Taking Schools To The Next Level The National Education Framework For Schools

taking schools to the next level
the national education framework for schools

Message from the
Hon Dr Brendan Nelson MP
There are more than three and a quarter million students in Australia’s
nearly ten thousand schools. There is no greater national need than to
ensure that Australian schooling prepares these young people to live,
work and thrive in the global environment of the 21st century.
Quality schooling is one of the Australian Government’s highest policy
priorities. There are many schooling achievements of which to be proud.
Australia has worked hard to ensure that every child is able to read, write
and spell, can use maths, and can communicate at an appropriate level.
In these areas, Australia is performing at world-class levels.
In November 2003, I outlined the Australian Government’s 10-point national agenda for schooling. The agenda
was informed by concerns expressed to me by parents, by my recent observations of international practices, and by
seeing first-hand the innovation, creativity and excellence that is happening in many Australian schools today.
The 10-point national agenda for schooling focuses on the need to strengthen all schools, by:
X supporting the professional standing of teachers.

X attracting the best people to become teachers.
X ensuring national consistency in schooling.
X giving schools autonomy to meet community needs.
X ensuring all schools are performing well.
X providing meaningful information to parents.
X focusing on the values that young people need.
X creating safe school environments.
X accelerating Indigenous education outcomes.
X ensuring seamless transitions from school to work or further education.
I believe strongly that this 10-point national agenda for schooling is a platform for taking schools to the next level
and making Australian schooling even better. I am also seeking the views of Australians to help develop and build
on this 10-point agenda.
iii
a message from the minister
I am inviting all Australians interested in the performance of schools to offer their views and contribute new
ideas on a range of issues. More information can be found at www.dest.gov.au/nef/schools
I hope you will take this opportunity to share your thoughts, views and opinions on what really matters in
schools in Australia.
The Hon Dr Brendan Nelson MP

Australian Government Minister for Education, Science and Training
February 2004
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taking schools to the next level the national education framework for schools
Contents
Message from the Hon Dr Brendan Nelson MP.................................................................................................... iii
Have your say ...................................................................................................................................................... vii
10 point Agenda for Schooling

1. Supporting the professional standing of teachers ......................................................................................... 1
2. Attracting the best people to become teachers .............................................................................................. 3
3. Ensuring national consistency in schooling.................................................................................................... 5
I. Ages, stages, curriculum and standards.................................................................................................. 5
II. End of school credentials......................................................................................................................... 8
III. End of school assessment ...................................................................................................................... 12
4. Giving schools autonomy to meet community needs................................................................................... 16
5. Ensuring all schools are performing well .................................................................................................... 18
6. Providing meaningful information to parents ............................................................................................ 20
7. Focusing on the values that young people need ......................................................................................... 22
8. Creating safe school environments.............................................................................................................. 24
9. Accelerating Indigenous education outcomes.............................................................................................. 26
10. Ensuring seamless transitions from school to work or further education.................................................... 28
I. Career choices ....................................................................................................................................... 28
II. Transition support................................................................................................................................. 31
Other important issues

11. Basic skills – literacy and numeracy............................................................................................................ 34
12. Life skills...................................................................................................................................................... 36
13. Using new technologies .............................................................................................................................. 38
14. Nutrition and physical activity ..................................................................................................................... 40
15. Educating boys ............................................................................................................................................ 42
16. More options – VET in schools..................................................................................................................... 45
v
have your say at > www.dest.gov.au/nef/schools
Have your say
We would be pleased to receive your responses on any of the issues raised in Taking schools to the next level
– the national education framework for schools. It would be helpful to hear from you by
Friday, 30 April 2004.
Responding online
To respond online, please go to www.dest.gov.au/nef/schools
Responding by facsimile/mail
To respond by fax or mail, please fill out all or part of the response form ‘Have your say’ and send by fax
to 02 6123 5005, or write to:
X Taking schools to the next level

Department of Education, Science and Training
Location 767
GPO Box 9880
Canberra ACT 2601
Need more copies?

Go to www.dest.gov.au/nef/schools, e-mail to schoolsframework@dest.gov.au or telephone
1300 559 655 at the cost of a local call (cost may be higher from mobile phones).
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1. Supporting the professional
standing of teachers
Quality teaching is the single most important factor in improving educational outcomes. The best teachers
make a significant and lasting impression on young people. Most adults can remember inspirational teachers
and the long-lasting influence they have had on their lives.
What is the situation now?

The
Judged by the good performance of Australian students in international tests in literacy, establishment
mathematics and science, Australia is fortunate in having a high quality teaching force. of the National
Australia performs well in these tests compared with other countries. Institute
for Quality
However, there are some challenges to overcome to make sure that the best people
Teaching
are attracted to teaching and that the initial preparation and continuing professional and School
development of teachers is of the highest quality. Teachers also need to have an Leadership
understanding and respect for the background and culture of all their students, including recognises
Indigenous students. the vital role
of teachers
These challenges and possible solutions were identified recently in a national inquiry and principals
into teaching. The inquiry found that in a number of schools, teachers are teaching ‘out in improving
of field’, and are required to teach subjects for which they have inadequate expertise. the quality of
Teaching, like other professions such as accountancy, law, architecture, medicine and education in
health services, requires consistently high levels of knowledge and skills. The public needs Australia.
the assurance that these professional standards are met, through high quality teacher
training courses, teacher registration and continuing professional development.
A new National Institute for Quality Teaching and School Leadership to be set up in 2004,
will enhance the quality and status of school teachers and school leaders. It recognises the
vital role of school principals in creating and managing the best school environment.
What can make a difference?

For parents to be confident that their children are receiving quality teaching, wherever they live and in all
subject areas, work needs to be done to ensure that at all stages of their careers, from the day they take their
first class, teachers meet agreed professional standards. Maintaining skills through professional learning is
especially important as the school environment changes and as innovations in technology impact on teaching
practices and student learning.
Finding ways of recognising the accomplishments of Australia’s outstanding teachers will strengthen the status
and quality of the teaching profession. This is a chance for teachers to see how much they are valued by the
community.
Many high calibre teachers leave teaching in the first five years of their teaching careers. Rewarding teachers
for excellence and innovation is an important way to retain people in the profession.
1
At the moment, processes for differentiating between good and bad teachers are not well developed in
Australian schools and the most mediocre teacher is paid the same as someone who has a positive and life-
changing impact on students.
To avoid losing the best teachers to higher paid occupations, employing authorities may have to find ways of
recognising and rewarding high performance and advanced qualifications. Other countries have found ways
to provide financial rewards for the best teachers, for instance by linking performance bonuses for teachers to
student improvement.
Supporting quality teaching

A highly skilled and professional teaching force makes a significant difference to student outcomes. High quality teaching
across a student’s school life engenders a lifelong love of learning.
Professional learning for teachers is supported by the Australian Government’s Quality Teacher Programme. Between
2000, when it was introduced, and May 2003 over 168,000 teachers participated in this exciting and stimulating program.
The program provides innovative activities for practising teachers in priority areas. One participating teacher commented
that:
“I doubt that I have ever been to professional development of any kind from which I have gained so many ideas, so many
challenges and such sound advice.
Increase in student confidence and motivation has enabled me to ‘raise the bar’ in terms of expectations and outcomes. It has
been a ripple effect, with positive outcomes in other areas of school as well as formal classes.” (Primary school teacher)
More information can be obtained at: http://qualityteaching.dest.gov.au
X What would give you confidence in the quality of the

teaching in your school?
X How can the best teachers be recognised and rewarded?
2
2. Attracting the best people to
become teachers
Most young people spend twelve to thirteen years in school gaining the knowledge and values they need for
the rest of their lives. The talented, knowledgeable, enthusiastic and dedicated teachers who nurture these
young people are the most valuable resource in schools.
To ensure that Australia’s young people continue to be taught by well motivated and highly capable people,
everything must be done to make teaching a career that the country’s best and brightest young people will
choose.
What is the situation now? Teaching

needs to be
Much is being done to attract people to teaching, through making teacher education attractive to
programs at university a more attractive option by offering incentives such as scholarships and our best and
assurances of employment. brightest
students.
While overall there are enough teachers for Australian schools, there are some areas of
teaching where shortfalls are emerging. These include a number of secondary school subject
areas such as maths, physics, chemistry, biology and foreign languages.
Another area of concern is the small proportion of primary teachers who are male. This stands now at
21 % and is continuing to decrease. If the current trend were to continue, Australia could follow the pattern
overseas. In many countries the proportion of male primary teachers has dropped even further than Australia.
In parts of the United States of America, the proportion has dropped to 6%. In an environment where boys are
underachieving, both relative to girls and relative to their own performance in the past, and where many boys
have no positive male role models in their lives, having more male teachers in primary schools could make a
difference.

Attracting the best people into teaching as a career means reaching out not only to people at the start of their
working life but also to people with experience in other occupations and professions. The experience that
a former business person, scientist, landscaper or doctor could bring into the classroom can greatly enrich
students’ learning. More could be done to simplify the process for such people to become teachers.
Raising awareness and appreciation of the value of teachers would make the profession more
attractive. Careers advice to senior secondary students, from whose ranks the next generation Quality
of teachers will largely be drawn, should reinforce positive messages about teaching as teachers are
fulfilling work which makes a real social contribution. the most
valuable
Special incentives might be needed to target areas of need, so that highly capable people are resource in
attracted to secondary teaching in maths, science and foreign languages. a school.
3
Change to the sex discrimination legislation which prevents the active recruitment of males may be needed to
get more men into teacher training and into primary classrooms. Affirmative action in some states occurs to
enable the increase in the percentage of women barristers, academics and union representatives.
Positive school environments in which teachers feel valued and respected are essential to effective teaching and
learning and crucial to attracting and retaining the best teachers.
National awards recognise teaching excellence

The Australian Government rewards excellence and innovation in schools and teaching across Australia with prizes totalling
$1million through the annual National Awards for Quality Schooling.
Open to all pre-primary, primary and secondary Australian schools, the Awards give schools, teachers and school leaders the
opportunity to be recognised and rewarded for significant and sustainable school improvements.
The diverse stories of the 2003 winners range from innovative work in values education being undertaken by a one-
teacher school in a cane farming community west of Mackay to a multicultural inner-city school of 1200 students which has
transformed its organisational culture to become the hub of the community.
Other winning stories include that of a principal who transformed a school through engaging the whole school community
in decision making and leadership; a rural high school teacher who initiated an international exchange for science students
and a senior high school teacher whose reading program produced amazing results in an ethnically diverse student
population.
A notable achievement is that of a school principal at a small school serving the remote Indigenous communities of
Kalkaringi and Dagaragu, which is about five hundred kilometres south of Katherine in the Northern Territory. In 2003, for
the first time, three students living and attending school in a remote community competed with other students in the state
for tertiary entrance qualifications.
Details of the 2003 winners can be found at: www.dest.gov.au/schools/naqs/stories.htm
X What could be done to ensure that the best people are

attracted to becoming teachers?
X What can be done to attract more men to primary

teaching? Do you think attracting more men is important?
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3. Ensuring national consistency in
schooling
I. Ages, stages, curriculum and standards
Increasingly Australian families are moving between states and territories during their Different
working lives and need to make important decisions about their children’s schooling. In a school
12 month period, around 76,000 children moved interstate. This is equivalent to the entire starting
school age population of Tasmania. ages cause
confusion
Differences across Australia in school starting ages, the stages of schooling and school subjects for
make it difficult for the many families who move interstate each year. They have an impact on thousands
how well children do at school and how they feel about their schooling experience. of families
who move
interstate
What is the situation now? each year.
Most countries have a common national school starting age, the same number of years of
schooling wherever you live and a common core of school subjects. In Australia, for historical
reasons, we have eight different education systems with different starting and completion ages, different
numbers of years at primary school and different curricula and standards. This does not serve the needs of
young Australians today, who live in a far more mobile and interconnected world.
Starting school
Inconsistencies are apparent from the very beginning of schooling. Early childhood education is widely
recognised as the foundation of good schooling, yet too many young children are missing out because of where
they live.
School starting ages across Australia can vary by up to a year. Generally, Australian children can start Year 1
if they are five years old and will turn six in that year, but the cut off date for turning six can be 1 January,
30 April, 30 June, 31 July or 31 December, depending on where they live.
This means that the school finishing age also varies and that national testing at Years 3, 5 and
7 assesses students of different ages. Differences
in stages of
The different names used for the years before Year 1 in primary school are also confusing, schooling
especially where the same name means different things in different states. All states but one across
have an established full time year before Year 1, but these are variously called kindergarten, Australia
preparatory, pre-school, reception, transition or pre-primary. affect
how well
Stages of school students do
at school.
The number of years at primary and secondary school is not consistent across Australia. In
some states, primary school finishes at Year 6, in others, it finishes at Year 7. This can result
in confusion and anxiety for children and parents, as children move up and down levels when
they move interstate. This can have an effect on how well students do at school.
5
Children from Australian Defence Force families (around 25,000 families), are especially affected by this lack of
national consistency. They may attend as many as six schools by the time they reach 17 years of age.
Curriculum and standards

Expectations of what students should achieve at certain stages of schooling and the content of school work are
different across Australia. To suggest that subjects like maths, English or history are different in different states
seems illogical, yet each state has its own individual expectations about what students need to know and do in
these subjects at key stages of their schooling.
Children who move can find that they have missed a whole chunk of learning or that they have to repeat work
they’ve already done. This is particularly evident in subject choices in the final years of schooling, even in key
areas of the curriculum like English.
X NSW and Victoria are the only states that have English as a compulsory subject for both Year 11
and 12. In Queensland, WA, ACT and Tasmania, English is not compulsory for Year 11 or 12. For SA
and NT English is compulsory for Year 11 but not Year 12.
Some states have a specific program of study that must be completed for an end of school certificate. Students
moving interstate may not be able to continue with their chosen subjects or have to take up new subjects late in
the course, putting them at an educational disadvantage.
Students with disabilities can also have difficulty accessing the curriculum when they move interstate. Work is
underway to establish a nationally consistent definition of disability. Without this, students with disabilities may
have to have their learning needs reassessed after moving interstate and could get a different level of support.

Consistency
across
Work has begun on establishing a common school starting age across the nation and on
Australia in identifying consistencies in the curriculum in key subject areas. This makes good sense in
key subject contemporary Australia, for how children fare at school and for Australian families who are
areas of the increasingly mobile.
curriculum
would have Consistency in early childhood education and the stages of schooling would mean a better
advantages. start for thousands of young Australians each year. Greater similarity in the age of children in
each school year group will also make national assessment of basic skills more accurate and
lead to a common finishing age.
National consistency in what students are expected to learn at key points of their schooling would assist
students who move interstate. The content of schooling must be determined by the needs of young Australians
within a 21st century culture of innovation and lifelong learning.
6
The experience of Australian families
“Bobby” completed Year 8 in Queensland at the end of 2002. Dad was posted into New South Wales and his new school
decided that as he had completed Year 8 he should go into Year 9. Unfortunately this meant that Bobby had gone from
the first year of high school in Queensland into the 3rd year of high school in New South Wales. He couldn’t cope with the
standard of work, especially in maths and began to truant. Hanging around with a group of truants got him into additional
trouble, leading to all sorts of problems for this boy and his family.
“Joanne” completed Year 11 in Victoria and her family was posted to Queensland. Joanne did Psychology as part of her
Year 11 studies and wished to continue this subject in the new school. Queensland does not have a subject called Psychology
or anything similar. Joanne had to ‘pick up’ a new subject for Year 12.
“Judy” was enrolled in a special school in Canberra that catered for children with severe speech impairment. Upon arrival
in Queensland, she was not entitled to be enrolled in a special school or a special unit as her results from Canberra did not
meet Queensland’s guidelines. She was then enrolled in a mainstream class with no additional teacher aide assistance and
had difficulties coping.
“As a parent who has had four children move between states during their education it is very frustrating for children to be
excelling in one state, to then move to another state to find they are lacking in parts of the syllabus, such as maths. This
affects the child’s confidence.”
Information provided by parents and also from Defence Community Organisation Regional Education
Liaison Officers, Department of Defence, Australian Defence Organisation, 2003.
X What benefits would national consistency have for families

and students?
X What are the most important subjects for children to study

at school?
7
schooling
II. End of school credentials
Young people leaving school place a high value on their end of school credentials, as recognition of their
achievement at school. Generally these certificates will show all the subjects or courses studied in the final
years of school, scores and results and perhaps other information for further study.
In different parts of Australia, these certificates will look very different. These differences make it hard to
understand or recognise an end of school credential from another state. They cause confusion and difficulties
for the increasing number of young people who move around Australia for employment or further education
and training.

Final school End of school certificates are given to students when they complete senior secondary schooling.
credentials This is generally at the end of Year 12, although some education systems issue certificates
look earlier.
different
in different At the end of Year 10 - generally the end of compulsory education - some students will be
parts of issued with a state or school certificate while others will not. At the end of Year 12, there are
Australia. even more differences in credentials. Every state has its own certificate. Each of these is based
on a different set of course requirements, both in the number of subjects a student has to pass
and in compulsory content.
Year 10 Certificates - across Australia
State Certificate issued Requirements
Students in Year 10 sit for state-wide tests in English-literacy, Maths,

NSW Yes
Science, Australian History, Geography, Civics and Citizenship.
QLD, ACT, NT Yes School issued certificate based on school assessment.
VIC, WA, SA & TAS No Some schools may provide their own certificate.
Across Australia, end of school certificates can be awarded on completion of either 16, 17 or 22 units of study or
10 subjects (see tables on following pages). Elsewhere, study of a single subject will lead to a certificate being
issued. Units and subjects have different values in different states. In some cases certain patterns of study are
prescribed. Vocational education and training studies in secondary school are treated differently in different
states. English is compulsory in some states and not in others.
8
The requirements are seen as so different that the accreditation authorities in each state warn students not to
move in Year 12.
Differences in required contact hours for certain subjects and the various ways performance grades are
expressed add to this confusion. For example, study can be a 2 unit semester course of about 120 hours school
time in one state, and a 1 semester course of 100 hours with 50-60 hours of formal class time in another.
Performance grades are expressed in a variety of ways. In some cases, the letters A to E are used, or the
numbers 1 to 6; in others, descriptive terms such as Very High Achievement or Exceptional Achievement. Each
school system has its own approach.
Families, students, employers and education institutions have to work their way through this complex set of
arrangements for any young person who moves interstate after completing school.

Having so many different arrangements, requirements and names for end of school Every
credentials across Australia is difficult to justify. In Australia last year, around 180,000 Australian
students completing Year 12 received one of eight different final certificates. In England, state has
around twice as many final year students received the common A level certificate and different
worldwide, around 18,000 received the internationally recognised International requirements
Baccalaureate Diploma (IB). for the final
year of
Strong growth in the IB program, a two-year course of study that prepares students aged 16- schooling.
19 for university, highlights the community’s interest in having an easily understood and
widely recognised end of school credential. The IB is highly regarded for its quality and is
readily accepted as an entry qualification by over 1,700 universities in around 110 countries,
including all of North America, Western Europe, and Australia.
None of the many Australian end of school credentials enjoy this level of recognition.
In 2001, more than 13,000 overseas students were enrolled in Australian secondary schools. With all the
social and economic benefits this brings there is room for substantial growth in this number. A well recognised
national qualification could facilitate this growth.
X What do you see as the benefits of a common Australian

end of school credential?
9
End of Year 12 Certificate Certificate awarded on:
Undertaking at least 22 units, with 12 units of Preliminary courses (Year 11) & 10
units of Higher School Certificate courses (Year 12).
Both the Preliminary and the HSC course patterns must include:
New South Wales – Higher School
Certificate (HSC) - 6 units of NSW Board Developed Courses;
and Record of Achievement (which - 2 units of a NSW Board Developed Course in English;
shows course results) - three courses of 2 units value (or greater);
- four subjects; and
- no more than 6 units of courses in Science.
Successful completion of 16 units with at least four sequences (8 units) at Unit 3 and 4
level (Year 12) and must include:
- 3 units of English; with at least 1 unit being at Unit 3/4 level;
Victorian Certificate of Education (VCE) 1
- three sequences (6 units) of Unit 3/4 studies other than English;
and Statements of Results (which shows
VCE unit and VCE VET results) - 2 units of Group A studies (Arts/Humanities);
- 2 units of Group B studies (Maths, Science and Technology);
- up to 8 units of VCE VET studies, including two Unit 3/4 sequences (4 units).
Completion of at least one semester of Queensland Studies Authority or Authority-

registered subjects, or one Recorded subject, or attained one vocational competency.
Queensland Senior Certificate (QSC) 2 The student must also attend school until the date specified as the end of Year 12 (i.e.
19 November for 2004 students).
(subject results shown on the certificate)
There are no special requirements, with no subjects mandatory eg. English is
not compulsory.
Completion of at least 10 full year (or equivalent) Curriculum Council of WA subjects,

and obtain an average grade of C or better in at least 8 of the 10 subjects with at
least 4 at Year 12 level, and:
Western Australia Certificate of
- up to 4 of the 10 full year subjects comprising of VET subject equivalents; and
Education (WACE)
- up to 2 out of 8 full year subjects for meeting the C grade or better requirement
and Statements of Results (which shows
comprising of VET subject equivalents.
subject results)
English is not compulsory, but students need to demonstrate English language
competence (for example by passing the Curriculum Council English Language
Competence Test).
10
End of Year 12 Certificate Certificate awarded on the:
Reaching at least a level of ‘recorded achievement’ in 22 units of study, and a level of

‘successful achievement’ in at least 16 of the 22 units, including at least three 2-unit
sequences (6 units) at Stage 2 (Year 12).
In Stage 1 (Year 11) the compulsory pattern of study is:
- 2 units of English;
- 1 unit of Maths;
- 1 unit of Australian Studies;
South Australian Certificate of
Education (SACE) - 2 units of Arts/Humanities/Social and Cultural studies;
AND - 2 units of Maths/Science/Technology studies; and
Northern Territory Certificate of - 4 units of free choice.
Education (NTCE) 3
In Stage 2 (Year 12) the compulsory pattern of study is:
and Record of Achievement (which
- 2 units of an Arts/Humanities/Social/Cultural studies;
shows subject results)
- 2 units of a Maths/Science/Technology studies;
- 2 units of a free choice sequence; and
- 4 units of free choice.
Students must also satisfy the components of the writing-based literacy assessment
(WBLA) which is based on a folio of work produced by students in the normal course
of their Stage 1 and Stage 2 studies. The folio must contain four pieces of writing in
English, of at least 250 words long, from across the fields of study.
Tasmanian Certificate of Leaving school or secondary college and having successfully completed any TCE
Education (TCE) syllabuses (a single subject) in Years 10, 11 or 12.
and Statement of Results (which shows There are no special requirements, with no subjects mandatory eg. English is
subject results) not compulsory.
Completion of at least 17 units in an approved program of course study in Years 11

Australian Capital Territory Year and 12. Courses in the ACT have differing values, indicating the depth of study given
12 Certificate to the particular subject area – minor (minimum 2 units); major (minimum 3.5
units); major-minor (minimum 5.5 units) and double major (minimum 7 units).
(course results are shown on
the certificate) There are no special requirements, with no subjects mandatory eg. English is
not compulsory.
1
In 2002, Victorian Curriculum and Assessment Authority trialled the Victorian Certificate of Applied Learning (VCAL), as a more “hands-on” alternative to the
Victorian Certificate of Education (VCE) for 540 students.
2
In 2002, for the first time, the Queensland Studies Authority awarded a certificate of achievement called the Certificate of Post-compulsory School Education
(CPCSE) as an alternative to the Queensland Senior Certificate (QSC) to 174 students with special needs.
3
Senior secondary students in the Northern Territory undertake subjects developed and accredited by the Senior Secondary Assessment Board of South
Australia (SSABSA).
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schooling
III. End of school assessment
Each year, Year 12 students in some parts of Australia face a major state-wide exam. Their results will be the
main factor in determining possibilities for further study.
In other parts of Australia, students’ university entry mark is based on continuous assessment over their last
two years of school. There are several variations on these two approaches throughout Australia.
While assessment - in the form of exams, assignments and class-room activities - is essential to show progress
and achievement and to ensure high standards, it is important that assessment methods are fair, valid and
reliable. They also need to be comparable nationally. For the well-being of young people, assessment
methods should not generate levels of stress which interfere with their performance.

The different processes for assessing and awarding Year 12 credentials in place across Australia include
external (state-wide) examination, moderated school-based assessment, school-based assessment (not
moderated) and external scaling tests. These different processes suggest that students do not have the same
opportunity for admission to tertiary education.
No state uses a single method of assessment (see tables on following page). All states except the ACT
and Queensland use external exams for Year 12. School-based assessment in the ACT and Queensland is
undertaken by teachers in the school following an approved syllabus. School-based assessment usually
encompasses a broader range of skills and learning outcomes than external examinations.
Students entering higher education tend to be quite mobile. In 2002, 70,000 Australian
Year 12
university students were studying interstate. For comparison of Year 12 scores across the
assessment
country, all states except Queensland convert students’ achievements to a common index.
is carried out
in different This common index is calculated as an overall percentile ranking of students. For example,
ways in a student given a ranking of 75 has been placed in the top 25 % of the age cohort, based
different
on their state assessment. This ranking would then be regarded as equal to a student with
parts of
Australia.
a ranking of 75 from elsewhere in Australia.
Different names are given to this university ranking mark. Depending on where you live
in Australia, it is variously known as the University Admissions Index (UAI), the Equivalent
National Tertiary Entrance Rank (ENTER) or the Tertiary Entrance Rank (TER). An Overall Position (OP) and
Field Position (FP) ranking is provided in Queensland.
Each year, minimum UAI / ENTER / TER scores are set by individual universities for entry, based on demand
and the number of places available.
12
Students’ end of school scores are also used for awarding 500 Australian Student Prizes each year. This is a
national award of $2,000 for academic excellence and achievement in senior secondary school. Due to the
different Year 12 arrangements, these prizes are not allocated on a level playing field across Australia, but are
based on Year 12 population shares and recommendations from the states.
There are
significant
While the standard and validity of these various arrangements are not in question, the differences in
rationale for such a variety of assessment mechanisms is questionable. assessment
for tertiary
The significant differences in the structure, organisation and assessment processes that lead to entry across
tertiary entrance across Australia make comparisons difficult, cause confusion and leave the Australia.
system open to suggestions of unfairness. All students should have the same opportunity to
enter university.
A nationally consistent mechanism would allow comparisons to be made more easily and
create confidence in the fairness and reliability of Australian end of school assessment.
X What is the fairest way to assess achievement at the end of

schooling?
13
Year 12 eligibility and assessment for
higher education - across Australia
Eligibility and Assessment for

Year 12 Certificate
higher education is made on the:
Satisfactory completion of at least 10 units (including at least 2 units of English) of HSC courses
(Year 12) for which there are state-wide examinations. The courses must include at least three
NSW Higher School that are 2 units or greater and at least four subjects, but no more than 2 units of Vocational
Certificate (HSC) Education and Training (VET) courses.
The external examination accounts for 50 % of the HSC mark, with the remaining 50 % being
moderated school assessment.
Satisfactory completion of 16 units of the VCE, which must include 2 units of Unit 3/4 level (Year
12) English, and three sequences (6 units) of Unit 3/4 subjects other than English, which can
include up to two sequences (4 units) of Unit 3/4 level VCE VET .
Assessment in Unit 3/4 level subjects are by both school assessed Common Assessment
Tasks (CATs) and state-wide examination conditions. For Maths, Physics, Chemistry, Biology,
Victorian Certificate of
Environmental Science, Psychology, Accounting and Performing Arts studies – the external
Education (VCE)
examination accounts for 66 % of the Study (or VCE) mark, with the remaining 34 % school
assessed (not moderated). While for Technology and Visual Arts the examination accounts for
34 %. For all other subjects the examination accounts for 50 %.
Students also sit a General Achievement Test (GAT), which is used for checking that school
assessments and examinations have been accurately assessed.
Satisfactory completion of 20 units of Queensland Studies Authority subjects, including at least

three subjects for four semesters each (12 units).
Student achievement is determined by external moderation of continuous school-based
Queensland Senior assessment undertaken within the school. There are no state wide examinations or
Certificate (QSC) assessment tasks.
For higher education consideration, the student must sit a seven hour (taken over two days)
state-wide common skills QSC Test. Scores on this test provide a measure of achievement across
the curriculum and for scaling different groups of students.
Completion of at least ten full year (or equivalent) subjects of the WACE, and obtain an average
grade of C or better in at least eight of those ten subjects with at least four at Year 12 level, and
WA Certificate of achieve Curriculum Council of WA English language competence.
Education (WACE) Assessment in Year 12 is 50 % external examination and 50 % moderated school
assessment. Both the external exam and school assessment is adjusted to deliver a state
standardised distribution.
14
Year 12 eligibility and assessment for
higher education - across Australia
Eligibility and Assessment for

Year 12 Certificate
higher education is made on the:
South Australian Awarding of SACE (or NTCE) and obtained ‘Recorded Achievement’ in at least five 2 unit
Certificate of Stage 2 (Year 12) subjects, included among the five must be four Higher Education Selection
Education (SACE) Subjects (HESS).
AND HESS subjects can be any combination of PES (publicly examined subjects) and PAS (publicly
assessed subjects) that contain common assessment tasks. PES subjects contain a state-wide external
NT Certificate of examination worth 50 % and moderated school assessment of 50 %. While PAS subjects contain a
Education (NTCE) 1 common state-wide assessment task that counts for 30 % and moderated school assessment of 70 %.
Satisfactory completion of a minimum of four pre-tertiary syllabus subjects, with at least three being
done in Year 12. A maximum of five pre-tertiary syllabus subjects will be used – with the best three
subject scores from pre-tertiary subjects satisfactorily completed in Year 12, together with the best two
Tasmanian Certificate of other subject scores taken from either the same year, or any other single year after Year 10.
Education (TCE)
Pre-tertiary syllabus subjects have both internal school based assessment and external examination,
which are both moderated. The external examination is assessed on 40 to 60 % of the criteria stated
in the syllabus.
Completion of a minimum of 20 units, with at least 18 units being accredited A units of which 12.5
units must provide preparation for higher education (T units). V units lead to a vocational certificate
and may be classified as T&V units. These units must be arranged into courses that form at least four
majors (minimum of 14 units) and one minor (minimum 2 units) or three majors (minimum 10.5
units) and three minors (minimum 6 units). At least three majors and one minor need to be at the
T level.
ACT Year 12 Certificate
Student achievement is based on continuous school-based assessment that is moderated. There are
no public examinations or state-wide assessment tasks.
For higher education consideration, the student must sit the Australian Scaling Test (AST), which is
used to adjust scores awarded in T courses to achieve comparability of students’ achievement across
colleges and courses.
1
Senior secondary students in the Northern Territory undertake subjects developed and accredited by the Senior Secondary Assessment Board of South
Australia (SSABSA).
15
4. Giving schools autonomy to meet
community needs
Australian schools are community resources. They cater for their local community and have the potential to
provide a broad range of services in addition to education and training opportunities.
Giving principals greater autonomy means that schools can better meet the needs of their local community.
Centrally laid down rules and regulations make it difficult for schools to be responsive and flexible.
By allowing school principals and school councils to control their budgets and use resources
Schools more flexibly, schools can open up their facilities to provide education opportunities to the
should be broader community.
able to meet
community The use of facilities outside school hours brings schools and their community closer together. It
needs. is easier for young people to attend homework and study clubs, sports and special interests if
they are held on school premises.
The good work achieved by teachers during the school day can be reinforced through these out of school hours
activities. Students benefit also by having a chance to pursue their interests and talents in a safe environment.

The shift towards giving principals and their councils greater power over the running of their schools has
occurred in some states and in many overseas countries.
Autonomy over staffing and resources has been shown to be a key factor in a school’s success
Greater in delivering quality education for its community.
school
autonomy A challenge modern-day schools face is how best to meet the needs of working families in
can mean the 24 hour, 7 day a week society. The typical Australian school day of 9.00 am to 3.30 pm,
improved for example, dates back over a century, to community life 100 years ago.
education
outcomes. Pre-school hours can be even more problematic for parents, with sessions often only offered
for a short time in the morning or afternoon. Pre-school sessions in child care centres better
suit the needs of many parents, particularly those who are working.
In 2004, it is more than likely that a student will have both parents working or be from a one parent family.
While schools cannot cater for every individual circumstance, they will be better placed to meet the needs of the
families they serve if the principal can make decisions based on local needs.
Already in some Australian communities, especially in rural and remote areas, schools are playing a central
role by providing the venue for after-school homework classes, after-school care and a range of health and
social services. Close coordination of these services can improve the well-being of all children.
16
Schools that operate with higher local decision-making responsibility and autonomy will have a greater
capacity to respond effectively to their community. Closer links with their business community, industry and
sporting organisations can open up new opportunities for families to fully participate in community life.
Greater access to school premises for activities such as playgroups, early childhood learning, child care, health
and family support services could help parents with children below school age.
For many students, including young children with disabilities, familiarity with school and early access to
resources and materials that support early literacy and numeracy development helps with their school
integration and boosts their later educational achievement.
Having the flexibility to consider the needs of families and the local community is especially important in the
development of new school campuses. A number of campuses now have arrangements in place for sharing
resources with community institutions. They can make broader provision for their students, within the formal
schooling structure, as well as before and after school hours.
X How could schools better meet the needs of today’s

families?
X What kind of community activities could be offered at

schools?
17
5. Ensuring all schools are
performing well
Australian parents and the public need sound information to make informed and important decisions about
schooling. Parents need to be assured that the school their child attends is performing well. Finding a school
that suits the interests, talents and aspirations of a child is a critical family decision yet there is often little
publicly available information.

Parents would like more objective information about the quality of schools and the school environment. They
want to be able to ask questions about the performance of schools and should expect an informative answer.
In Australia, some school authorities systematically review school performance and measures are put in place
for improvements to be made. Other countries have a strong culture of reporting on school performance,
publishing standard sets of information on schools and taking action where schools are doing badly.
In England, for example, schools are regularly inspected and these reports are made
Parents publicly available. Special measures are taken to support schools that are identified as
and the failing or likely to fail. These can involve appointing a new principal, reviewing the school
public need management, providing special support for teachers and improving the communication
information between the schools and their community.
on the
performance In the United States of America schools are required to be accountable for their performance
of schools. in the No Child Left Behind Act of 2001. This ensures that parents have reports on school
performance. Students can be transferred out of schools that fail to meet standards.
In both England and the United States of America, there are measures in place to identify and support schools
that are not performing well. This is seen as an important element of public confidence and accountability.

Improving access to a broader range of information about schools, their programs, achievements and facilities
would help families make more informed decisions and critical choices about their children’s education.
Improved and up-to-date information on how schools are performing needs to go hand in
Schools have hand with a systematic approach to addressing poor school performance.
to be held
accountable Where there is inspired educational leadership from principals, teachers, parents, other
for their members of the community and education authorities, schools are reaching outstanding
performance. levels of performance.
18
X What should be done about schools that are not performing
well?
X What information would help parents to know schools are

performing well?
19
6. Providing meaningful information
to parents
Most Australian parents want to work with teachers and schools as partners in their
Parents children’s education. They have to be well informed about schools, so that they can choose
need more the school that best suits their child. They also have to know how their child is getting on,
information to so that they can give the support and encouragement their child needs.
make informed
choices.
Information about schools

Some states have taken the initiative to give parents a broad range of useful data on their local schools,
including the programs they offer and their achievements as shown by national assessment results and
university entrance scores.
This kind of informative reporting is the norm in some other countries. Compared with Australia, other
countries as a matter of course publish more extensive information on schools, their courses and activities and
how they are performing.
In England all schools are required to publish a standard set of information each year, which covers
examination and national curriculum test results as well as information on school improvement. In California,
a School Accountability Report Card is issued for each school. This includes information on dropout rates,
progress towards reducing class sizes, numbers of credentialed teachers, number of days of staff development,
suspension and expulsion rates and data on the last three years of achievement in reading, writing and
arithmetic.
In parts of Australia, there is resistance to this kind of open reporting.
Information about students

The achievement and progress of students in schools across Australia are reported in many different ways.
The two most common forms of formal reporting to parents are through a written report and parent-teacher
meetings. Most reports focus on academic achievement, but they also include performance in non-academic
areas such as attitude, effort, work habits, attendance and values development. Often, for children with
disabilities, progress will be mapped against goals in an individual learning plan.
Even though regular reports are given out across Australia, the format of these varies
The content of nationally and from school to school. The timing of reports can range from one each term
school reports to semester reports. Reports can be a combination of descriptive comments, marks or
shapes how
grades such as A, B, C, D and exam and semester results shown in percentages.
well parents
can support In some schools, reports include samples of student work to demonstrate skills and
their child’s competencies. Some schools report on a student’s overall ranking in the class. Parents
learning.
have indicated that they appreciate this kind of comparative information as well as
objective benchmarks or standards against which they can assess their child’s progress. In
20
some schools, students are encouraged to reflect on their own learning and achievements, with self-reflection
included in their student report.
At present, some parents receive reports which include information about a student’s literacy and numeracy
performance against national standards. All parents in Australia should receive these reports for Years 3 and 5
literacy and numeracy achievement. In time, this should also be available at the Year 7 level. This is valuable
information for parents as an independent measure of achievement and progress in literacy and numeracy. It
is however, restricted to these basic learning areas. The possibility of extending such independent assessment
and reporting to other areas of schooling, such as science, civics and information and communication
technology, is being explored.

For meaningful involvement in their child’s schooling, parents need a rich set of information about schools,
about school performance and about their child’s learning and development.
This information needs to be well presented, easily understood, comprehensive and objective. Clear and
consistent reporting on schools and students across Australia, incorporating objective performance measures is
a vital element of school accountability and a vital ingredient of effective parental involvement.
X What kind of information would help you choose a school?
X How should schools report information to parents, and how

often?
21
7. Focusing on the values that young
people need
Education is about more than equipping Australian students with specific skills and knowledge. It is also about
developing positive, productive attitudes and building character. It is about giving and living the values our
nation needs.
Australian society has a shared sense of values that unite people and are important for accepting and
celebrating diversity. Values such as tolerance, trustworthiness, mutual respect, courage, compassion, honesty,
courtesy and doing one’s best are part of our democratic way of life and shape our children’s understanding of
themselves and of the world.
In a rapidly changing world, young people need to exercise judgement in matters of ethics, morality and social
justice and accept responsibility for their own actions. Schools can help students develop a sense of social and
community responsibility. They reinforce national values and enable students to understand and participate in
our democratic institutions.

Programs in values education and civics and citizenship provide opportunities for Australian students to gain
the capabilities they need to become responsible and informed citizens.
Values based education can make school environments safer and more supportive,
Values helping students to develop social skills and build resilience.
education
helps students A number of schools use values education to address issues such as school behaviour,
build social discipline, bullying, violence and substance abuse. Some adopt mottos, school logos and
skills and uniforms that promote a positive and welcoming school culture. Schools report that these
become give students a sense of shared values, pride, belonging and identity.
resilient.
Many schools embed the values they teach in their educational planning. Many schools
market themselves to parents on the basis of these values.
Research shows that values schools promote are best determined by schools with their students and
communities.

School programs in values education and civics and citizenship are at different stages of development across
Australia. There is much to be learned by sharing the experiences of the many schools that have successfully
embraced values education.
22
Values Education Study - action research in values education
The Australian Government initiated a national Values Education study in July 2002 to enable schools to build on existing
practices and to share successful approaches to values-based education. The study involved 69 schools across the country.
One of the participating schools, Xavier Community Education Centre on Bathurst Island in the Northern Territory, undertook
the Tiwi MindMatters project. This aimed at helping its students to become more resilient, improve their behaviour and
attendance at school, and encourage a safe learning environment.
At Xavier, the approach of MindMatters was matched to the local culture by involving the Tiwi staff in producing MindMatters
lessons ‘in a Tiwi appropriate way’. The values Xavier seeks to instil in students through school grow out of the specific
circumstances on Bathurst Island, together with the values the school sees as important and those the Tiwi community
embraces. The result is a set of values comprising: family and belonging to skin groups; being a good ‘bloke’, which applies
to males and females and means being sensible, helpful, sharing and spreading goodwill; giving and helping; respect for
the land; hunting; skills for survival in their own communities and beyond; and literacy in both Tiwi and English.
As well as supporting school initiatives like this, the study carried out complementary surveys with parents, teachers and
students to determine how schools can foster the values of the community.
The case study reports, survey outcomes and supporting research, published in November 2003 (www.dest.gov.au/
schools/publications/2003/VES/VES_Report.pdf), provides a sound and informed basis about current best practice
and what needs to be done to strengthen values education in schools. The outcomes will lead to improved values education
being developed, promoted and fostered in Australian schools.
X What values and attributes would you like encouraged in

schools?
X How can schools best prepare young people to become

responsible citizens?
X Do you like to see school uniforms and school mottos?
23
8. Creating safe school environments
How we as a community protect the vulnerable transition from childhood to adulthood in a safe and healthy
school environment is a critical measure of a caring society. When parents send their children to school they
expect that they will be able to learn in a secure and supportive environment and that the school will safeguard
their emotional, social and physical wellbeing.
Young people need to develop the skills, attitudes and values that will lead them to make positive choices
through life. They need to develop resilience to respond to life’s challenges. Parents have a right to expect
that their children will be able to go to school without being bullied, harassed or exposed to violence. Schools
and parents can work together to reinforce positive messages and provide useful information that will put
students on the path to healthy, socially responsible and productive lives.
Safe and supportive schools

A 1997 study showed that one child in six was bullied each week in Australian schools. In 2002, Kids Help Line
received almost 6,000 calls about bullying from young people around the country. Bullying was one of the
three most common reasons why children under 15 sought help from the service. Experts say that up to 50 %
of children have been bullied in the past year.
There are no circumstances where bullying is acceptable. The damaging effects of bullying, both for those who
are bullied and for those who do the bullying, can be long lasting. Children who are bullied have higher levels
of stress, anxiety, depression and illness and have an increased tendency to suicide. Young people who bully
are more likely to drop out of school and use drugs and alcohol or be involved in violent behaviour in
adult life.
Schools can work with parents and students to prevent bullying, by teaching and showing
Students young people the values and skills they need for positive relationships. Teachers at the
should be moment are not well equipped to deal with this issue. For example, only 36 % of new
protected from teachers in a recent survey felt that their teacher training had prepared them well to
bullying at handle bullying.
school.
Schools have serious responsibilities in preventing and responding to child abuse. Their
main role is to provide a supportive environment in which students can learn to recognise
abuse and speak up about it.
A national approach has been developed to ensure that every Australian school offers a safe learning
environment. Good practice examples can help schools create and maintain supportive environments and find
the best ways to handle incidents of bullying, harassment, violence or any form of abuse.
Drug free schools

Teaching children about the dangers of illicit and unsanctioned drugs is critical in modern society. Illicit drugs
have no place in Australian schools. In 2001, around 20 % of young people aged 14 to 17 tried cannabis
24
and about 4 % used amphetamines. Drug education strategies to date have been successful in controlling the
use of unsanctioned drugs in schools. More and more schools are participating in school drug education and
learning from each other.
One clear finding from recent research is that both primary and secondary students respond best to school drug
education when there is a strong and united approach from schools, families and community agencies. This
shared responsibility increases a student’s capacity to make well-informed, healthy decisions around
drug issues.

Creating a safe and nurturing environment for all young people, at schools and in society, Resilience
must be a national priority for Australia. A first step is for all schools to adopt protocols for in young
people means
dealing with bullying, violence and child abuse.
a safer,
It is important for schools, parents, students and the wider community to work together to healthier life.
ensure that students can feel safe and protected at school. Teachers need training and support
to confidently tackle these critically important issues.
Schools, parents and students need ready access to information and strategies that have been tried and tested
in areas such as bullying, child protection and drug education.
Making Australian schools safer
Bullying. No way! is a project that is contributed to by all school authorities and supported by the state and Australian
governments. See: www.bullyingnoway.com.au
Kids Help Line. See: www.kidshelp.com.au
X What are the most effective ways of dealing with bullying

at school?
X How can parents and schools work together better to keep

young people safe and healthy?
25
9. Accelerating Indigenous education
outcomes
No society can consider that it has succeeded while education outcomes for some groups of students lag far
behind others. Indigenous Australians face challenges that are significantly greater than other Australians.
The disadvantages faced by Indigenous students living in communities where alcohol abuse and domestic
violence are prevalent, or where there is limited access to mainstream infrastructure, are greater than those
faced by students in large cities.

On many measures, recent results for Indigenous students are the best they have ever been. In the basic skills
of literacy and numeracy, the performance of Indigenous students has improved since national testing began
in 1999. Still, Indigenous students have lower literacy and numeracy skills than other students – 67 % of
Indigenous students achieved the Year 5 reading benchmark in the 2001 national assessments compared with
90 % of all students.
Indigenous Year 12 enrolments have risen to a record 2,941 students in 2002. Retention rates for Indigenous
students, at around 38 %, are still unacceptably lower than the national average, even though they have risen
by nearly 10 percentage points over the last six years.
The disadvantage experienced by Indigenous students is particularly pronounced in remote regions of
Australia. In remote parts of the Northern Territory, for instance, only one in eight Indigenous students will
pass a basic Year 3 reading test, compared with the average across Australia for Indigenous eight-year-olds
of six in eight. Only one in ten Indigenous Australians in remote regions completes Year 12, compared with a
national figure of nearly four in ten.

While there are significant improvements to point to in Indigenous education outcomes
More targeted in recent years, more targeted efforts could accelerate this progress. In particular, effort
efforts, needs to be directed at remote regions where the greatest educational disadvantage
focusing exists.
on areas
of greatest Evidence is mounting to show what kind of approaches and initiatives make the most
need, could difference to educational outcomes. These are the areas where the greatest effort is
accelerate needed. They include attracting Indigenous teachers into the profession and ensuring that
progress in all teachers and principals have a knowledge and understanding of Indigenous cultures.
Indigenous
education Close coordination of the various health and social services offered in a community
outcomes. is especially relevant for schools serving Indigenous communities. Close connections
between families, schools and the wider community enable a school to be more responsive
to community needs, more effectively supporting the lives of children and families and
improving educational participation.
26
MURDI PAAKI – Shared Responsibility
Murdi Paaki is part of a new approach that recognises that neither governments nor
Indigenous communities can improve the outcomes for Indigenous people on their own.
Only by working together and sharing responsibility can the flow-on effects of better health
and education for young Indigenous people be achieved.
Following community consultations, the Murdi Paaki Regional Council (which represents 16 Indigenous communities in
western New South Wales) and the Australian and New South Wales Governments have agreed to work in partnership to
address key regional priorities. These priorities, recognised in a ‘Shared Responsibility’ agreement, focus on:
X improving the health and well being of children and young people;
X improving educational attainment and school retention;
X helping families to raise healthy children; and
X strengthening community and regional governance structures.
Murdi Paaki is one of eight trial sites in a whole of government approach to improving the outcomes for Indigenous people
involving Indigenous communities and the state and Australian governments. Similar initiatives are under way in Cape York
in Queensland, Wadeye in the Northern Territory, the Anangu Pitjantjatjara Lands in South Australia, the WA COAG site in
Western Australia, Shepparton in Victoria, the ACT and the northern region of Tasmania.
More information is available from: www.icc.gov.au
X What are the best ways to encourage the participation of

parents and the community in the education of Indigenous
students?
27
10. Ensuring seamless transitions from
school to work or further education
I. Career choices
Today, young Australians can expect to have from five to seven different careers throughout their lifetime. They
will need resilience and initiative to help them learn, plan and manage their careers effectively.
Students heading for this unpredictable future need to be independent learners, flexible and engaged with the
community. Adaptability, flexibility and the capacity to manage their working lives will become key life skills
for young people leaving school.
Preparation for this kind of future starts early. Strong professional career education and advice in schools
from early in secondary school can equip students to make the best choices and will stand them in good stead
throughout their working lives. Choices will be based on interests, aspirations and capability and be informed
by the best available information about work and study options.

Today’s young people look to parents, teachers and friends for advice on careers. Their preferences and
ambitions are strongly influenced by their immediate environment. From an early age, they have developed
ideas of what it means to be a builder, a lawyer or a consultant in information technology.
Around 90 % of senior secondary school students intend to undertake further education
The quality of or training after school, with many of these aiming for university study. About 30 %
career advice
of final year school leavers go straight on to university. Others may go on to TAFE or
varies across
other education, New Apprenticeships or straight to work and some will be active job
Australia.
Careers seekers. Some of those who go directly to work return to study at a later stage. Career
advisers need development should reflect this reality and cover all the options open to students.
professional
Career services in schools can vary considerably in standard. They often fail to provide
training.
adequate or appropriate information to students. Strong programs need professionally
trained staff as well as the support of the school principal.

Making career decisions is no easy thing. Decisions made at school form the critical basis for outcomes in
future life. Young people need to know what direction to take and this includes whether to pursue a Year 12
certificate, a vocational equivalent or indeed another way of reaching a goal.
Parents are the major influence on young people’s career and study choices. To help their children make the
decisions that are right for them, they need access to up-to-date and accurate information, so they can work
cooperatively with teachers and careers advisers.
Improving information and increasing vocational learning opportunities in schools is a priority for all levels of
government. National effort is focusing on identifying the career-building skills young Australians will need
over their lifetime.
28
Through this work, a consistent national approach to quality career information, education
Planning and
and guidance will be developed.
managing
Introducing professional standards for school careers advisers could improve the quality of a career
career advice. It is a professional and demanding job, not one that can be left to teachers are lifetime
activities.
with no professional training in careers education.
Good career
Thanks to a number of trials and pilot programs around Australia, evidence is building education
up to show the value of students having individual career plans. These individual plans and guidance
are an
are living documents that can be changed and updated as young people move through
essential part
secondary school. They help students design and review their learning and work
of schooling.
experiences so they can reach their career goals.
myfuture - An interactive, online career exploration

service
myfuture.edu.au is Australia’s online career exploration and information system.
It is for all Australians who want to explore their skills and interests and identify possible
career paths. It helps each person to develop a career plan and research options for
further study and training.
The service is available free on the internet for everyone, not just school students. It’s
easy to follow and provides up-to-date information about the labour market, education, training and jobs in Australia.
Using myfuture young people can create their own profile. They can match their interests, values, skills, aspirations and
abilities to identified occupations. They can re-enter and exit the site at any time, and update their profile as their skills
develop or interests change.
myfuture assists adults returning to the workforce or changing career direction as well as students working out where to go
after school. The site contains information on industries, small business, courses, training providers, financial support and
much more.
The site (www.myfuture.edu.au) is also designed to help career counsellors, teachers and parents. Feedback about the
site has been great.
“I think this site is fantastic. I am a Youth Worker based in a secondary school and will be using this extensively with year
nine students.”
“Your website has been a huge help to me and thank you very much for helping me decide what I want to do in the future.
You have put me already one step ahead.”
“Congratulations on a brilliant site. With limited resources in our college it is often difficult to provide students with the most
ideal resources. This site is very informative, helpful and user-friendly.”
29
X Where do you think your children get most of their ideas
about careers?
X What kind of internet sites do young people turn to for

career information? Which sites are most useful?
30
10. Ensuring seamless transitions from
school to work or further education
II. Transition support
Moving through school to work and further study can be a daunting time for young people. It is also a time
when parents and grandparents worry about how they can help.
To make effective transitions, students need a strong foundation of basic skills such as numeracy and literacy
and access to career and transition information and support. They need to be able to adapt to different
settings and social groups, learn new rules and expectations and be more independent.
Students benefit from a positive attitude and community engagement. Schools can assist them by providing a
flexible learning environment and close links between schools and the wider community.
As a nation, Australia would reap major social and economic benefits from ensuring Schools have
that all young people move from school into further education and training or good an important
jobs. The benefits come from a better educated and more productive workforce, a lower role in helping
unemployment rate, a healthier society and greater social cohesion. students
prepare for
their life after
What is the situation now? school.
Each year, over a quarter of a million Australian teenagers leave school, having finished
at Year 12 or earlier.
On leaving school, they face a wide range of options. Around 6 out of 10 of them go on to formal tertiary
education or training, with half of these going straight to university, and half undertaking VET programs
including New Apprenticeships.
A further 1 in 4 will go into full-time or part-time jobs with no formal education attached. A very small
number will not be in the labour force because they are doing things like raising families or travelling, and
about 1 in 10 will be unemployed.
Leaving school, young people face a maze of information and have lots of decisions to make. They face a wide
range of options which are not easily understood and a variety of service delivery agencies which can make
access difficult and confusing.
For information about what to do after they leave school, students look especially to
parents, friends or older siblings who have made this transition before them. Some may Information
turn to the wide range of government services which have been introduced to support and and support
guide students in schools, to provide labour market assistance, to build school-work and services for
school-VET links and to promote flexible school and work and training options. young people
leaving school
Services have also been developed for young people who are at most risk of dropping are not well
out of education. These approaches are all part of the strong national commitment to organised.
helping young people in their transition from school.
31
Each young person is entitled to support from school to work and further study. Those at risk of dropping
out and those who disengage early from formal learning, either because they have lost interest in schooling
or because something disrupts their family or personal life, are entitled to special assistance. What is most
important is having ready access to the people and services that will help them learn the skills, develop
the confidence and get the information they need to make the leap from the school setting to their new
environment.
Around three-quarters of young people complete Year 12. Twenty years ago, this figure was as low as one-
third. However, there are major differences in Year 12 retention rates across Australia, from 53 % to 88 %,
and for particular groups of Australians. Retention rates for Indigenous students, at around 38 %, are
unacceptably lower than the national average.
Leaving school early can have a big influence on life chances. Early leavers are more likely to have
lower incomes and uncertain employment. Continuing with learning or training, in TAFE courses or New
Apprenticeships, can turn this around. Completing a New Apprenticeship for example halves the risk of
unemployment faced by those who do not complete Year 12.
There is evidence that alternative settings and alternative approaches can foster an environment which
promotes re-engagement and can restore students’ motivation and interest in learning.
Local community partnerships have a key role to play in supporting successful transitions for young people.
32
Re-engaging young people
Partnership Outreach Education Model (POEM) projects are currently being piloted nationally. Each project tests new ways
of re-engaging young people in community learning environments.
POEM projects target 13-19 year olds who are disconnected from mainstream schooling and often also their families
and communities. For a variety of reasons these young people have not been able to fit into the mainstream schooling
experience. The POEM projects are therefore aimed at reigniting their interest in learning by providing them with flexible
and accredited education and training options in supported community settings.
Through a coordinated local community partnership approach, these young people are encouraged to achieve their
potential while being given the personal support to help them with social, legal, health, family or emotional issues.
These projects have had life-changing effects in many students’ lives.
“If only there were more courses like this (POEMs) I think it would help out a lot of people coming off the streets doing
nothing to actually putting their minds together and looking at a brighter future. I didn’t think I’d get my school certificate
at school but here I know if I work hard in this environment I’ll have no worries.” (NSW POEM project participant)
“My confidence has come flooding back and I have realised that I am worthy of an education and friends.” (Queensland
POEM project participant)
“The staff of the POEM project are to be recognised and applauded for their tenacious commitment to re-engage [my son]
with his education. They have succeeded.” (Victorian POEM project participant’s parent)
For more information see: www.dest.gov.au/schools/catspoems/poems.htm
X What information or assistance would help parents support

their child’s planning for the future?
X How easy is it for you to access services and advice for

students moving from school to work or further education?
33
Other Important Issues
11. Basic skills – literacy and numeracy

The very foundations of learning are literacy and numeracy – being able to read and
The nature write, add and subtract. These are the basic skills that all school students need so that
of basic skills
they can successfully complete school, go on to further education and training, find jobs
is changing
with rapid
and lead fulfilling lives as active members of the community.
technological The workforce today is more knowledge-based and technology-intensive than it was when
change.
most parents started their first job. There are fewer jobs for people without basic literacy
and numeracy skills. At the same time, new technologies are changing the way we work,
everyday life and what it means to be literate and numerate.

Over the last few years the Australian Government has given the highest priority to ensuring that all young
Australians have these foundation skills.
Only seven years ago, we did not know how well Australian students were mastering basic literacy and
numeracy skills. School authorities around Australia used a variety of different tests and measures to assess the
literacy and numeracy skills of students, but they were not easily comparable.
We now have the means to measure and assess these skills so that we have a national
All students picture of how well Australian students are doing.
need to
achieve high As part of a national approach to this number one education priority, literacy and
standards in numeracy standards (or benchmarks) have been put in place and all Australian students
literacy and are tested against these standards in Years 3, 5 and 7.
numeracy.
Data from these tests provide important information for schools and parents on students’
level of achievement.
The 2001 national results show that an overwhelming majority of school students are achieving well:
X Reading – 90 % of Year 3 and Year 5 students achieved the national standard.

X Writing – 89 % of Year 3 students and 94 % of Year 5 students achieved the national standard.
X Numeracy – 94 % of Year 3 students and 90 % of Year 5 students achieved the national standard.
Australian school students generally perform above the international average in literacy and numeracy, often
at levels very close to the world leaders.
34
While these generally high standards of student performance are a source of pride, test results show that some
students and some schools are not performing as well as they need to.
X Indigenous students have lower literacy and numeracy skills than other students – 67 % of Indigenous
students achieved the Year 5 reading benchmark in 2001 compared with 90 % of all students.
X More boys than girls are not reaching minimum literacy standards – 88 % of boys achieved the Year 5
reading benchmark in 2001 compared with 92 % of girls.

Better ways of improving literacy and numeracy achievement for all, but especially for those not reaching the
minimum standards, need to be put into practice.
Sharing information about what works best is a useful starting point. Early recognition and intervention,
access to books and other resource materials and quality teaching are some of the key ingredients in lifting
performance.
More open reporting to parents in a nationally consistent format would help cement the The future
partnership between parents and schools in this educational effort. labour
market calls
Looking ahead, it is important that testing and reporting continues to capture the basic
for a good
skills that are critical for 21st century community and economic life. Beyond literacy and
foundation of
numeracy, there may be other foundation skills that all Australian children should obtain. basic skills.
X What are the best ways of raising the literacy

and numeracy performance of students?
X Should literacy and numeracy skills remain as government’s

first education priority? Should other basic skills be given
the same attention?
35
12. Life skills
For schooling to connect with the needs and interests of students, it must be real and
engaging.
Schools need
to be close Over and above developing a strong foundation of basic skills, schools have to prepare
to the wider young people to meet the real life challenges they will encounter throughout their lives, in
community. their roles as family, community and workforce members.
Young people are part of a rapidly changing knowledge society. They will need a sound
general education, good communication skills, and a readiness to be flexible and adaptable so that they
continue their learning throughout their lives. They need to be able to work well with others and make
rational and informed decisions about their own lives and accept responsibility for their own actions. The new
generation no longer faces a job for life, but can expect several changes of career over a working life. Many of
the jobs students need to prepare for do not yet exist.
To prepare for the highly skilled and innovative workforce of the future, schools have a vital role in building
an innovative and entrepreneurial culture. This includes equipping young people with sound scientific and
technological understandings. These will be key foundation skills for effective participation in society and work.

Many school students work. Many are active in voluntary organisations, sporting and recreational groups and
in community development activities. As a result, they may look for relevance and connection between what
they do outside school and what happens in school.
The enormous increases in participation in secondary schooling over the last twenty years, from around 36 %
retention to Year 12 in 1982 to 75 % now, means that schools have to cater for far greater diversity in students’
expectations and needs.
Schools have responded well to these pressures and changes by forging partnerships with parents, community
groups, business and industry, other schools and vocational education and training providers to create
innovative learning environments. Working with this wider world brings in new ideas and experiences.
The development of enterprise education in schools is one of the ways schooling has been
made more practical and meaningful. Enterprise education challenges students to apply
Enterprise
their learning in real life situations and to understand the realities and demands of the
education,
employability workplace. It reinforces the value of what is learned in the curriculum. It involves students
skills, taking greater responsibility than in the traditional classroom and introduces students to
innovation and the range of essential knowledge, skills and values that will underpin their employability.
creativity are
all important
Australian industry is seeking young people with a ready understanding of the world of
parts of work. They need general, employment-related skills as well as a broad range of personal
preparation skills such as loyalty and commitment, enthusiasm and adaptability. The employability
for life. skills that are highly valued include communication and teamwork, planning and
organising, problem-solving and initiative, self management and technological
know how.
36
Creativity is vital for true innovation as well as a source of personal fulfilment, pleasure and enjoyment. Music
education, for example, has been shown to be a powerful learning experience for children, as well as an
effective learning tool. With the many demands on schools and teachers, it is important not to overlook the
educational value of the creative arts. School based arts education can have real benefits for students and
provide opportunities for further appreciation of social diversity and cultural identity.

For students to develop the skills they need for life in the 21st century, school learning has to relate to real-
life. Young people need to be well educated, creative and enterprising people who communicate well, show
initiative, work effectively together and demonstrate high levels of competence and responsibility.
This happens best when schools nurture their links with the community and the world of work, and when
teachers’ own experience is relevant and interesting.
Effective and innovative approaches to preparing young people for their future have been adopted by many
schools around Australia. Finding ways of sharing the best examples of these would mean even more
Australian students could benefit.
Innovative science and technology learning

Questacon - Australia’s interactive Science and Technology Centre
– and the Commonwealth Scientific and Industrial Research Organisation
(CSIRO), are national leaders in engaging people in science and technology.
As well as its popular Canberra facility, Questacon delivers a range of innovative regional
science education outreach programs, such as Smart Moves. Since 2002, Questacon Smart
Moves science presenters have been touring rural areas with a multimedia show aimed to
excite and inform 15-18 year olds about study paths that could see them enter leading-edge
science, engineering and technology careers.
Questacon Smart Moves in 2004 is touring New South Wales - Hunter, Mid-North and South Coast - in Term 1; South
Australia in Term 2; Western Australia in Term 3 and Tasmania in Term 4. More information can be obtained from:
http://smartmoves.questacon.edu.au
CSIRO offers the CREativity in Science and Technology (CREST) project. Each year 5,000 students undertake their own
research projects, with the help of industry and community workers, to gain a new understanding of the role of science and
engineering in the community.
CSIRO’s Double Helix Science Club also links young people all over Australia to cutting edge science and is extremely popular
with students aged 7-16 years. The national network of CSIRO Science Education Centres offer interactive class sessions
and professional development for teachers across Australia, reaching over 220,000 each year. For more information, see
www.csiro.au/education/
X What life skills are most important for young people today?
37
13. Using new technologies
Technology is an everyday tool essential to 21st century life, in homes, schools and workplaces. This is probably
the area of greatest change to schooling in recent years. Students and teachers are now expected to use
computers, e-mail and the Internet as part of the normal classroom environment.
Australian schools have embraced new technologies. Today’s students put their basic information technology
skills to good use by using the Internet to locate information for their projects, using email to connect with their
teachers and other students on group projects, and accessing digital learning materials for class assignments.
Mastery of these skills is a vital ingredient in creating an innovative society.
New technologies change the way students learn as well as the way teachers teach. The challenge for teachers,
many of whom were taught and trained in a different environment, is to keep up with technological change,
realise the potential of technology to teach concepts and subjects in new and exciting ways, and build on what
young people already do outside the classroom.

A recent international study of Australian 15 year olds reported that 90% have access to a computer at home.
About half of these students use computers daily at home and use computers at school frequently, either daily
or a few times a week. This places Australia well above the international average of 36%.
Supporting teachers through professional development to upgrade their technological skills is important
if Australia is to maintain its competitive position internationally in the use of computers and emerging
technologies.
Some schools have made enormous progress in integrating technology into the classroom.
They use the Internet, intranet and networking to make teaching and learning more
Technology
can make effective and more engaging for students.
teaching and In some schools, course outlines and assessment requirements are available online to
learning easier
parents and students. School intranets are also used to publicise school community
and more
enjoyable for
activities and student projects and maintain on-line learning resources. Many schools
teachers and use technology to create networks with other schools, sometimes across the world, to
students. share ideas and experience. Websites have been developed to help teachers, students
and parents access the latest developments in education and implement them in the
classroom.

Schools need modern, flexible and user-friendly technology systems to facilitate classroom teaching and
learning. This means providing high bandwidth and reliable services to schools wherever they are located in
Australia.
38
The increasing use of computers in schools makes it important to develop online curriculum resources, services
and applications. School intranets have enormous potential for sharing information and resources among
students, parents and teachers.
Teachers have to be able to use technology effectively and develop the skills of their To make
students. They need a range of skills and knowledge and to keep up to date with the best
innovation and change through professional development. While most students are use of new
computer literate, teachers need to be able to connect that capability to worthwhile learning technologies,
tasks. schools
need reliable
As a society, we are becoming aware of the new dangers which the Internet presents, access,
especially to vulnerable and easily-influenced children. It is crucial for young people to be high quality
educated about effective and safe ways to use the Internet. content and
well-trained
National assessment of students’ information communication technology skills and teachers.
knowledge at Years 6 and 10 is planned. This will allow schools to see how these skills are
developing at key stages, and respond to needs as they become apparent.
The Australian Government’s

youth website
The Source is a dynamic website which provides young
people with access to information on everything from
assistance with homework and studying and identifying a career, to lifestyle and entertainment.
It is a valuable tool for young people to make sense of and use the huge amount of information available to them. It also
increases awareness of the comprehensive range of youth services provided by governments and community organisations.
The site also offers interactive forums, online polls and surveys to provide the opportunity for young people to get involved
and be heard on issues of interest to them.
One part of The Source is Living Choices, which details the Australian Government’s programs and services for young
people. These programs offer a comprehensive range of support and encouragement, including the area of Learning and
Training, so that young Australians have more opportunities to move forward and realise their full potential.
For more information see: www.thesource.gov.au/livingchoices
X What could be done to improve the use of new

technologies in your school?
X How can schools ensure that children develop the skills and
knowledge to use emerging technologies?
39
14. Nutrition and physical activity
Being active and healthy is an important start to a long and fulfilling life. Young people who are active and
healthy are more likely to get the most out of their schooling and reach their full potential. Good health for all
Australians, with an emphasis on nutrition and physical activity, is an Australian Government priority.
Alongside families, schools have an important role in addressing the increasing numbers of overweight or
obese young people, mostly due to poor diet and not enough physical activity.
Parents should be able to rely on schools to reinforce messages about the importance of physical activity,
healthy eating and healthy lifestyles. Schools can provide information, encourage and model good habits and
practices and offer a healthy environment. Schools provide an important setting for children to be active.

Almost a quarter of all Australian children - about one million young people - are now considered to be
overweight. This figure has been increasing and is expected to continue to rise. The risks of obesity are well
recognised, leading to poor health throughout life.
Obesity in children can lead to medical problems such as high blood pressure, high cholesterol levels, Type 2
diabetes, breathlessness, tiredness and flat feet. Some of the common social problems overweight children and
adolescents can experience include lower self-esteem, poor body image, teasing and victimisation.
Many Australian children are not eating properly. A recent study found that one in five children did not eat
breakfast and one in four had something inadequate, such as coffee, tea, cordial or a soft drink. Many had not
eaten any fruit or leafy green vegetables in three days.
Children who regularly enjoy a wide variety of nutritious foods are more likely
to concentrate better at school and be better able to make the most of learning
Children must
be healthy and
opportunities.
active to get Children who don’t eat well are generally less active and less attentive. They can become
the most from
disruptive and stop participating in class.
their schooling
and prepare Physical education has an important place in the school curriculum. It helps growing
them for later children by developing their hearts, lungs and motor skills, as well as helping their self-
life. confidence and social skills. In some parts of Australia physical education in schools is
compulsory. Elsewhere it is up to individual schools to decide how often it is offered, if
at all.

Schools, parents and the wider community can work together to tackle important health, physical activity and
lifestyle issues. Schools are important partners in the national endeavour to create a healthier Australia, as
behaviours developed in youth often last into adulthood and are passed onto the next generation.
40
Australia is a country which idolises its many sporting heroes. We are fortunate in having an environment
perfect for outdoor activity as well as ready access to a wide variety of healthy foods. The challenge we face as
a nation is to transform these natural advantages into health benefits for all young Australians.
Keeping kids active

Schools play a critical role in influencing young people to adopt positive, long
term attitudes and behaviours towards sport and physical activity. The Active
Australia Schools Network is a national network of schools with a focus on sport
and physical activity, and is committed to developing, supporting and promoting
sport which is fun, safe, challenging and rewarding.
Member schools are acknowledged for:

X Ensuring a quality sport and physical education program.
X Encouraging and supporting sport initiatives everywhere in the school community.
X Providing opportunities for everyone to take part in sport and physical activity outside of regularly scheduled
physical education classes.
X Creating a school environment which supports and encourages sport and physical activity.
The Network recognises ‘good practice’ in schools and provides opportunities for sharing ideas between like-minded
schools. Nearly 1000 schools Australia wide are linked to the Network which is a national initiative of the Australian Sports
Commission and is managed by the Australian Council for Health, Physical Education and Recreation. For more information
visit: www.activeaustralia.org/school/
X How can parents and schools work better together to

keep children healthy and encourage them to participate in
physical activity?
41
15. Educating boys
There is increasing community concern for boys’ education. Too many boys lose interest in school. Boys are not
achieving well enough in many areas of education, from literacy through to Year 12 results. The educational
gap between boys and girls is increasing.
Low achievement at school can have long-lasting effects. It is closely linked to unemployment and low levels of
income. With the disappearance of many traditionally male manual labour jobs in the modern economy, boys
need to do well at school to move easily into the workforce.
Disengagement of boys from school has long-term personal and social consequences.
Teaching and Teenage boys are more likely than teenage girls to experience alcohol and substance
learning in abuse or commit suicide. Deaths from illegal drugs also overwhelmingly involve young
school should men.
suit boys as
well as girls.
All Australian children should be educated well and have the opportunity to gain
appropriate skills and education for later in their lives. The challenge is to increase the
engagement of boys and improve their educational achievement, without threatening the
gains made by girls in recent years.

There are many positives about boys’ education. Both boys and girls perform well by international standards.
Boys are highly competitive in maths and are well represented in New Apprenticeships.
However there are areas of concern. Boys’ literacy skills have declined over time. Fourteen year old boys are
doing worse in literacy tests than they were 25 years ago. In 2001, 88 % of Year 5 boys (that is, 10-11 year
olds) achieved the national literacy benchmark, compared with 92 % of girls.
Boys are less likely than girls to finish school. While many go on to New Apprenticeships, full-time work or
vocational education, in general early school leavers are more likely to face a future of low income and poor
prospects.
Suspensions and expulsions also involve more boys, a sign that young men are feeling increasingly alienated
and dissatisfied by their school experience.
More male
It is also concerning that boys are less likely to go on to higher education. At present,
teachers 44 % of university commencements are male. Enrolment in vocational courses and New
could make Apprenticeships are high and growing, but they cannot make up for falling achievement
a difference in other areas.
to boys’
engagement The decrease in the number of male teachers, especially in primary school (down to 21 %
in school. of all teachers), is a matter of concern, as discussed in section 2. There are many boys who
have no positive role models at all in their lives.
42
Too many boys lose interest in their schooling, yet we now know that coordinated strategies, especially in early
to middle schooling, can connect boys to opportunities and re-engage them. The challenge is to re-engage
boys’ interest in their schooling and enable them to fulfil their potential in later life.
Teachers can make classroom learning more relevant, challenging and fun for boys. Schools can be more
friendly and encouraging.
Good teaching is one of the most critical factors influencing success at school. It has been
found that irrelevant curriculum and poor teaching have a more obvious impact on boys Teachers
than girls. Certain teaching styles and some assessment measures can put boys at a need training
disadvantage. A teacher’s ability to manage behaviour is also a significant factor. Good in effective
behaviour
teachers and schools can respond to the different learning needs of their students and help
management.
to transform a student’s school experience.
43
The Boys’ Education Lighthouse Schools Programme was launched in November 2002 to
identify and showcase successful practices in the education of boys.
During 2003, 230 primary and secondary schools from across Australia were involved in
110 action research projects relevant to the education of boys.
The vast amount of activity these projects generated has resulted in:
I. greatly improved awareness among teachers and other school community
members of issues in the education of boys.
II. a significant trialling of new teaching methods designed to improve boys’ learning outcomes (particularly in
relation to literacy) and their engagement in learning.
III. increased dialogue within school communities and across cluster schools about boys’ education and how to
improve it.
IV. effective use of role models and mentors from within school and the wider community.
Stage Two of the program will begin in 2004 and will see approximately 30 clusters of schools established across Australia
to promote successful practices in educating boys. Each cluster will contain a ‘lighthouse’ school to support the professional
learning of teachers in schools around them.
A summary report containing a common set of guiding principles and more information on Stage Two of the program can
be found at: www.dest.gov.au/schools/boyseducation
X What can schools do to address the specific needs of boys

and keep them interested in education?
44
16. More options – VET in schools
The key to engaging all young Australians in education is diversity. Greater provision of vocational education
and training (VET) in schools has succeeded in creating greater diversity in senior secondary schooling.
Often delivered as an option in the mainstream curriculum, VET in schools offers students practical learning,
introduces them to the world of work and provides employability skills. Having VET in the senior secondary
curriculum means schools can cater for all students, those at risk of not staying on as well as those seeking
university entrance. It expands post-school options.
Leaving school early is a recipe for unemployment in the future. The variety and relevance of VET programs in
schools keep young people interested in school, giving them the chance to learn about different areas of work
and gain nationally recognised skills and qualifications that can lead directly to jobs.
Young people taking VET programs in schools are well placed to go on to further study at TAFE or university
or find a job. Employers have a high regard for the technical and business skills and workplace knowledge
students develop in these programs. They particularly value the skills they gain such as communication,
teamwork and problem solving.

Over 185,000 Australian students, or about 44 % of all senior secondary school students, are
participating in VET in schools, in courses ranging from business to mining, as part of their VET in schools
senior secondary certificate. This is an enormous increase from 60,000 in 1996. Over 7,000 provides
of these students are undertaking part-time School-based New Apprenticeships, which lead to a practical
qualifications recognised by industry throughout Australia. addition to
the traditional
The growth of VET in schools shows how much interest there is in these programs. These days academic
95 % of secondary schools around the country offer VET programs – many as an integral part curriculum,
of the curriculum. Students in these programs can leave school not only with their finishing which suits
certificate, but also with a nationally recognised and vocationally relevant qualification. Their lots of young
employment prospects, whether they move on to further study or work, or both, are much people.
brighter.
VET in schools is delivered in different ways across Australia. Rates of participation vary,
ranging from low participation of around 23 % in some states to a high of 60 % in others.
In theory, there is no limit on the VET in schools programs that may be offered, but for a variety of reasons,
schools are favouring courses in areas such as:
X tourism and hospitality.

X information technology.
X business services.
X general education and training, including job seeking skills, personal development and workplace
communications.
45
To broaden options for students in and after school and build the skills necessary for work, VET in schools must
continue to grow.
The challenge is to ensure students and their parents are aware of the possibilities VET offers. VET provides
access to innovative and sophisticated industries such as electro-technology, laboratory operations and
aeroskills and to careers that are secure, lucrative and rewarding.
VET programs need to be well organised, easily accessible and relevant to the interests and
The challenge future needs of young Australians. They also need to be structured in such a way that VET
is to make in schools students can compete for university selection on the same terms as other students.
everyone
aware of the The provision of VET requires schools to be flexible. For instance, while maths and
value of VET English can be taught in a classroom, courses like information technology, hospitality and
in schools. automotive training call for different kinds of facilities. Stronger links between schools,
other training providers and industry can give students access to the information technology
centres, commercial kitchens and workshops they need for this kind of training.
VET in schools
The growing area of vocational education in schools has been the subject of a recent House of Representatives Committee
Inquiry.
The Inquiry has been examining the place of vocational education in schools, its growth and development, and its
effectiveness in preparing students for post-school options.
Employer submissions to the Inquiry about VET in schools have been generally positive. The key aspects mentioned are
a high success rate of getting students into New Apprenticeships, and better preparation of students for working life. For
example, VET in schools provides students with:
X a more realistic view of the work environment and its expectations.
X a clearer knowledge of career opportunities and pathways.
X increased self-esteem and job readiness.
The following comments on VET in schools are from employers appearing before the Inquiry:
“It is really nice for us to be able to look down the track and see kids who are now 26, 27 or 28 years old out in the
workplace succeeding and, more importantly, still studying, because they have recognised the need for on-going and post-
secondary education.”
“I have kids that worked for me who go to uni in Bathurst. They walk straight into jobs because they are confident, they
have got the skills.”
“The kids feel a responsibility towards their community because they work amongst their community. They meet the people
that are part of the community – they meet their employers, they meet their co-workers – and there is this real connection
built up.”
46
X What could be done to make VET in schools studies better
recognised?
X What kind of VET programs should be available to students

in schools?
Arts Building and Construction
General Education and

Communications
Training
Engineering Textiles and Clothing
Finance Transport and Storage
Hospitality Community Services
Mining Entertainment
Sales Science and Technology
Tourism Primary Industry
Computing Manufacturing
Health Food production
47

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taking schools to the next level

the national education framework for schools

X supporting the professional standing of teachers.

The Hon Dr Brendan Nelson MP

10 point Agenda for Schooling

Other important issues

X Taking schools to the next level

Need more copies?

What is the situation now?

What can make a difference?

Supporting quality teaching

X What would give you confidence in the quality of the

X How can the best teachers be recognised and rewarded?

What is the situation now? Teaching

What can make a difference?

National awards recognise teaching excellence

X What could be done to ensure that the best people are

X What can be done to attract more men to primary

Curriculum and standards

What can make a difference?

X What benefits would national consistency have for families

X What are the most important subjects for children to study

What is the situation now?

Year 10 Certificates - across Australia

State Certificate issued Requirements

Students in Year 10 sit for state-wide tests in English-literacy, Maths,

QLD, ACT, NT Yes School issued certificate based on school assessment.

What can make a difference?

X What do you see as the benefits of a common Australian

End of Year 12 Certificate Certificate awarded on:

Completion of at least one semester of Queensland Studies Authority or Authority-

Completion of at least 10 full year (or equivalent) Curriculum Council of WA subjects,

End of Year 12 Certificate Certificate awarded on the:

Reaching at least a level of ‘recorded achievement’ in 22 units of study, and a level of

Completion of at least 17 units in an approved program of course study in Years 11

What is the situation now?

X What is the fairest way to assess achievement at the end of

Eligibility and Assessment for

Satisfactory completion of 20 units of Queensland Studies Authority subjects, including at least

Eligibility and Assessment for

What is the situation now?

X How could schools better meet the needs of today’s

X What kind of community activities could be offered at

What is the situation now?

What can make a difference?

X What information would help parents to know schools are

Information about schools

Information about students

What can make a difference?

X What kind of information would help you choose a school?

X How should schools report information to parents, and how

What is the situation now?

What can make a difference?

X What values and attributes would you like encouraged in

X How can schools best prepare young people to become

X Do you like to see school uniforms and school mottos?

What is the situation now?

Safe and supportive schools

Drug free schools

What can make a difference?

Making Australian schools safer

X What are the most effective ways of dealing with bullying

X How can parents and schools work together better to keep

Arts Building and Construction

Finance Transport and Storage

Hospitality Community Services

Sales Science and Technology

Tourism Primary Industry

Health Food production