Indigenous-Education-Review_DRAFT

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Review of Indigenous Education in the Northern Territory Bruce Wilson an industry engagement plan incorporating an industry placement program; and online resources to support the delivery of stage one and two subjects. Remote Secondary Provision is based on the Employment Pathways Model developed by the Industry, Engagement and Employment Pathways (IEEP) team. School support will be provided by a joint team made up of members from the IEEP team, the Senior Years team and distance education providers. Proposal in detail The DoE strategic plan commits it to working with key stakeholders to achieve the best possible educational outcomes and pathways for young people in the Northern Territory. Indigenous students’ NTCET outcomes is a key priority. This achievement provides students with choices once they have completed their time at school, but does not guarantee successful post schooling employment and progression options. For several years the Employment Pathway Model has evolved under a united goal to empower regional and remote Indigenous students to achieve qualified sustainable working futures as Australian citizens and as individually and culturally respected members of their local community. Resource development, service delivery models and the development of trade training facilities are all aligned to this critical goal. NTCET outcomes and the NTG Blueprint The NTCET is an outcome that can be flexibly achieved. It is an internationally recognised qualification, designed to recognise the knowledge and skills that have been acquired through formal education and training. It provides students with access to flexible learning arrangements where students have increased opportunities to develop the academic, interpersonal and employment‐related skills needed for the future 21 . Students must earn 200 relevant points to achieve the certificate. While there are many permutations, at its simplest an NTCET can be achieved by engaging in a VET or academic pattern which includes a compulsory Personal Learning Plan (PLP), two compulsory literacy subjects and one compulsory numeracy subject at a Stage One level aggregated with a minimum of 60 Stage Two credits associated with agreed subjects or VET equivalents (typically within a Certificate III level VET program). DRAFT The Department of Education Strategic plan 2013–2015 supports the Government’s Framing the Future agenda 22 which commits to working with industry and education providers to create structured pathways to employment for students to ensure a capable and flexible workforce can meet the demands of Northern Territory business. An NTCET outcome can be achieved in conjunction with employment pathway. However, for some students a vocational and blended pathway can lead to gainful employment and not to an NTCET outcome. Employment in an apprenticeship or traineeship, provided it is equivalent to a Stage Two outcome, will still allow an NTCET to be achieved. Direct employment into a job that is not part of further training is aligned to outcomes for the NTG Blueprint and for RSP trial purposes is recognised as a positive outcome even though it is not able to contribute to an NTCET outcome. The Employment Pathways Model Through the course of its work over the last three years the IEEP team has developed a model for the conduct of an employment pathway for students in school. Given the disadvantage experienced in a 21 Curriculum, Assessment Reporting and Certification Policy: Years 10–12 http://www.education.nt.gov.au/teachers‐educators/ntbos/policies‐andguidelines 22 NTG Framing the Future Blueprint p.7 http://www.dcm.nt.gov.au/__data/assets/pdf_file/0011/59780/FramingTheFutureDraftStrategy.pdf 137
Review of Indigenous Education in the Northern Territory Bruce Wilson significant number of remote communities many students have restricted exposure to concepts of work. In regional towns the situation is similar for a significant but smaller percentage of Indigenous students. Addressing this issue is the core element of changing the pathway from further dysfunction and disadvantage. The Employment Pathways model is easily understood by students allowing them to envisage their preferred future. With post schooling employment focus at its core, the Employment Pathways model provides the student with an underlying reason to attend school and offers a clear pathway through school to a job, thus answering the question ‘Why come?’, supporting sustained engagement. The Employment Pathways model uses VET as its main tool and introduces VET in various stages. It subsequently engages the student increasingly in the work place to validate the career choice and to maintain a consistent increase in employability skills acquisition. This prepares the student effectively for their life after school. The model unfolds in stages: Years 7 and 8 Year 9 Years 10–12 Students engage in a pre‐VET program, introducing them to the world of work. This can be supported by online resources and should include engagement with role models who are in jobs. It requires students to undertake excursions to work places and interact with employers. Introduce the first formal VET Certificate programs in a broad‐based course relevant to local employment circumstance (eg: Resources and Infrastructure in a mining area). Introduce job work placement and simulated placement. To ensure that students gain the additional skills required by employers that are not obtainable under Certificate programs, JobSkills funding is used to boost student achievement and skills acquisition. This grants‐based funding provides support for short‐term one‐off courses such as white card and first aid skills. DRAFT Introduce the Certificate II level programs with the Stage One compulsory subjects, also Stage One and Stage Two VET focused subjects to complete the student’s pattern. Alternatively, once the compulsory subjects have been achieved the student can be focused on a strong Certificate II outcome then in Year 12 move to a School Based Apprenticeship at a Certificate III level. The attainment of a Certificate III will, in most cases, count towards Stage Two equivalents and therefore can be used to fulfil the remaining elements of a student’s pattern. In both cases on‐the‐job placement needs to increase during this phase to allow the student to obtain skills to enable authentic engagement. IEEP have also introduced what has been referred to as ‘finishing schools’ where students can bring all their learned skills together in an authentic environment. This is currently achieved through training focussed stations owned by the Indigenous Land Corporation or managed through an Aboriginal Land Trust. A ‘practice’ mine would be another useful example of a ‘finishing school’. JobSkills will again provide additional complex one‐off training programs to enhance employability skills. The Employment Pathways model is dependent on effective delivery of VET in a school program. 138
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