Page 2282 - Week 07 - Thursday, 4 August 2016

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students and the best value for the community. As one example, between the Tuggeranong sustainable living trade training centre and the new CIT Tuggeranong opening just last week, students in the Tuggeranong network will now have access to a broader and deeper range of courses in their chosen vocation. I hope to see more co-delivery models like this emerging in the future.

The government said we would continue to work with the ACT Board of Senior Secondary Studies to ensure our core systems are equipped to manage and perform the RTO functions essential to certification, reporting and records management. In April 2016 the BSSS successfully implemented a significant upgrade to the ACT certification system to enable the transition from school-based RTOs to school network RTO arrangements. This was underpinned by collaboration between staff in the office of the BSSS and staff in ACT public secondary schools that ensured compliant data management and certification processes were maintained throughout the development and implementation of system changes. This was no mean feat and it will provide all the enabling systems capability required for the implementation of amalgamated VET provision later this year.

Finally, the Education Directorate stated the plan to review funding distribution arrangements and explore ways we can improve resourcing to meet community expectations for quality training and encourage industry confidence. In 2016 the government is supporting schools to make an authentic shift to innovative models of VET delivery, including the transition to amalgamated RTO operations and exploring partnerships with external training providers such as CIT.

Shortly, in consultation with public college principals, the directorate will commence reviewing existing funding distribution arrangements for VET. This will be focused on achieving sustainable resourcing for schools to support growth and innovation in the future model of VET for secondary students.

Madam Speaker, as I have just described, the nature of the report I table today is one of progress. This is a piece of work that is still early in its implementation and there is much more still to come from it. Furthermore, as members of this Assembly can appreciate, the seven directions I have described are founded on some genuine principles of continuous improvement, clarity for our community, collaboration between our stakeholders, confidence in the quality, and effective core systems. I know the Education Directorate is always looking at ways to be more responsive to student and community need and the obligation to this need does not end when a student graduates year 12 or ends their schooling early. As educators, policymakers, and leaders in our community, it is important to understand our students’ entire educational journey prior to, during and beyond schooling.

For that reason, in 2014 the directorate introduced a longitudinal survey of school leavers to find out if students continue with their initial and/or intended pathways in subsequent years and to further explore considerations, such as the trend to defer further study. This is the first longitudinal survey of its kind to be conducted in the ACT. The key results from this survey are showcased in a report, ACT post school destinations and pathways in 2015, which will be released shortly.

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