Search Results

Gordon Stanley is the President of the New South Wales Board of Studies. In this interview, he discusses his role in overseeing reforms to the NSW Higher School Certificate (HSC). He believes the most important of the changes will be the opening up of opportunities for vocational education and training (VET) courses in the HSC, and the blurring of the traditional boundaries between academic and vocational programs. He also discusses the disquiet amongst some in the teaching profession which has accompanied the changes to the HSC and their implementation. Show less

The human capital emphasis in recent economic planning is leading to new pressures on the post-compulsory education sector where work-readiness is emerging as a major focus. With concerns about the impact of demographic change as the population ages, there is a renewed emphasis on greater productivity from and less wastage of human capital. Hence retention of young people in the education and training system to at least Year 12 and the development of explicit vocational pathways has become an urgent priority for educators to address. The dilemma is that uncertainties in the future nature and demands of work have to be addressed here and now, while the lead time and costs to produce work ready students is increasing. This paper considers the characteristics of early school leavers in NSW and the strategies developed in that State to re-engage such students in the education system to increase their opportunities for workforce participation.

Published abstract reprinted by permission of the copyright owner. Show less

This paper outlines the incorporation of vocational education and training (VET) courses into a senior secondary certificate of education, the New South Wales (NSW) Higher School Certificate (HSC). New VET courses were introduced in 2000 to broaden the offerings available in postcompulsory schooling and to better cater for the vocational needs of students not primarily focused on university study, without excluding the latter option. This paper reviews the progressive implementation of dual recognition of VET courses in the HSC, and growth in participation through quantitative and qualitative data using official statistics to review enrolments and matriculation outcomes for students in the new VET courses. The qualitative data was collected throughout a three year Australian Research Council (ARC) Linkage project on vocational education and equity in senior schooling, across a matrix of eight government schools in NSW. The paper presents new analysis of the data arguing that these reforms to curriculum and reporting of the HSC has led to a more integrated approach, and a better understanding of linear and non-linear VET and career pathways. The opportunity to have the outcomes from VET courses count towards university entrance was an important policy objective, but it remains unclear whether students take full advantage of this option.

Published abstract reprinted by permission of the copyright owner. Show less

This article outlines the incorporation of vocational education and training (VET) courses into a senior secondary certificate of education, the New South Wales Higher School Certificate, in the largest state of Australia. VET courses were introduced in 2000 to broaden the offerings available in post-compulsory schooling and to cater better for the vocational needs of students not primarily focused on university study. This article reviews the progressive implementation of dual recognition of VET courses in the HSC [Higher School Certificate], and the growth in participation through statistical and interview data. It argues that a major reform to curriculum and reporting of the HSC has led to a more integrated approach. To ensure parity of esteem, the opportunity to have the outcomes from VET courses count towards university entrance has been an important policy objective, but it remains unclear whether (a) structures, processes and embedded cultural practices allow students to take full advantage of this option, and (b) whether a VET option is as unproblematic as intended.

Published abstract reprinted by permission of the copyright owner. Show less

This paper outlines a model for giving meaning to student achievement by referencing assessment to student learning or standards. This effectively shifts the focus in assessment from notions of rank ordering students (comparing their performance purely to each other) to those of monitoring growth or progress and measurement. More specifically it introduces standards-based assessment: the concept and theory. It considers how such systems operate and provides some possible strategies for implementation. Finally it shows how such systems can significantly impact upon human capital and capacity building in education.

Published abstract reprinted by permission of the copyright owner. Show less

Incorporating industry-specific training into senior secondary education has not always succeeded in attaining status alongside general education courses. This paper reports enrolment and student performance trends from 2001-2008 in industry-specific training courses developed in the Australian state of New South Wales (NSW) where around one in five students take such a course as part of their Year 12 Senior Secondary Certificate. Data presented here show that this proportion has been relatively stable over time. Trends show that the later cohorts of students perform better in these subjects than in their other subjects despite there being no overall change in the general ability profile of the cohorts. It is suggested that feedback from the earlier cohort performance may have led to improvement in examination preparation and more focus on developing underpinning knowledge.

Published abstract reprinted by permission of the copyright owner. Show less

This is the first report of the review of Pilbara colleges established to report on post-secondary education. The terms of reference included the examination of operations at Hedland and Karratha Colleges with special reference to their functions under Section 10 of the Colleges Act, the examination of post-secondary education and training in the Pilbara and recommendations to improve the efficiency, quality and co-ordination of post-secondary education provision.

The review concluded that the colleges had fulfilled their function under the Colleges Act and that they offer a wide range of programs in response to community needs. The report recommended the establishment of centres for research and development in language and literacy, and educational technology, and a Pilbara Coordinating Committee to regularly review colleges’ corporate and strategic plans and oversee budget coordination. It also recommended that colleges seek greater community input and that the Coordinating Committee produce a joint policy on development, delivery and accreditation of industry specific training which reflects the principles of modular, competency based training and transferable skills. Show less

The National Numeracy Review, commissioned by the Council of Australian Governments (COAG) is an independent review undertaken by a panel of experts led by Professor Gordon Stanley. The report informs best practice for teaching numeracy and mathematics. The report identified 15 recommendations with a focus on: the need for early, systematic teaching of numeracy and mathematics that includes assessment activities to ensure that all students have the foundational skills to progress through a developmental continuum; and increasing resources for teachers in terms of professional development and pre-service teacher education to address the identified shortfalls in both mathematics content knowledge and pedagogical content knowledge to ensure quality teaching of numeracy and mathematics across the curriculum. Show less

This chapter is part of a volume that draws on a wide range of disciplines to examine the major issues concerning skills and training in contemporary times. The author discusses accreditation and assessment methods, contrasting competency-based assessment with standards referenced approaches to defining and measuring skill. The chapter describes the processes used to regulate and accredit vocational qualifications in the non-university sector. The author considers the nature of assessment practised in vocational education and training (VET) and how it differs from that commonly used in general education. Whilst there are differences across regions in the way vocational training has developed, the dominant influence in recent reform has been from Anglo countries. Additionally, the influence of transnational organisations such as the OECD and the EU has led to greater convergence in practice.

Edited excerpts from publication.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 134.455. Show less

The purpose of the review was to advise the Minister for Education, Employment and Training on the best way of configuring the various agencies within the education and training portfolio to provide a higher quality and more effective service for students, parents, industry and the community. The review committee considered the functions of each of the 12 agencies reporting directly to the Minister in relation to school education, training and higher education. The committee sought information and views from the agencies and consulted widely with individuals and organisations within Western Australia and other states. The Committee adopted a set of principles as benchmarks against which decisions about the education and training system might be made. The report makes 54 recommendations including the amalgamation of the central functions of the Department of Employment, Vocational Education and Training and the State Employment and Skills Development Authority, the establishment of autonomous TAFE Colleges and the creation of the Western Australian Schools Council. Show less