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House of Assembly - Fifty-Second Parliament, First Session (52-1)
2010-06-23 Daily Xml
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WINDSOR GARDENS VOCATIONAL COLLEGE

Ms BEDFORD (Florey) (14:47): My question is to the Minister for Education. What support is being provided to students in the trade school base at Windsor Gardens Vocational College to ensure that they are better prepared for skilled jobs?

The Hon. J.W. WEATHERILL (Cheltenham—Minister for Education, Minister for Early Childhood Development) (14:48): I thank the honourable member for her question.

The Hon. I.F. Evans interjecting:

The SPEAKER: Order!

The Hon. J.W. WEATHERILL: I recently visited the college—

Members interjecting:

The SPEAKER: Order!

The Hon. J.W. WEATHERILL: —at Windsor Gardens—

Members interjecting:

The SPEAKER: Order! We will listen to the Minister for Education.

The Hon. J.W. WEATHERILL: The Windsor Gardens Vocational College was visited recently by me and a range of other officials for the opening of the new trade school facilities. We saw an amazing commitment from the teachers, students, local employers, and community and training providers to the success of that enterprise. Funding of $660,000 to upgrade this lead trade school for the future in the region is part of a series of upgrades in our network of trade schools across South Australia worth about $11.5 million. Just last week my colleague in another place (Hon. Ian Hunter) opened a new facility at Kadina Memorial School.

These investments are important in helping young people lift their skills. However, the real success is in the teamwork and enthusiasm shown by the school staff to support students. Both staff and students told me how they are making real practical relationships with local employers, training providers and their communities.

Their goal is to make sure that young people learn real skills for real jobs; and, in doing so, the young people of these schools are getting a head start in apprenticeships, traineeships and experience in the workplace while they are still at school and completing their SACE. For example, I heard from students who are doing a great job in hospitality, with the cafe at the school their practical training ground. I also listened to students who are taking on automobile apprenticeship work. I was also offered a demonstration of the computer-aided design at the school.

At this trade school there are young people learning construction skills by renovating buildings for charities, young people running virtual businesses and students doing everything from sports coaching to graphic design. The trade school team is listening to what employers want for young people, including the so-called 'employability skills', and this is something we have been hearing employers say to us quite consistently. More than just the reading and writing, which, of course, are important, they also need the social skills. It is the skills that permit the employers to have—

Ms Chapman interjecting:

The Hon. J.W. WEATHERILL: It is that irritating voice from the member for Bragg.

The Hon. M.J. Wright: From afar; from the backbench.

The Hon. J.W. WEATHERILL: That's right.

The Hon. P.F. Conlon: Don't worry; one more shift, you won't hear her anymore.

The Hon. J.W. WEATHERILL: That's right. The trade school team there is focusing on these employability skills, which go beyond the sorts of skills that are traditionally focused upon in schools. They are vital, because they are about the relationships that people form with customers and with fellow workers, which are critical to the success of those young people in work. The truth is that there is postcode discrimination amongst some of our employers because of the perceived lack of these social skills. These social skills are critically important to be developed, and these trade schools are focused very much on that.

I want to congratulate the team at Windsor Gardens and all the staff and the seven high schools which make up this Trade Schools for the Future network. These schools are demonstrating an outward-looking approach by working with employers and trainers to generate better skills and opportunities for young people. This is an important recognition of the fact that our education system needs to take more seriously the aspirations of the majority of students who do not go on to an academic institution.

Ms Chapman interjecting:

The Hon. J.W. WEATHERILL: I know that the member for Bragg is not interested in anybody who is not interested in going to university. I know that she is interested only in schools that send people off to get some highfalutin degree, but we are also interested in the vast majority of those ordinary men and women who send their children to school—

Ms Chapman interjecting:

The SPEAKER: Order!

The Hon. J.W. WEATHERILL: —wanting them to have a successful career. If we had been listening to those opposite we would still be stuck in this rut. For too long we have been addressing the needs of people who want to go to university and not the needs of those young people who want to progress to successful careers in trades and other very worthy professions. Along with the new SACE—

Mr Williams interjecting:

The Hon. J.W. WEATHERILL: Well, there is precious little evidence of your efforts in that regard, I have got to say, if you look at the system. The new SACE, together with our Trade Schools for the Future, is part of the renewed school system that provides meaningful options for all our students that are really relevant to them and what they want to do in life. I know that those members opposite are interested only in an education system that reinforces privilege—

Members interjecting:

The SPEAKER: Order! There is a point of order.

Mr GARDNER: Standing order 127: the minister continues to reflect and impute motives on members on this side.

The SPEAKER: I have heard far worse than the Minister for Education. Could the minister perhaps wind up his answer without winding up the members opposite.

The Hon. J.W. WEATHERILL: This commitment to the Trade Schools for the Future represents the Labor government's commitment to a comprehensive education system that seeks to provide opportunities for all, not just opportunities for the most privileged in our community. We know that those on the other side stand for privilege and the protection of privilege.

Mr PISONI: I have a point of order, Madam Speaker.

The SPEAKER: Point of order, member for Unley.

Mr PISONI: As a tradesman who grew up in Salisbury, I find that offensive, Madam Speaker.

The SPEAKER: Minister for Education, perhaps you could be a bit more careful with your word choices and finish your answer.

The Hon. J.W. WEATHERILL: Thank you, Madam Speaker. I know that this touches a raw nerve with those opposite. I know that people such as the member for Unley feel a little out of place in this party of privilege—

Members interjecting:

Mr WILLIAMS: I have a point of order, Madam Speaker: the minister has strayed well into debate now.

The SPEAKER: I uphold that point of order. The leader.

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