In June 1976 Aleksandra Ceferin approached Victorian Universities and Secondary Education Board (VUSEB) regarding the certification of Slovenian as a Higher School Certificate subject and received a positive response from the Head of the Committee for Balto-Slavonic languages, prof Jiri Marvan at Monash University. She prepared the required documentation including sample examination paper and a list of resources for the teaching of Slovenian.
Victorian Secondary Certification Authorities
The VISE educational reform was followed by a second complete overhaul of senior secondary school curriculum and assessment. In 1986 a new authority, the Victorian Curriculum and Assessment Board (VCAB) set up nine Fields of Studies Committees (FOSCs) for all areas of teaching. Aleksandra Ceferin was appointed to the Field of Studies Committee for Languages Other than English (FOSC LOTE). She was one of the twenty-four members, comprising secondary teachers, experts and theorists on a number of languages.
Following a name change of the accreditation body, to Victorian Institute of Secondary Education (VISE), Victoria conducted a major educational reform in 1978 and 1979, which affected the accreditation of Slovenian as an HSC language. Initially there was a delay of two years before the accreditation procedure could begin. Secondly Slovenian became the first and pioneer subject, so-called HSC Group 2 subject under the new HSC assessment scheme. It became a model for all subsequently accredited languages.
In 2001 a review of the two-year VCE course brought some changes. The major change is that a key writing assignment during Year 12, the so-called CAT 1 was replaced with a series of eight strictly defined tasks or Outcomes in Year 11 and six tasks in Year 12. They were to be completed under test conditions and assessed by the classroom teacher.
Victorian Curriculum and Assessment Board (VCAB) was given the mandate to prepare a major curriculum and assessment educational reform at the senior level. Victorian Curriculum reform was completed, and ready to begin implementation in 1991. The first model courses were developed for all areas on the principle, that each teacher implement a two year senior studies course according to the strictly defined structure , tasks and aims, with the flexibility in the choice of topics, particularly in the case of English and Languages Other Than English (LOTE ).