Report: Enhancing Student Aspirations - non-ATAR pathways to further education, December 2016
During RREAC's regional discussions in the Mid West region, held in August 2016, there were consistent views that the opportunity for a non-ATAR pathway to university study, or a pathway to a Diploma or Advanced Diploma TAFE course, was lacking or misunderstood. Attaining the required ATAR can ensure direct access to a chosen university course (direct pathway). However completion of a Certificate III or IV, Diploma or Advanced Diploma TAFE course can create a pathway into further education (which could include university education) (indirect pathway). Both direct and indirect pathways can be aspirational.
While consideration of indirect pathways may more often occur in the context of an ATAR result that falls below the minimum for tertiary course entry, there is an opportunity for these pathways to be better communicated to students as they are considering their WACE course. RREAC discusses these matters in the attached Report.
RREAC Report - Non-ATAR Pathways to Further Education - December 2016.pdf
Report: Professional Development and Training for Government School Boards and Councils, December 2016
During RREAC's discussions in the Mid West region in August 2016 a number of concerns were raised by stakeholders regarding aspects of professional development and training for government school boards and councils. The Report examines those matters and the initiatives that have been recently launched.
RREAC Report - Professional Development and Training for School Councils and Boards - December 2016.pdf
Regional Report: Meetings in the Mid West Region, August 2016
In August 2016, RREAC held discussions in the Mid West region and met with more than 100 people involved in education and training.
Each regional visit by RREAC has highlighted the commitment of people to achieving successful outcomes within their region. As noted in RREAC's previous regional reports, there are both common challenges, and region-specific challenges, that arise in relation to rural and remote education and training. The importance of local solutions to local challenges is a common theme in regional discussions. RREAC's visit to the Mid West region reinforced RREAC's previous experiences.
The Report summarises the major themes, issues and concerns arising out of RREAC's discussions.
RREAC Report - Meetings in the Mid West Region - August 2016.pdf
Vocational Education and Training in Schools (VETiS), April 2016
From late 2013 to April 2016, RREAC undertook a comprehensive consultation program on matters associated with vocational education and training in schools (VETiS), culminating in the adoption of a Report: Vocational Education and Training in Schools in April 2016 (Report).
The Report summarises the major themes, issues and concerns arising out of RREAC's discussions including:
- capability of schools to deliver vocational qualifications
- lack of access to vocational training, and
- system and process issues.
These challenges may also apply to metropolitan schools, but there is the potential for them to be more pronounced in a rural or remote context. Noting intersections in the VETiS landscape between ministerial portfolios, with differing policy and funding approaches, the Report
- concludes that there is scope for enhanced interdepartmental cooperation and collaboration by raising the matters outlined in the Report with the relevant departments for consideration, and
- favours the development of a region-specific vehicle/platform for consultation, collaboration and change for each region, and moots a cross sector Pilot Program.
RREAC Report - Vocational Education and Training in Schools (VETiS), April 2016.PDF
RREAC Regional Meeting in the Pilbara Region, Western Australia, October 2015
RREAC Regional Report - Meetings in the Pilbara Region - October 2015.pdf
RREAC Regional Meeting in Kalgoorlie, Western Australia, October 2014
The 2014 RREAC regional meeting was held in Kalgoorlie between 29-31 October in partnership with the Western Australian Aboriginal Education and Training Council. The combined meeting fostered the sharing of information between Councils and provided further insight into the issues, challenges and successes facing students, families and communities within the Goldfields region. The meeting was reported to the Minister for Education, Hon Peter Collier MLC as part of RREAC's 2014 Annual Activity Report. An extract from that report follows.
RREAC Regional Report Kalgoorlie 2014.docx
RREAC Regional Meeting in Albany, Western Australia, September 2013
This meeting, held in partnership with the Western Australian Aboriginal Education and Training Council fostered the sharing of information between Councils and provided further insight into the issues, challenges and successes facing Aboriginal students, families and communities within the Great Southern Region.
Key issues as noted by RREAC included that nature of funding projects, regional education plans, education for the disengaged, community college model and on-line learning.
Report - RREAC Regional Meeting in Albany
RREAC Regional Meeting in Broome, Western Australia, October 2012
The Chair, Deputy Chair and members of RREAC affirmed that, as part of the Council's core business, the opportunity to experience education in a regional context first-hand is paramount. Having considered the alternatives of the Geraldton area and the Kimberley region, RREAC decided to meet in the Kimberley in 2012. The Kimberley region was selected as it offered more opportunities in terms of regional development, education provided by a range of systems and sectors and the opportunity to experience, in real time, education and training in the remote context. As well, it enabled RREAC to consider delivery of education and training to indigenous students and the long term demands on educational provision in an area which has projected significant growth and development.
Report - Broome regional meeting 2012
Future uses of technology in rural and remote schools, September 2012
The Council's work revealed how technology has the potential to make very significant contributions to the overall quality of teachers (attraction and retention), student achievement and community development and sustainability.
There is widespread recognition that regional development in the 21st century will be closely tied to the effective use of new and emerging information communication technologies expanded by the National Broadband Network roll-out in Australia. Within the educational context, these connective technologies can also offer unique solutions to persistent problems in declining enrolments, limited course offerings, limited Advanced Placement opportunities and data collection. Technology can be a key enabler for:
- improving the quality of teachers by offering professional learning opportunities and building Communities of Practice online
- improving teaching and learning by offering online subjects to students
- attraction and retention (of both students and workforce)
- aspiration, access and achievement, complementing face-to-face engagement
- community development and sustainability through connectivity wherever you are.
Of equal importance is the expertise and knowledge of the people using technology.
Report - Future uses of technology in rural and remote schools
Access to higher education in rural and remote Western Australia, August 2011
Research undertaken by the Rural and Remote Education Advisory Council (RREAC) identified a number of issues in relation to higher education provision and access. In line with RREAC's Terms of Reference, the Council identified strategic priorities for addressing the identified issues and challenges.
The delivery of higher education in the regions is fundamentally linked to regional development.
RREAC recognises the importance of linking the strategic issues identified in this paper to state planning and regional development.
Addressing the emerging need to have more qualified staff available for rural and remote childcare and early education, August 2011
In line with the Terms of Reference and the Minister's Directions, RREAC noted that attracting and retaining quality professional children's services staff (including teachers) presents demanding challenges for regional government and remote communities alike. The Council identified strategic priorities to address the issues arising from the emerging need to have more qualified staff available for regional and remote settings. Other priorities relate to the structure and provision of early childhood education and care.
RREAC recognises the importance of linking the strategic issues identified in this paper to state planning and regional development and the need for fundamentally different solutions to achieve different outcomes.
Report - Early childhood education and care