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Group 5

-teachers and students are consumers
-space
-nurturing of capability
-not only how we will cope with changes, but what type of world we want to live in
-will students have a part in shaping the world
-framework to manage and influence ongoing change in society
-shared vision between teachers, students & educators
-do kids in rural areas see the opportunities
-issues with disadvantaged schools being able to afford the new technology. STEM focus has disadvantaged low SES schools here.
-there's a lot of focus on the technology rather than the work.
-don't assume the glitz is everything

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-Parents
-Local Community
-Partner Schools
-Local Partnerships e.g.
-Sector Groups
-National Alliances
-Teacher Partnerships (SACE Board)
-Local Businesses
-Local Council
-Universities, TAFE, training organisations (funding and sharing of resources)
-Old Collegiates
-International sister and brother schools (inc. memorandums)
-Community Health
-Agents
-Service Organisations
-State and Fed Gvts

Working Well
-mutual interests (explicit)
-shared vision
-great communication
-clear outcome for students

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Communication
Trust
consistency
Understanding of each other background
Mutual benefits
University help teachers maintain their skills
Collaborative work between school and university to support transition

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Improving the quality of education for those currently studying education at university, as well as for those in post grad

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Learning for teachers, research for post grads.

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-Conversations around closing the gap between pedagogy and assessment so they don't devalue year twelve assessment
-looking at all layers of society and skilling them all (including uni lecturers!)
-emphasising the community (and to some extent the family unit) in fostering change to move teachers along
-Employers need to understand our generation of young people. How do we get their understanding? Let's engage them.

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Flinders university alternative assessment- capability testing.

Stat test

Research projects with university academics. Support the quantum of evidence for a body off research.

ARC research grants- linkage. Universities pairing with an industry partner. Highlight beneficial.

Shared information regarding learning spaces.

Uni SA- sending groups of students to talk to year 10s on personal learning plan careers councilling. They tutor the kids. Students provide interpretation for multicultural students. (Funding issues here).

Rural schools doing elearning in collaboration with flinders uni.

Project Base learning v case base learning at uni. Continuity between secondary and tertiary.

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Group dynamics

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- remove the edges between school and university. More presence at university during school.
- remove the focus on the ATAR
- focus on all students not just the high achievers for university support programs
- option to count connected work towards university entry
- comparable assessment at university and schools

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Group 5

Eq/iq balance - partner with industry on this

Partnership around opportunities- including progressing skills for the future (inc transferable skills). & showing the to parents

- need to teach students how their skills are transferable

-fac of arts hasadvisory board with external members

-one-off collars currently in schools (eg Haighs). But need further reaching and more frequently,

-things are dine to help indicivuak schools and entities rather than the common good.

Site visits for students to see industry.

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Personalised service - central point of contact for putting schools in contact with the right people

Academics to come out to schools to learn from students about the social skills

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-The Willingness - implicit but essential.
-Genuine Interaction - students coming to uni and personnel/uni students coming into schools. As a part of this, diverse perspectives and faculty areas will be useful.
-Co-ordinate experience, particularly regarding assessment.
-Similar parallel to how universities have partnerships with businesses and diverse sources of knowledge outside of educators.
-Extremely hard to crack interdisciplinary barriers.

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Use technology far more effectively as a tool for bringing us back together.  Especially for rural schools!!!!!!!

We don't spend much time on the why. Need an integrated approach to getting to the why.

We need a shared vision and purpose otherwise things can become fragmented examples.

Build skills that can be used without the technology, so we can work efficiently when the technology changes.

How do we mutually work across unis and schools to Upskill

Do we need a central space to promote activities of schools ?

External work on inclusive practices in schools is coming from the universities who have the expertise

Find where the expertise is and use that.

DECD have partnerships, schools develop programs, expos and then DECD can roll these out to the whole partnership.

Partnership works well for rural schools to help each other. Leadership

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Education departments of th univiersities to visit the practical teachers, even if they are rural. One teacher has not hadn't a single visit from any of the three  universities.

Co creation between universities and schools surrounding problem of practice in education. We aren't both seeking pathways and solutions to real issues.

More support for elearning and a stronger presence in the schools.

Need to build a stronger connection with the schools. If the three universities we have had the east involvement with Adelaide.

Adelaide uni physical relationship here is crucial. Depends on what faculties also.

More students coming in. This can not be overstated. This is all about the relationship.

Improved access to information surrounding the secondary curriculum. "Trivago for maths teachers".

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- collaborate to reduce the impact of university entrance on students' schooling
- universities to facilitate finding mentors for students to help align them with pathways and make tertiary more realistically attainable
- universities to provide mentoring for staff around curriculum and assessment design
- promote life-long learning and encourage students to accept that they will not have linear careers
- would like more from the faculty of arts
- more from the university students (perhaps incentivise them)

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-Concern: We want to break an old fashioned perception of what education is, reforming that perception to reflect what is going on now.
-Looking towards the present and the future, not the past.
-Equity consideration for disadvantaged schools. Many disadvantaged kids do not even consider uni. (Praising the fact that many uni students are the first in the family.)
-Broadly, we are looking at a society and better opportunities for the children of today.
-Forums to engage families. This is a huge challenge across the board due to a lack of interest for various and justified reasons. Many family members are actually leaders in their fields etc.
-Reforming how we are teaching capabilities. A shared approach and pilot projects.
-Also a humanities and Arts focus.
-Role of the teacher. Adding more respect e.g. Finland. What about equipping ethical and cultural understandings

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- blurring of lines between secondary and tertiary
- formalisation of secondary and tertiary partnerships/framework
- have the involvement start at earlier years
- look at the pathways from school to uni, subject selections
- dialogue with uni and school students about what uni is about

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Doesn't have to Be money. Could Be time.

It's about the commitment to the partnership. Clear understanding of mutual expectations.

Professional And personal relationships here are key.

Having access to mentor coach as needed is crucial. This should be available almost on-demand.

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- science early entry program UOA key benefit direct engagement with students at university
- old scholars talking to parents and students about their journey
- ingenuity UOA - key is interactions and hearing people tell their stories
- curtain and Usq teachers as resources for research

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- having a common narrative about what is important
- look at the transition from school to uni
- More MOOCS, use of them to help in the decision making process
- Seamlessness of pedagogy and assessment
- sharing of what uni is actually about, explaining why it's actually important

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-What do universities want? The answer is fluid between students and it has to be an ongoing process. It's also understanding what each area is about. Unis need to know about the strategic plans of schools and the day to day activities of schools both generally and as cases.
-not necessarily seeing the differences between high school and uni assessment as a problem in itself but the fact that there is no preparation for it
-some kind of educational forum with all three major universities
-access to data. Apparently there are high drop out rates in uni for some school leavers. How can we bridge this? Real partnerships will equip us with these tools to address our problems.
-some high schools mollycoddle in year twelve too - inhibits their ability to pick their courses and also adapt
-should universities offer more multidisciplinary degrees?
-let children in high schools access online courses in uni as a taste test

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Key issues that need addressing: three universities in SA. Very good reasons to partner with each university individually.- what are the universities looking to do to work with eachother.

Humanistic value in capabilities.

Action research. Working together with different groups.

Stronger university presence on campus.

Young people connecting socially. Secondary students having face to face interaction with their university peers.

Improved access to information. General consensus is that there exists a stronger relationship with uni sa .

More support for kids that argent getting support. How do e support kids that don't gets the atar. Placements.

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Adelaide uni faculties do resources for classroom teachers

Adelaide uni headstart  program

Gap in communication between the university and schools when assessing needs

UNISA connect is a great program for rural schools

Ingenuity -engineering showcase of students work

Research funding to link the research with schools. Broaden the

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- implement residency programs for students
- on site programs where university staff or students go to schools and collaborate with students on projects
- open up online resources to schools e.g. Video instructionals, referencing tools, things to help with the research project
- create an online learning management tool for high school students to access resources and connect with the university
- bring the teachers to the campus to see the end goal for students

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Group 5

Trust
Relationships
Familiarity
Shared purpose
Building the capacity of everyone in the partnership (not just schools but also I nthe unversity).
Make sure everyone's contribution is strong, and not necessarily a central point (ie uni) with stakeholders. Everyone plays an important role.
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