An Analysis of a VET-in School Program for Indigenous Students - Essay Example

An Analysis of a VET-in School Program for Indigenous The world today seems to spin a little faster as people try to catch up with the changes due to globalization. Everyone needs to learn about new developments while improving on what’s been tried and tested. It is a fortunate thing that now, there are a lot of means to do so and Education is one avenue that continues to bring enlightenment and understanding. It is also not limited to schools where formal education is learned, but everywhere else where lifelong learning is encouraged. In Australia, particularly, alternative routes to gaining competencies that does away with long years of education in formal schools have been taken by many successful workers. In fulfillment of the National Training Framework’s purposes, Vocational Educational Training or VET now comes in various forms provided by employers, private training companies, community based organisations, secondary schools and higher education. These entities strive to serve students to prepare them for work in the real world. The “VET in Schools” program offers students to undertake one of three models of practical work-related activity. One is for full time students to participate in a training program offered by the school or a public or private training provider; another is for students to secure a trainee-ship or apprenticeship with a contract and paid employment while still a student in a school; or students may work part time out of school hours with a formal, structured training component. (ANTA, 1999) The move towards globalization includes the consideration of multicultural factors affecting learning and development. In Australia, many indigenous students (e.g. Aborigines) drop out of formal school to move towards vocationally-oriented school courses (Schwab, 2001) to enable them to secure jobs soon after compulsory education. This particular population may seek options that will optimize their learning potentials such as courses that appropriately fit their culture. It is important to understand that problems associated with indigenous education are unique. Indigenous culture is devalued and is prone to discrimination. Indigenous children, as a group, are assumed to be unequal to the general school population in terms of intelligence, and as a result, expectations are considerably lower (Reynolds, 2005). Gutman (1992) in the context of research involving students in two Brisbane school found that: “Teachers who have low expectations of what Aboriginal students can achieve academically are doing them a disservice” (p. 22). Fletcher (1989) argues that education authorities are reasonable to “treat Aboriginal pupils differently and more generously than the norm … it would be justified to introduce courses of study for all children aimed at promoting a greater appreciation of Aboriginal culture and reducing racial prejudice and hostility” (Fletcher, 1989, p. 333 as qtd. in Reynolds, 2005). In addition, Partington (1998) suggests teachers to “modify the curriculum so that it more accurately reflects the reality of the lives of Indigenous students” and are “alert to the skills Indigenous students posses rather than focusing on those they do not have” (p. 24) It is this group that this paper will focus on and the provision of a VET program that will suit them. St. Mary’s College, situated in Broome, Australia has four out of five indigenous students enrolled. In the hopes of keeping these indigenous students in school, St. Mary’s developed VET programs that are ‘culturally-fit’ for them. In alignment with the NTF’s mission and vision, these programs aim to equip them with skills to help them contribute to their families, communities and the rest of the nation (Schwab, 2001). One of the programs is the Hospitality and Tourism Training Program. This program is relevant, as it directly benefits the Broome community since tourism is one of its main industries. The Hospitality and Tourism Training program is made up of core studies that help its students be prepared to be a member of the workforce. The program combines a cluster of accredited general secondary studies subjects in years 11 and 12, a selection of Australian Qualifications Framework or AQF modules related to Hospitality and Tourism and hands-on training in the workplace. Upon finishing the course, a student is eligible for secondary graduation and will have completed a whole spectrum of modules contributing to the attainment of a full certificate if the student chooses to continue studies beyond school. At St. Mary’s the VET students are allowed to spend one full day a week to learn about employment in the Hospitality and Tourism industry as they develop skills that can help them in that prospective career. A variety of educational strategies such as lectures, readings and hands-on experience expose them to the realities of the industry. Enthusiasm for the course is sustained by regular field visits to local hospitality and tourism operations, including Indigenous tourism establishments. They study a wide range of Broome’s accommodation offerings from backpacker hostels to five-star resorts as well as leisure activities and locations such as Indigenous fishing, mud crabbing tour operations, pearling facilities and a cruise liner. It is acknowledged that visiting places familiar to them due to cultural factors lifts their self-esteem and cultural pride. Traveling to Perth to study the industry in another setting was another highlight of the course. They were further immersed in the experience as they visited more hospitality and tourism venues including a number of major hotels, the in-flight catering service of Quantas Airlines and the Playhouse theatre. They met with the WA Tourism Commission staff and observed operations in the various departments and divisions of the Terrace Hotel on the Swan River. Involving young students in a hands-on practical approach to learning is sure to keep them motivated especially if the experiences consider their culture and the community they are part of. The Hospitality and Tourism Program has attained a close cultural fit with the indigenous students despite their possible fears of cultural discrimination, because of its acknowledgement of their potentials as contributing members of society. These students have gained confidence and self-esteem through the program, realizing a wide range of real opportunities in their future. “’Cultural fit’” revolves around the alignment of curriculum, delivery and pedagogy with local Indigenous cultural assumptions, perceptions, values and needs. For education and training to succeed, this alignment is essential” (Schwab, 2001, p. 7). Such alignment is possible through strategies that recognize Indigenous culture and values within a learning environment in which preservation and reinforcement of Indigenous identity is supported (Boughton and Duran, 1997; Nakata, 1993). The following strategies are proposed by Schwab (2001) to facilitate success among Indigenous students in VET-in-schools programs: Community-based education and training Being able to apply their learning in their own community gives students a sense of ownership. This sense of ownership propels students towards success because they are motivated to give much back to their community. The field trips to local establishments of the of St. Mary’s VET program helped students focus on their own communities and the possibilities of contributing to it. Community relevance Due to a desire to work in a more culturally comfortable setting, most indigenous students are drawn to work in their own communities. The knowledge they have gained will benefit the community they highly value. St. Mary’s College designed a program dictated by the needs identified by the local community and an industry Aboriginal people value since their indigenous group members are employed in the industry throughout the region. There are several examples of Aboriginal cultural tourism operations that have proven to be successful, thus the relevance of the Hospitality and Tourism program. A commitment to Aboriginal employment The ultimate goal of the program is employment for these Indigenous students. That is the reason why they are thoroughly trained to acquire the necessary skills they will be utilizing in their prospective jobs. Balancing expectations from two cultures Staff at the St. Mary’s College acknowledge and support their cultural heritage and provide the students with course structures fitting their preferred learning styles. At the same time, they are firm in their expectations on attendance and participation and the fulfillment of highly specific, industry-defined requirements. A balance between the sometimes conflicting styles and expectations of two cultures – the common Australian and the indigenous Australian cultures is maintained so that desired outcomes may be obtained. Pushing the boundaries The emphasis on hands-on learning necessitates the students spending significant amounts of time outside the classroom learning about the workplace. Teachers exert extra effort in searching for additional resources to support such field study components. Partnerships with other institutions are forged for the benefit of student learning. They are also skilled in locating and securing the funding needed to support their programs. Leadership and committed, competent staff To be able to manage a successful VET-in school program entails good leadership and dedicated staff. This is essential in being able to balance “the need to be in and of the local Indigenous community – in both identifying and being responsive to community education and training needs – with the need to be independent, efficient and innovative” (Schwab, 2001, p. 9). Committed staff help in the expansion and extension of the programs to fulfill the goals and meet the education and training needs of Indigenous people. St. Mary’s College is an example of an ideal VET-in school program that complies with all the requirements and expectations put forth by the National Training Framework. The delivery of the courses are aligned with the objectives of the Australian Quality Framework and has proven effective in building the necessary competencies of their students. In 1996, The Australian National Training Authority has commissioned a team led by Buchanan & Egg to explore factors that affect the outcomes of VET for indigenous people, specifically the Aboriginal and Torres Straits Islander people of Australia. With first hand interviews with the indigenous students availing of VET programs, the research project yielded the following recommendations for government bodies and educational institutions to improve VET for indigenous people (Culture Matters: Community Report, 1996): Course delivery should adopt a concept of cross-cultural perspective. This entails the negotiation of culturally appropriate teaching-learning processes. Involving Aboriginal communities in the course design and delivery of the modules will help a lot in making it culturally sensitive and relevant. Cultural appropriateness involves negotiating appropriate procedures with indigenous Australians and ensuring the effectiveness of the following in course delivery: Course promotion – positive “word of mouth” promotion of the VET program will encourage more community support for the program Induction procedures – anticipates cultural difficulties of students and adjusting accordingly to their needs Course design – should provide indigenous perspectives on non-indigenous content, and use culturally relevant materials so students can move between cultures relating different knowledge and competencies to each other. Teaching and learning – culturally responsive strategies that emphasize that learning is more effective when it is negotiated, collaborative and experiential. Assessment – providers and learners both recommend flexibility, choice and cultural relevance in the assessment of learning. Support – which should come in a variety of forms – supportive teaching of academic skills; peer learning in groups; support services such as tutorials, counseling, study skills courses; and support from families and the community in general Staffing procedures should include recruitment of indigenous staff for experience with working with indigenous students. Not to be forgotten is the relevance of effectively teaching language and literacy which is integral to the course. Some indigenous students might struggle in learning English communication skills necessary in the workplace, thus it should be integrated in all the teaching and learning processes. In relation to this, teachers must be articulate enough and thoroughly trained in implementing language and literacy curricula. VET authorities and providers should consult with appropriate indigenous Australian organizations regarding professional development strategies for VET practitioners. Ongoing consultations with indigenous Australian organizations on the evaluation of course delivery systems and support services to enhance the course. Continued research on approaches consistent with the principles of the indigenous community is encouraged. Future directions of research outcomes of participation of indigenous Australians are considered also with consultation with appropriate Aboriginal consultative bodies. The Vocational Education and Training programs are proof of Australian authorities’ commitment to the empowerment of their citizenry towards self-fulfillment. 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