How can the Queensland

Government Department of

Education, Gateway to industry

schools network project be ‘fit for

future’ in meeting the needs of

aspirational food, wine and tourism

careers: “A proof of concept study”

Jules McMurtrie W000067890

Graduate Certificate in Professional Studies

Professor Luke Van Der Laan

November 2015

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Table of Contents Introduction ............................................................................................................................................ 3

Background ............................................................................................................................................. 4

What is the Gateway to Industry Schools program ............................................................................ 5

What is industry school engagement ................................................................................................. 5

Why the need for change .................................................................................................................... 8

Alignment ............................................................................................................................................ 9

Research Problem ................................................................................................................................ 10

Problem Statement ........................................................................................................................... 11

Research Problem ............................................................................................................................. 11

Research Question ............................................................................................................................ 12

Purpose of Study ............................................................................................................................... 12

Aims of the Study .............................................................................................................................. 14

Methodology ........................................................................................................................................ 14

Pragmatic Paradigm .......................................................................................................................... 14

Case Study – mixed method design .................................................................................................. 14

Quantitative Survey .......................................................................................................................... 15

Qualitative Observation .................................................................................................................... 16

Results................................................................................................................................................... 17

Survey Results and discussion ........................................................................................................... 17

Observation ....................................................................................................................................... 17

Secondary Data/comparative analysis .............................................................................................. 18

Present data/Discussion ................................................................................................................... 18

Findings ............................................................................................................................................. 18

Model structure ................................................................................................................................ 18

Conclusions ........................................................................................................................................... 18

Model Recommendations .....................................................................................................................

Contributions to QCWT/Queensland Government............................................................................. 5

Reflective piece – The researcher’s professional development ......................................................... 5

Conclusion .............................................................................................................................................

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INTRODUCTION

In simple terms ‘gateway’ is a ‘bridge’ from classroom to workplace. Industry, desperate

for human capital, work together to overcome curriculum and resource issues to deliver

pathways to an industry/career.

Contextually, this paper is situated in Queensland (Australia) where senior secondary

education encompasses young adults 15 to 17 years of age undertaking studies in Years

10-12.

‘Pathways’ are programs of academic and technical study that integrate classroom and

real-world learning. Pathways can take various forms and be offered through different

delivery systems. Guiding principles include:

Student preparedness for both postsecondary education and career.

Connect academics to real- world applications

Lead to the full range of postsecondary opportunities including apprenticeships

and formal employment training

Improvement of student achievement (Hoachlander 2008)

The Australian Prime Minister's Youth Pathways Action Plan (Taskforce 2001) concluded

that there was a ‘critical need for interconnected and coordinated promotion of positive

pathways for young adults. The Taskforce noted that the major problems in achieving

these pathways were caused by weaknesses in the inter‐governmental, cross‐portfolio,

cross‐sectoral relationships and responsibilities at all levels of education, training and

work’.

To combat this weakness, Gateway Networks were implemented. There are currently six

‘Gateway to Industry Schools Networks’ in Queensland, all generally successful however,

inconsistent in outcomes and structure. They are:

Agribusiness

Building and construction

Manufacturing and engineering

Food, wine and tourism

Aerospace

Minerals and energy

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The Gateways which have linkages and structure into their relative government

departments or industry skills bodies seem more successful. For example; Agribusiness

gateway schools receive $5K at the beginning of each year to spend on projects which

encourage agricultural careers or professional development as they are linked to the

Queensland Department of Agriculture.

This study seeks to unpack the possible issues related to the food, wine and tourism

Gateway performance, especially in the design of a ‘fit-for-future’ initiative. How do

educators establish and maintain cross-sectoral, multi-level partnerships for the future

sustainability of contextualised learning?

Background

What is the Gateway to Industry Schools Program?

The Gateway to Industry Schools Program is the Queensland Government's key industry

school engagement strategy and is a component of a state-wide industry engagement

and workforce development strategy to support the long-term development of a highly

skilled workforce in Queensland (Department of Education and Training 2015). The

program provides opportunities for industry and the education sector to work together to

deliver outcomes for students, local communities and businesses. Along with this, it aims

to provide education and career opportunities for school students, a point of difference

and relevance for schools in their local communities and an avenue for industries to

meet future workforce requirements by increasing the number of students choosing a

pathway into their industry sector.

The program is run as industry-led projects to ensure the longer-term outcomes are

better aligned with job and career opportunities for students (Caldwell, Education &

Keating 2004). As industry-led projects, each industry organisation has discretion over

how the industry specific projects operate and the type and level of engagement with

participating schools.

The program focuses on priority industries which underpin economic and employment

growth across the state and offer long-term and rewarding career opportunities.

In 2014, there was over 120 schools across Queensland actively participating in the

program with a number of schools engaging with more than one industry.

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What is industry-school engagement?

Engagement between industries and schools have a key role to play in ensuring effective

education and training strategies are in place to equip the next generation of

Queenslanders with the skills and knowledge to make the transition from school to

further education or work and fill the skilled jobs of the future (Caldwell, Education &

Keating 2004; Hay & Kapitzke 2009). Students need to be well informed to make the

best career choice either while still at school or upon leaving school. Experiencing

potential careers first hand aids this process, particularly when activity is linked to

pathways into further education, training or employment in the industry (Hoachlander

2008). Meaningful partnerships between schools and industry provide students with

access to industry relevant activities, curriculum and hands on experiences while at

school, assisting students to make informed career choices (Caldwell, Education &

Keating 2004; Franklin et al. 2003; Hay & Kapitzke 2009). Industry-school engagement

provides opportunities for young people to undertake structured workplace learning,

industry contextualised school learning, school-based apprenticeships and traineeships,

full-time employment or further study through industry-school partnerships. The

Gateway to Industry Schools Program provides industry with the flexibility to develop

and implement tailored school engagement approaches and activities.

Which industry sectors participate in the Gateway to Industry Schools

program?

Each project is led by industry organisations which develop and implement the school

engagement activities in line with their industries key skills and workforce priorities. s

industry-led projects, each industry organisation has discretion over how the industry

specific projects operate and the type and level of engagement with participating

schools.

The program provides industry with the flexibility to develop and implement tailored

school engagement approaches and activities.

In 2015, the following industry groups deliver the program on behalf of their industry

sector:

Department of Agriculture, Fisheries and Forestry (Agriculture)

Aviation Australia (Aerospace)

Construction Skills Queensland (Building and Construction)

QMI Solutions (Manufacturing and Engineering)

Queensland Minerals and Energy Academy (Mining and Energy)

Queensland College of Wine Tourism (Food, Wine and Tourism).

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What are the benefits for industry and business of engaging with schools?

Engagement between industry and schools should be a critical element of any industry's

broader workforce development framework (Skills Australia 2010). Industries and

employers should have an awareness of the importance of engaging with the school

sector as part of their overall workforce planning and development. Engagement

strategies with schools provide industries and businesses with a range of benefits and

opportunities. Engagement strategies allow industry to:

1. Promote and facilitate partnerships between industry groups, businesses and

schools.

2. Gain access to youth that are not only skilled and motivated to join their

workforce, but have also made informed choices about their careers and study

options.

3. Lift the profile and understanding of industry and raises awareness of career

opportunities and pathways.

4. Incorporate contemporary industry related curriculum and learning resources

into schools.

5. Create training, education and employment pathways for school students tied

to industry-based employment and career opportunities.

6. Address specific industry skills shortages through the development of direct

pathways from schools to further education or work.

Why should a school be involved in an industry partnership?

The industry-school engagement is shown to have a positive impact on assisting young

Queenslanders make successful transitions from school to work or further education. For

schools, it provides them with a point of difference and relevance for their local

communities and industries.

Amongst the positive outcomes for schools are:

strengthened community and industry linkages

enhanced VET in Schools opportunities

increased access to school-based apprenticeship or traineeship opportunities

professional development and up-skilling opportunities for teachers

additional resources

industry investment through in-kind and/or financial support

access to contemporary industry focused facilities and industry experts.

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Participating schools, strategically located throughout the Queensland regions, are

forming strong partnerships with their local food, wine and tourism industries to:

raise the profile of careers in food, wine and tourism

develop and implement curriculum that encompasses a wide range of food, wine

and tourism related activities

create opportunities for work experience, structured work placements and school-

based apprenticeships and traineeships

strengthen positive collaborations

give young people a head start into the industries

provide professional development to teachers to enhance their knowledge and

skills in food, wine and tourism

Recognise the best and brightest through annual awards.

The Food, Wine and Tourism Gateway under Queensland College of Wine Tourism have

been primarily focussed on wine tourism, although food and tourism were added to the

gateway title in 2012. The current schools participating in the gateway have previously

visited the QCWT at least once a year, however, have received this subsidised through

the VET in schools program (VETis) (Department of Education N.D) and a membership

arrangement was in place previous.

The Queensland Government in July 2014 introduced a new funding model which

required a business industry case proposal be written to ensure wine remained in this

stream of funding (Department of Education 2014) .

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Due to limited employment outcomes in the wine industry in Queensland, the part

competencies previously delivered by Queensland College of Wine Tourism, under the

schools registered training organisation, are no longer subsidised.

As the wine sector hasn’t experienced the growth and outcomes of positions available,

this business case is still under consideration. Therefore, under the current structure,

QCWT is ineligible to deliver any training until RTO status has been granted. Expected in

July 2015, QCWT will be able to deliver a Cert II Wine Industry Operations, Cert II and

Cert III Hospitality, however, being located 3 hrs south west of Brisbane, offers little

incentive for the schools to travel regardless of the benefits of visiting the region. Many

schools within the Gateway to date, are not tourism and hospitality focussed with

communications being limited to the science departments of each of the schools. Some

schools have already withdrawn support for the Gateway due to the limited outcomes

available. More appropriate schools within the state offer both tourism and hospitality

and have now become a target of the transitioning gateway.

Why the need for change

When undertaking an audit of the purpose of the Gateways and how effectively they

operate, notes on how the other Gateways came into consideration. Aerospace for

example, has the largest employers at the table with their financial support and input

driving the gateway to maximum employment outcomes (Hay & Kapitzke 2009).

Agribusiness is linked to the Queensland Department of Agriculture and Forestry and is

being supported through a structure whereby all schools at the start of the year receive

funding contribution toward teacher professional development and equipment.

The Department of Education audit of the Gateways which occurred in December 2014

noted the following outcomes in relation to the wine tourism gateway (Aurecon 2014):

Table 1: Food and wine tourism alignment with objectives 2013/2014

Objective Level of

alignment

Evidence

Gateway to Industry School Program Objectives

Provide industry focused experiential

learning opportunities to allow students to

understand, trial and self-select into careers Medium

Experiential learning opportunities in relation

to wine tourism are provided at the QCWT.

These tend to be based on a relatively narrow

offering.

Provide opportunities for participation in

employment and gateways to further

education for school leavers

Low

Opportunities offered tend to be one off courses

rather than a structured training program with

clear pathways.

Create sustainable partnerships between

school and industry to maintain links and Low

Links with industry are minimal and focused on

local wine producers in the Stanthorpe region;

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Objective Level of

alignment

Evidence

opportunities for students into the future there are no strategic partnerships with key

industry players.

GSRO action plan

Engaging industry and employers in a

partnership to match training to employment Low

Links with industry are minimal and focused on

local wine producers in the Stanthorpe region;

there are no strategic partnerships with key

industry players.

Accessible to all Queenslanders

Low

Opportunities tend to be limited to those

students who can travel to the College of Wine

Tourism at Stanthorpe. There are no broader

plans to improve accessibility to students from

other backgrounds.

Quality training linked to employment

outcomes Low

Very limited evidence that training is linked

with any employment outcomes.

Ministerial Industry Commission Annual Skills Priority Report

Consistent with priority industry

Low

Food and wine tourism is a very small subset of

the broader tourism industry and activities

offered are limited in scope.

NCVER Research Report

Supporting schools to build communities of

trust and ensuring these effectively facilitate

entry to full time apprenticeships and

traineeships

Low

Very limited evidence that beyond Stanthorpe

communities of trust are created and lead to

entry to full time apprenticeships and

traineeships.

Providing more relevant and comprehensive

career/post school VET advice Medium

Advice is provided and is the main focus of the

Food and Wine Tourism Gateway Project.

Proactive encouragement and facilitation of

VET pathways Low

Focus tends to be on students completing

weekend courses at the school; limited focus on

encouraging VET pathways.

Alignment with program objectives and policy context

The above identifies the food and wine tourism project’s alignment with the Program’s

objectives and the policy context. This was assessed based on feedback received from

industry representatives and project managers, more in depth analysis of information

provided in annual reports, and survey responses from school principals in December

2014. In 2014, there were 17010 students across the state doing subjects including Ag

Science, Home Economics, Hospitality and Tourism studies. With the food, wine and

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tourism gateway affecting everyone from early school leavers, gap year students and

university students, it has the largest potential footprint amongst all the gateways. The

FWT Gateway in 2014 represented 8% of these students with no outcomes measured in

terms of completion and job outcomes. Other gateways have reported engagement of

up to 45% of their potential, with structures in place.

Summary

In summary, the need to transition the Gateway from what has been primarily wine

tourism and broaden it to encompass sectors such as commercial cookery, tourism and

hospitality is evident if the Gateway is to be effective as a conduit between high schools

and industry and be ‘fit for future’ in meeting the needs of aspirational food, wine and

tourism students. The tourism and hospitality sector accounted for around 141,000 jobs

in 2013-2014 with that number expected to be around 153,000 by 2018-2019. (Annual

Skills priority report 2014 – Deloitte Access Economics). These figures and the working

models of the other gateways gave rise to the question: Would the creation of a

reference group for food, wine and tourism increase the level of employment outcomes

in the sector? The reference group would be in a position to act as a forum for discussion

and advice to inform and provide a structured mechanism for industry, employers,

education, government and training system stakeholders to engage on workforce

development and skilling issues within the Queensland tourism and hospitality industry?

Research Problem

In preparing the concept study, a desk top review was undertaken as to the structures of

the gateway’s and the outcomes. This review, along with the Department of Education’s

evaluation, identified ‘individual gateway projects demonstrate varying levels of activities

and outcomes delivered.’ There was an identified gap in the activities and the outcomes

being offered by the FWT Gateway. In order to combat this, the question of how to

develop a thriving gateway was posited. How can the Queensland Government

Department of Education, Gateway to Industry school network for food, wine and

tourism be ‘fit for future’ in meeting the needs of aspirational students and teachers and

filling the gap of skills shortage being experienced and expected to experience in this

industry in the future?

The FWT gateway is currently based at the Queensland College of Wine Tourism on the

Granite Belt in regional South East Queensland, offering limited employment and

professional development opportunities in the region compared to the geographical

opportunities offered in Brisbane and larger employment centres in Queensland. Whilst

offering a ‘live’ operational training environment in 2007 when the Wine gateway was

created, the Queensland Governments Building Education Revolution

(http://deta.qld.gov.au/publications/annual-reports/10-11/work-with-aust-gov/building-

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education-revolution.html) saw the building of trade training centres for hospitality and

commercial cookery across the state in 2010/11 to provide stimulus to the national

economy. This also then eliminated the reason to travel to the QCWT for the unique

selling point of the ‘live training environment’ as this is now more accessible to students

in closer locales. Hay and Kapitzke (2009) argued that industry school partnerships are

an improvised technology for pursuing particular objectives of government within

globalised and globalising contexts. In doing this, the paper showed how pressures to be

globally competitive in state policy documents are reinterpreted and resurface in

curricular programmes at the school level. In particular, referencing the Aerospace

Gateway to industry school project in Queensland, findings suggest that contrary to

policy narratives that characterise globalisation as an externally located, monolithic force

for change, globalisation, as it is realised in local settings such as school communities,

manifests as an effect of the micro techniques inscribed within governmental

programmes. These techniques are mobilized to constitute social spaces and

subjectivities in its name. As such, globalisation may be considered as a contingent,

incomplete and sometimes fragile programme requiring considerable investment of

governmental resources. In preparing the concept study, a desk top view was

undertaken as to the structures of the gateway and the outcomes, not only on a local

level, but also in line with the needs of an increasingly globally connected world and the

need for a globalised skill market.

Collins (2002) reported, In the last two decades, the tourism industry has seen

tremendous growth. With this growth, human resources have become increasingly

important as a means of achieving business success. Under-educated labour became a

problem in respect of both cost and final product. Many studies have been conducted on

tourism education programs. These studies found that education should be business

oriented, relevant to the industry and should be supported by incentive industrial

training programs. Based on the results of a survey completed by the Gateway schools in

August 2014, the schools valued Networking opportunities, professional development

and industry currency as the priorities of the Gateway schools teachers. The transitioning

to the more vocational education and training offering of hospitality and tourism to fulfil

expected skill shortages, comes with associated risks. Namely, the potential loss of

gateway schools who had been involved solely for wine. The transition into VET, along

with the recognisable lack of jobs available in the wine industry, could see these schools

exit the program. However, it is expected that with drawing together educators and

industry to the gateway, the offering of hospitality and tourism to fulfil the expected skill

shortages will be widely welcomed by already participating schools and grow the

potential. It could improve the attractiveness of the gateway participation to schools

who saw no benefit from a heavy wine focus, but see the value in hospitality and

tourism.

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Shortt (1992) claims that, education in tourism must meet the needs of the industry

through practical facilities and first class academic staff. Similarly, Gunn (1998) claims

that there is no single tourism education program model that can be applied for all

institutions. They should determine for whom the program is intended and what is

expected from it. Moreover, programs should provide students with needed tools and

educate them to take responsibility in future work life, thus bridging the gap, as one of

the findings of this study.

Traditional boundaries within this new spatial imaginary of schooling are increasingly

blurred Rizvi (2006). In the words of Boeing Australia’s then CEO:

The days are almost with us now where the linkage between secondary

education, tertiary education and industry are so blurred that you don’t know

whether your school is your first year of tertiary, or [whether] your last year in

tertiary is your first year in education. And even when you go into industry, that

you’ve never left learning behind. So it’s that continuum… that’s the dream.

In order to increase industry outcomes and school participation in the food, wine and

tourism gateway, the identified gap needs to be explored, engaging in this discussion

through the lens of the proposed research question.

Research Question

How and to what extent does the structure and engagement with key stakeholders

influence consistent Gateway performance and develop a ‘fit for future’ model? Will the

implementation of a structured key stakeholder reference group influence the outcomes

of the Gateway to industry schools network for food, wine and tourism?

Purpose

The purpose of the study is to investigate the importance of the relationship between the

concept of engagement and structure with performance and capacity. See conceptual

model below:

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Fig 2: Proposed Queensland Reference Group – Food, Wine & Tourism

A Knowledge Integration Community (KIC) is a mechanism CMI uses to support disparate groups by bringing them together to

address a range of issues. The result: new knowledge and new relationships that enhance economic competitiveness (Acworth

2008).

The Queensland Tourism Industry Council (QTIC) is the State peak body for tourism

in Queensland. The voice of tourism, QTIC represents the interests of the tourism

industry, including business operators, Regional Tourism Organisations (RTOs) and

sector associations. A private sector, membership-based tourism industry organisation;

all of Queensland’s 14 RTOs are members of QTIC as are 20 of the industry sector

associations and in excess of 3,000 regional members, operating in all sectors of the

tourism industry. QTIC works in partnership with government agencies and industry

bodies at a local, state and national level, to strengthen the voice of tourism in all

relevant policy forums.

QTIC coordinates the interests of industry operators, regional tourism organisations and

peak associations through its role as the Industry Intelligence Provider to deliver on the

workforce needs of the tourism industry at local and state levels. In order to fully

appreciate and consider the needs of the hospitality and tourism sector it has been

important to engage with the governing body of QTIC as a key stakeholder in order to

drive the project in the right direction for future sustainability. To share resources and

collaborate, where possible, to ensure a consistent message and measurable results are

being achieved to fulfil both requirements asked of Government.

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Aims of the study

What does the Gateway schools network identify as their priority and does it align to

the outcomes required by identified key stakeholders?

Does the development of the Queensland Reference Group (QRG) for food, wine and

tourism act as a catalyst to provide the structure to increase performance and

outcomes required to meet the employment targets set by the Queensland

Government?

Methodology

Case Study – Mixed Method Design

Creswell (2003) depicts how three elements of inquiry combine to form different

approaches to research; knowledge claims, strategies and methods. These approaches,

in turn, are translated into processes in the design of research. As the natural

complement to traditional qualitative and quantitative research, to present pragmatism

as offering an attractive philosophical partner for mixed methods research, and to

provide a framework for designing and conducting mixed methods research (Creswell

2003). Preliminary steps in designing a research proposal, then, are to assess the

knowledge claims brought to the study, to consider the strategy of inquiry that will be

used, and to identify specific methods.

Figure 1: Knowledge Claims, Strategies of Inquiry, and Methods Leading to Approaches and the Design

Process (Creswell 2003)

The Research Methodology Value Chain (Van der Laan 2013a) illustrates the

coherence of how evidence is constructed to support the conclusions of the study

validly and reliably.

Elements of Inquiry Alternative Knowledge Claims Strategies of Inquiry Methods

Conceptualised by the researcher

Approaches to Research Qualitative Quantitative Mixed Methods

Translated into practice

Design Processes of Research Questions Theoretical lens Data Collection Data Analysis Write-Up Validation

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Figure 2: Research Methodology Value Chain (Van der Laan 2013a)

The research for this study has adopted a Pragmatic paradigm. The Pragmatic paradigm

places “the research problem” as central and applies all approaches to understanding the

problem (Creswell 2003, p. 11). The Pragmatist paradigm typically employs mixed

methods as part of the research process and has the flexibility to use both quantitative

and qualitative data collection methods as a means of validating the results of the

research process. According to Creswell (2003), pragmatism is not committed to any one

system of philosophy and reality with pragmatic researchers looking to the “what” and

“how” to research based on its intended consequences – the direction the researcher

wants to go. This applies to mixed methods research in that inquirers draw liberally from

both quantitative and qualitative assumptions when they engage in their research.

Creswell further adds that pragmatism opens the door to multiple methods, different

worldviews, and different assumptions, as well as to different forms of data collection

and analysis in the mixed methods study (Creswell 2003, p. 12).

Anticipated Contributions

As reflected in Van Der Laan’s Triple Dividend, a learning contract represents the

agreement between the student, organisation and the university whereby the anticipated

project and the relevant contributions to individual development (personal and

professional), the organisation and the profession (academic knowledge) is supported.

The agreement makes the implementation of the project feasible with agreed

commitment from all three parties (Van der Laan 2013b).

By achieving the learning objectives stated, this makes a contribution to self-

development, both professionally and personally.

By achieving and answering the research question the study contributes to the

knowledge of professional practice.

By achieving both, the project makes a contribution to the organisation of USQ.

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Figure 3: The Professional Studies Triple Dividend

Quantitative Survey

A survey was undertaken of all the Gateway Schools in the network August 25, 2015 (20

schools) to understand how the current gateway schools, which were primarily wine

tourism and chemistry contacts, perceived the outcomes and the effectiveness of the

Gateway to date. Also, with the announcement of the removal of wine from the VETis

funding list, to determine if the Gateway schools continue to see value in visiting the

Queensland College of Wine Tourism if the training was not subsidised? The number of

students studying hospitality and tourism across the gateway network was also

measured compared to the non-gateway activity to measure increase of involvement

through the gateway activity over the next 12 months and measure the effectiveness.

Qualitative Observation

It was observed through visitation of the gateway schools in the network, discussions

with the schools and industry; the researcher was able to understand the misconceptions

and the variance of understandings across industry. For example, ‘Tourism’ is commonly

referred to the educators in high school as a travel agent. It was also noted, industry

know their industry, what is needed in terms of skills, is educators being able to deliver

curriculum in a meaningful way, which results in industry employing suitable work ready

students from a high school pathway. It was also noted in 2011, with the

implementation of the BER (Building Education Revolution) this saw the development of

hospitality and commercial cookery trade training centres built across the state in high

schools, the Queensland College of Wine Tourism being a ‘live’ training environment, was

no longer valid, also leading to the discouragement of the gateway schools continuing to

visit.

INDIVIDUAL

Development of self

ORGANISATION

Benefit to the work-place

Learning Contract

Work-based research project

PROFESSIONAL

Benefit to academia and

practice

The study makes a contribution to the individual’s self-development, both professionally and personally by achieving their pre-agreed learning objectives

The study makes a contribution to professional practice as supported by academically sound evidence and observations in terms of a rigorous research design.

The study makes a measurable contribution to work-place (organisational) improvement through innovation, problem solving, analysis, product development and strategy.

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Survey Results

1 2 3 4 5 6 7 8 Total Score

Networking opportunities amongst network

members 27.78%

5

5.56%

1

16.67%

3

16.67%

3

16.67%

3

11.11%

2

5.56%

1

0.00%

0

18

5.56 Employment Opportunities for students 0.00%

0

5.56%

1

5.56%

1

11.11%

2

11.11%

2

0.00%

0

38.89%

7

27.78%

5

18

2.78 Professional Development 5.56%

1

44.44%

8

16.67%

3

22.22%

4

0.00%

0

11.11%

2

0.00%

0

0.00%

0

18

6.00 Delivery of accredited units of

competency by QCWT at QCWT in an

industry environment

5.56%

1

16.67%

3

16.67%

3

5.56%

1

16.67%

3

27.78%

5

5.56%

1

5.56%

1

18

4.56

Delivery of experiential training for

students including Forrage tours,

Winemaking, Farm tours including

different business models i.e. retail,

wholesale, agritourism, Barista, Wine

Service, Table Service etc (certificate of

completion)

27.78%

5

16.67%

3

11.11%

2

16.67%

3

11.11%

2

11.11%

2

5.56%

1

0.00%

0

18

5.78

Survey Results and Discussion

Professional Development rated number one priority to those involved in the network.

Delivery of experiential learning experiences about the hospitality, commercial cookery

and tourism industry (industry currency) rated as the second priority to the network.

Making these experiential trainings available in convenient locations through the

development of hubs would be beneficial in the exposure of industry currency, fulfilling

education industry auditing requirements and also increase the relevance in delivery of

training. Also, the development of industry standard partnerships which will allow

opportunities for teachers and students to observe and participate in ‘live’ industry

standard environments was seen as vital by industry and schools alike.

Observations

The Gateway to Industry Schools network should be considered independent and

performing as the conduit between the pathways to industry, providing best practice

opportunities to high schools, trainers and students. Will the development of the

Queensland Reference Group (QRG) for food, wine and tourism and having the activators

of change communicating cross sector, understand and develop a best practice model for

educators to adopt?

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Results/themes that emerged

Unless the host body of the Queensland College of Wine Tourism (QCWT) finds a way of

refunding wine to continue to remain on the VETis funding list, without collaborating,

innovating and communicating, the Gateway Schools Network see the price tag without

the subsidy visiting the college, out of the realm of possibility, especially without PQS

and RTO status to deliver units of competency required by the schools. Unless the

Gateway provides the teachers of the network with the required industry currency and

local training development opportunities, the full potential of the gateway will not be

recognised. Connecting with industry standard partners to provide for the schools is a

priority. The geographic positioning of the position at QCWT also doesn’t service the

needs of the identified and growing schools market.

Discussion

Will the value of the Queensland Reference Group consisting of all of the key

stakeholders understand the value of each other’s contributions, identify the gaps and

lead the direction of the Gateway Manager to ensure maximum outcomes for the school

teachers, students and industry? How will this be measured?

Conclusion

Model Recommendations

A catalyst is required to determine the priorities of both schools and industry to

determine the course of action which will produce the most effective outcomes. The

Queensland Reference Group for Food, Wine and tourism may enable these discussions

to identify the priorities from a cross industry perspective.

Contributions to QCWT

Without QCWT driving the industry to support the business case to have wine put back

on the VETis funding list, or the college innovates and communicates cross sectorally to

identify training gaps to be filled and offers alternatives to keep the Gateway schools

visiting the region, the gateway is not affective to the college. Wine does have the

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potential to still attract VETis funding under Food Processing which comes under the

Manufacturing gateway. Further research for the demand would have to be undertaken

by QCWT to identify opportunities. Products currently offered by the QCWT are

attractive to both the Manufacturing Gateway and Agribusiness Gateway. Collaborating

as a region will produce attractive tourism product potential. Collaborating with other

universities who offer Agritourism, Gastronomic Tourism and Tourism would also assist

to broaden the customer base for QCWT. This is a business opportunity for QCWT and

USQ.

Contributions to Queensland Government

The Gateway to industry schools network is for the betterment of the industry and to

encourage employment into the commercial cookery, tourism and hospitality sectors and

career paths. It can assist with development of best practice models and provide

standard and useful resources to be used in educating the students to make informed

choices and ensure the delivery of teachers is consistent with industry expectations and

standards.

Researches Professional Development

Whilst fulfilling the role of Relationship Manager of the Gateway Schools Network,

through research, I have been able to identify the main needs of the schools and provide

both teacher and students opportunities through collaborating and communicating cross

industry. Whilst the role has identified opportunities for QCWT, it has to be seen as a

priority for QCWT and in their business interests to pursue these. The Gateway

relationship Manager needs to deliver to the priorities of the schools network and provide

a platform to communicate, cross sector ally through the QRG these needs and how best

to bridge the current gaps.

Conclusion

The position of the Gateway Schools Network, regardless of geographic location, needs

to work with all identified stakeholders to consistency understand and communicate and

fulfil the needs of the industry through participating schools. The constant

communication to these stakeholders is vital in creating sustainable model moving the

Gateway into a ‘fit for future’ model in meeting the needs of aspirational food, wine and

tourism careers.

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