The RREAC regional visit to Albany was designed to provide the Council with a snapshot of the current setting for students moving into senior secondary schooling and post-secondary options. The Council was tasked with touring a select set of facilities and meeting with educators, training providers and services from within Albany and the surrounding areas to gain a better understanding of the opportunities and challenges that impact students.
To provide the Council with local context, site visits were undertaken at the following locations:
- WA College of Agriculture Denmark
- Mount Barker Community College
- North Albany Senior High School
- South Regional TAFE Albany
- Albany Residential College
Additional to the above site visits, the Council facilitated a community forum for organisations representing education, industry, training and support services in the Albany region.
A diverse range of views and experiences were provided to the Council across the 2 days of visits and meetings. The Council observed that there was much to celebrate in relation to what was happening across the region. There was encouraging evidence of a commitment to collaboration and commitment to working in partnerships to improve learning and pathway outcomes for students.
It was evident during the visits and consultations that there is a passion, commitment and cooperative approach across the Albany region to take positive steps to improve opportunities and maximise outcomes for students.
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.
During RREAC's discussions in the Midwest 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.
Professional Development and Training for School Councils and Boards Report
In August 2016, RREAC held discussions in the Midwest 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 Midwest region reinforced RREAC's previous experiences.
The Report summarises the major themes, issues and concerns arising out of RREAC's discussions.
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)
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.
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.
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.
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.
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.
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.