartnershipwiththeschoolbechangedtoimprovecompletionrates?

Inyourexperiencedotheseappliedlearningprogramsequipgraduatesforworkinyourcontext?Whataretheirstrengths/weaknessesin yourcontext?

Pleasedescribeanyexisting,plannedorsuggestedstrategiestoimproveVETprovision,arrangementsandstudentoutcomesforschool-agestudents

Haveyouhadanyissuesorproblemsthathavemadeitdifficultforyoutocontinue?

Youmentionedextrachallenges-Howdoyouthinktheseproblemscouldbeovercome?

APPENDIX A: FRAMEWORK

59

APPENDIX B: SURVEY INSTRUMENT

Dear Principal,

You are invited to participate in a project titled: "Innovative partnerships for youth engagement in

education and work" by completing an online, anonymous survey. This project is funded by an

Australian Research Council (ARC) Linkage Grant in partnership with the Department of Education

and Early Childhood Development, NSW Department of Education and Communities, Catholic

Education Commission of Victoria, Catholic Education Commission of NSW, SA Department for

Education and Child Development, Association of Independent Schools of NSW, Catholic Education

Office (SA) and Victorian Curriculum and Assessment Authority, and is being undertaken by the

University of Melbourne and Deakin University.

This project seeks to investigate the demands of applied learning and VET programs in upper

secondary schools in NSW, Victoria and SA. It focuses on the partnerships schools form with

TAFEs, employers and other organisations that support these programs. It tests the quality of these

programs in building youth engagement and establishing pathways into further study, work and skill

based occupations. It also examines their impact on the work of teachers, leadership of schools

and on the resources and school personnel capacities required to support them.

Schools form partnerships to support a broad range of activities, including VET, applied learning

and flexible learning. Moreover, the different systems and jurisdictions have different approaches to

defining and implementing applied learning, flexible learning and VETiS. This survey is designed to

be inclusive of all these approaches. It is attempting to build an understanding of the broad range

of partnerships that support these activities for youth engagement. For this reason, we are seeking

to include partnerships that support the following areas:

VETiS – programs that involve the delivery of Australian Qualifications Framework (AQF)

qualifications by Registered Training Organisations (RTOs).

Applied Learning - experiential, hands-on, active learning which provides practical, work-related

experience, and other skills that are important for life and work

Flexible Learning – Flexible school and/or community based learning programs, which may include

individual case management.

The responses from School Principals, VETiS and applied/flexible learning coordinators and any

relevant personnel will be greatly appreciated.

Survey monkey is used to administer a survey targeting all secondary schools across the three

states. The survey asks participants to reflect on their experiences of applied learning programs,

and the partnerships which schools form with employers and other organisations that support

applied learning programs. Participants will also be asked to comment on the impact of these

partnerships on the work of teachers, on the leadership of schools and the resources and school

personnel capacities required to support the partnerships.

Innovative Partnerships for youth engagement (schools)

1


The survey will take approximately 20 minutes.

Participation in the study is voluntary and you may discontinue participation at any time. This

survey is completely anonymous and the confidentiality of your responses will be protected subject

to legal limitations. You may choose to identify your school for the purpose of further research.

Data collected during the research process will be stored, according to the University of Melbourne

regulations, in a private and secure location at the Melbourne Graduate School of Education for a

period of five years and will then be destroyed.

Please, forward this link to any relevant personnel in your school. Multiple responses from each

school are welcome.

If you consent to participate in this research you should click ‘NEXT’ and respond to the survey

questions following. Your consent will be assumed once you have submitted the completed survey.

Thank you for your participation.

1. Do you consent to taking part in this survey?*

Yes

No

Innovative Partnerships for youth engagement (schools)

Other (please specify)

2. What is your position at this school/educational organisation?

Principal

Assistant Principal

VET coordinator

Applied/Flexible Learning Coordinator

Metropolitan Regional Rural

VIC

NSW

SA

3. In which state and region is your school/organisation located?

2

61

4. To which sector does your school/organisation belong?

Government

Catholic

Independent


5. Which category best describes your school/organisation?

Prep - Year 10

Prep - Year 12

Year 7-12

Year 8-12

Year 9-12

Year 10-12

Year 11-12

Specialist Secondary (e.g. sport and rec)

Special school

6. Which category best describes the student population at your school/organisation?

More than 1000 students

501-1000 students

101-500 students

100 or under

3


Please list all applied learning/VET/Flexible Learning programs available, and at which levels they are offered

7. Do you offer any applied learning, VET or flexible learning options at or through your

school/organisation?

Yes

No

VET FLO Applied learning Other

less than 10

11-20

21-30

31-40

41-50

more than 50


8. How many students are involved in applied learning/VET/Flexible learning options at your school?

4

63

9. Please comment on how you decide which young people are able to access the applied

learning/VET/flexible learning options and any issues associated with this process.

Please comment on the understanding about how these programs are accessed across your organisation

10. To what extent do you think the process of accessing applied learning/VET/flexible learning options is

well understood in your organisation?

Very well understood

Mostly understood

Limited understanding

No understanding

High degree of

benefit Some benefit Little benefit No benefit N/A

Students seeking

pathways to

employment upon

leaving school

Students seeking

training pathways

through a TAFE or VET

provider upon leaving

school

11. To what extent do you consider the following groups of students benefit from your organisation's applied

learning/VET/flexible learning options?

5


Students seeking an

apprenticeship

Students seeking a

pathway to university

upon leaving school

Students who have

disengaged from

learning at school

Students from

indigenous backgrounds

Students who are

refugees or recent

arrivals

Students with special

learning needs

Students who have an

ESL background

Students from low SES

background

Male students

Female students

High degree of

benefit Some benefit Little benefit No benefit N/A

Please comment on any other groups of students who benefit from your applied learning/VET/flexible learning programs

6

65

High degree of benefit Some benefit Little benefit No benefit

Employability skills

(working in a team,

problem solving,

communication)

Civic and personal

development skills

Leadership skills

Improved understanding

of career pathways

Literacy and Numeracy

skills

Increased engagement

in learning

Increased engagement

with the wider

community

Increased likelihood of

completing year 12 or

equivalent

Increased self-

confidence and self-

esteem

Increased health and

wellbeing

Please commemt on any other benefits

12. To what extent do students experience the following benefits from participation in your organisation's

applied learning/VET/flexible learning options?


The opportunity to learn

in workplace and

community settings

13. What aspects of the applied learning/VET/flexible learning do you think facilitate the most benefit for

students' learning and engagement?

7


9

More adult-like

relationships with

educators/supervisors

The opportunity for a

more flexible approach

to learning and

completing Year 12 or its

equivalent

Concrete pathways to

employment and training

Learning linked to real-

world problems and

contexts

Opportunity to integrate

VET and applied

learning with senior

schooling

Credentialed recognition

of learning beyond

school and classrooms

Recognition of valuable

qualities, attributes and

capabilities that are

otherwise not

recognised in school

Opportunity to volunteer

in community-oriented

projects

Practical hands-on

activities


Please comment on any other aspects of the learning in the programs that facilitate students' learning and engagement.

8

67

Ten or more 8-9 6-7 4-5 2-3 1 0

TAFE

Private Training

Organisation (RTO)

Local Community

Organisation

Not-for-profit

organisation (e.g.

Brotherhood of St

Laurence)

Other schools

Business

Industry Skills Councils

(ITABs)

Professional

associations of

employers (ACCI,AIG,

etc.)

Please comment on any other types of partner organisations supporting your programs

14. What types and number of 'partner organisations' support the provision of applied learning/VET/flexible

learning options offered by your organisation?

10


A purchasing

arrangement for

delivery away

from school site

An auspicing

arrangement

where the

provider allows

us to deliver the

applied

learning/VET at

the school

campus

A business

partnership with

local employers

or industry group

providing access

to workplace

learning

opportunities

The partner

delivers the

entire senior

secondary

program for us

using an applied

learning

approach and

flexible

curriculum

The partner

provides

opportunities for

students to learn

in community-

oriented projects

that align with

the

organisation's

objectives Not Applicable

TAFE

Private Training

Organisation (RTO)

Local Community

Organisation

Not-for-profit

organisation (e.g.

Brotherhood of St

Laurence)

Other schools

Business


(ITABs)

Professional

associations of


etc.)

If you have a partnership with the same type of organisation but under different arrangement, please specify here. Also please comment

on any other roles played by partnering organisations.

15. What role does the partner play in your applied learning/VET/Flexible learning option?

11

69

Highly effective Mostly effective Mostly ineffective Highly ineffective Not Applicable

A purchasing

arrangement for delivery

away from school site

An auspicing

arrangement where the

provider allows us to

deliver the applied

learning/VET at the

school campus

A business partnership

with local employers

A business partnership

with industry groups

Our partner delivers the

entire senior secondary

program for us using an

applied learning

approach and

curriculum

A partnership with a

RTO organised through

a school cluster

We don’t have any

partnerships, our school

delivers all the applied

learning/VET

Please comment on effectiveness of partnering arrangements to support your programs.

16. To what extent do you think the following partnering arrangements are effective?

12

17. If you have more than one type of partnership, what factors determine the type of partnership you

choose?

13


Very significant Mostly significant Mostly insignificant Not significant at all

Access to a wider range

of curriculum

components

Cost effective delivery of

applied learning

programs

Better quality learning

programs

Access to specific

expertise

Access to individuals

and organisations

Provision of resources

More innovative delivery

and assessment

Links to industry which

better prepare students'

work readiness

Training Package

requirements

Expectations of Industry

for workplace learning

and/or assessment

Please comment on any factors significant in your formation of partnersing arrangements

18. To what extent are the following factors significant in your formation of partnering arrangements?

14

19. Please describe what your partners contribute to the applied learning/VET/flexible learning options e.g.

venue, staffing, curriculum etc.

Highly significant role

Moderately significant

role Limited role No role

State Department of

Education

Workplace learning

coordinator

TAFE

Private Training

Organisation

Community organisation

Not-for-profit

organisation

School's own networking

Parents

Local Learning and

Employment Networks

(e.g. LLENs) in Victoria

Work Placement

Service Providers

Group Training

Organisation


(ITABs)

Professional

associations of


etc.)

Employer

20. To what extent have the following organisations/networks played a role in INITIATING your partnering

arrangements?

15

71

19. Please describe what your partners contribute to the applied learning/VET/flexible learning options e.g.

venue, staffing, curriculum etc.




State Department of

Education

Workplace learning

coordinator

TAFE

Private Training

Organisation


Not-for-profit

organisation


Parents

Local Learning and

Employment Networks


Work Placement

Service Providers

Group Training

Organisation


(ITABs)

Professional

associations of


etc.)

Employer

20. To what extent have the following organisations/networks played a role in INITIATING your partnering

arrangements?

15

Applied Learning

Teacher Association




Please comment on the initiation and maintenance of your partnering arrangements




State Department of

Education

Workplace learning

coordinator

TAFE

Private Training

Organisation


Not-for-profit

organisation


Parents

Local Learning and

Employment Networks


Work Placement

Service Providers

Group Training

Organisation


(ITABs)

21. To what extent have the following organisations/networks played a role in MAINTAINING your

partnering arrangements?

16


Applied Learning

Teacher Association








State Department of

Education

Workplace learning

coordinator

TAFE

Private Training

Organisation


Not-for-profit

organisation


Parents

Local Learning and

Employment Networks


Work Placement

Service Providers

Group Training

Organisation


(ITABs)

21. To what extent have the following organisations/networks played a role in MAINTAINING your

partnering arrangements?

16

Professional

associations of


etc.)

Motivated teacher in the

school (Champion)





22. How does your organisation's leadership support the relationship with external partners?

17

73

Professional

associations of


etc.)

Motivated teacher in the

school (Champion)





22. How does your organisation's leadership support the relationship with external partners?

17

High degree of leadership

and responsibility

Moderate degree of

leadership and

responsibility

Limited degree of

leadership and

responsibility

No leadership and

responsibility

Principal

Assistant Principal

VETiS coordinator

Designated Partnership

coordinator

Year 12 coordinator

Applied Learning

Programs Coordinator


23. Who is mostly responsible for leading and managing applied learning/VET/flexible learning partnership

arrangements in your organisation?

18

Highly significant Mostly Significant Mostly insignificant Not significant at all

Prior experiences in

industry

Broader conception of

learning

Cert IV Training and

Assessment

Other formal study in

VET

Capacities in networking

and community

partnerships

Capacity for teachers to

use applied learning to

respond to individual

learning needs

Please comment on skill sets required by teachers to build and maintain partnerships

24. How would you rate the following skill sets that your teachers may need to implement these

partnerships effectively?

19


Highly significant Mostly Significant Mostly insignificant Not significant at all

Prior experiences in

industry

Broader conception of

learning

Cert IV Training and

Assessment

Other formal study in

VET

Capacities in networking

and community

partnerships

Capacity for teachers to

use applied learning to

respond to individual

learning needs

Please comment on skill sets required by teachers to build and maintain partnerships

24. How would you rate the following skill sets that your teachers may need to implement these

partnerships effectively?

19

Highly significant Mostly significant Mostly insignificant Not significant at all

Limited human

resources

Limited financial

resources

Lack of knowledge

Reluctance of external

partners to be involved

Reluctance from

students to be involved

Teachers are

overloaded

Parental reluctance

Workplace, health and

safety concerns

Please comment on barriers to the effective implementation of partnerships

25. To what extent are the following factors a barrier to the effective implementation of partnerships?

26. Please comment on any strategies you are using (or intend to use) to overcome barriers.

20


Limited human

resources

Limited financial

resources

Lack of knowledge

Reluctance of external


Reluctance from

students to be involved

Teachers are

overloaded

Parental reluctance

Workplace, health and

safety concerns

Please comment on barriers to the effective implementation of partnerships

25. To what extent are the following factors a barrier to the effective implementation of partnerships?

26. Please comment on any strategies you are using (or intend to use) to overcome barriers.

20

75

27. Please comment on any risks associated with the applied learning/VET/flexible learning options and

partnerships supporting them.

28. Please comment on how you are managing any risks associated with the applied learning/VET/flexible

learning options and partnerships supporting them.

29. Please provide an example of a partnership you consider to be highly successful and comment on why

it is successful.

21


Please explain

30. Would you like to further enhance and expand your applied learning/VET/flexible learning partnerships?

Yes

No


Additional human

resources

Additional financial

resources

Willingness of external


PD for teachers for

applied learning


31. What additional resources and circumstances would be significant to facilitate this expansion?

22

32. Please include any other comments regarding your applied learning/VET/flexible learning options and

partnerships that facilitate these.

33. If you would like to be contacted for further research at your school following-up on this survey, please

provide your contact details below.

23

This publication reports the findings of a research study funded by an Australian Research Council Linkage grant awarded to Investigators Professor John Polesel (University of Melbourne), Professor Jack Keating (University of Melbourne), Professor Karen Starr (Deakin University), Associate Professor Damian Blake (Deakin University), Mr David Gallagher (Victorian Curriculum and Assessment Authority) and Mr David Michaels (New South Wales Department of Education and Communities). The project was also supported by funding provided by the industry partners - Victorian Curriculum and Assessment Authority, Victorian Department of Education and Training, Catholic Education Commission of Victoria, Catholic Education Commission New South Wales, South Australia Department for Education and Child Development, New South Wales Department of Education and Communities, Association of Independent Schools of New South Wales, and Catholic Education South Australia.

© Centre for Vocational and Educational PolicyThe Melbourne Graduate School of EducationThe University of MelbourneVictoria 3010 Australia

INNOVATIVE PARTNERSHIPS FOR YOUTH ENGAGEMENT IN EDUCATION AND WORKMALGORZATA KLATTJOHN POLESELNICKY DULFERKAREN STARRDAMIAN BLAKE

Melbourne Graduate School of Education

SCHOOLS

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