Pathway planning: examining the benefits and outcomes of a traineeship and apprenticeship pathway program

The 'Tasmania: a state of learning' structures were borne from widespread discussion with the Tasmanian community between 2000 and 2003 to identify the optimum model for lifelong learning within the state. At secondary high school level, with compelling research supporting the benefits of education and training beyond Grade 10, a major component of this initiative is guided by legislation introduced in 2005. This legislation is a response to the communities overwhelming support which now requires students exiting from Grade 10 to participate in training and learning. To support this initiative each government high school now has the additional resource of a pathway planning officer who conducts a minimum of three interviews of 45 minute duration with each student through Years 8, 9 and 10. This pathway planning process now accurately identifies student vocational interests. Utilising the strengths of this structure a partnership has been developed between the new Tasmanian polytechnic institution and government high schools to complement student vocational interests and target skills shortage areas within the Australian workforce. This innovative program has drawn plaudits from each of the key stakeholders due to its unique interactive pedagogy and the breakthrough in industry/training/education interface to create this educative model. The program provides students prior to electing an academy or polytechnic educative direction with the opportunity to gain an extended experience in one of 15 vocational options. The program has been so popular that schools have dedicated Traineeship and Apprenticeship Pathway Program (TAPP) classes within their senior curriculum timetables. The educative structures created allow students to complete units of competence from within training packages for apprenticeships and traineeships qualifications accredited within the Australian Qualifications Framework. This paper examines the outcomes from the program and the schools results on student involvement from attitudinal and academic perspectives.

Published abstract.

The 'Tasmania: a state of learning' structures were borne from widespread discussion with the Tasmanian community between 2000 and 2003 to identify the optimum model for lifelong learning within the state. At secondary high school level, with compelling research supporting the benefits of education and training beyond Grade 10, a major component of this initiative is guided by legislation introduced in 2005. This legislation is a response to the communities overwhelming support which now requires students exiting from Grade 10 to participate in training and learning. To ...  [+] Show more