Abstract:
The "Tasmania: A State of Learning" structures were borne from widespread discussion with the Tasmanian community between 2000 and 2003 to identify the optimum model for lifelong learning within the state. At High School level, with compelling research supporting the benefits of education and training beyond Grade 10, the major component of this initiative is legislation introduced in 2005. This legislation is a response to the communities overwhelming support now requires from exiting Grade 10 students to participate in training and learning. To support this initiative each school requires a Pathway Planning Officer who conducts a minimum of 3 interviews of 45 minute duration with each student through years 8, 9 and 10. Pathway Planning Officers within this process are expected to develop a relationship that will allow for each pupil to look at their strengths and attributes, to speak of their aspirations, interests, career path opportunities; all of which are supported within an integrated curriculum embracing a career/vocation focus. This paper critically examines the strengths and potential problems in implementing this educational initiative, specifically in the Tasmanian discourse and possible implications for other states.