1 / 20

The World of VET in schools is a world with … increased national and state significance

The World of VET in schools is a world with … increased national and state significance increased opportunities for students increased connections between industry and schools increased regulation increased requirements for quality outcomes for students.

ketan
Download Presentation

The World of VET in schools is a world with … increased national and state significance

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The World of VET in schools is a world with … • increased national and state significance • increased opportunities for students • increased connections between industry and schools • increased regulation • increased requirements for quality outcomes for students

  2. … does this mean we have an ATPRTO on the ETP for the TGSS delivery post-SACE of the PQL qualification? TAE ISB CoT DECD SACE EDSAS PLP ATAR ETP TSftF TTC DEEWR TaSC AB DATEX RTO TAA VISA MER AQF Stage2 TGSS ASBA DFEEST ISM Stage1

  3. The old SACE … Trade TAFE Industry Technical School University Professional

  4. The new SACE … Industry Trade RTO School Technical University Professional

  5. VET pathways

  6. The context for VET … • 20% of all jobs need a university qualification. • 60% of all jobs need a VET qualification at Certificate III level or higher. • Australia needs a 3% per annum increase in university and VET qualifications for at least 10 years. • Students are better off if they complete their SACE.

  7. VET within SACE • When a school student makes a decision to pursue a VET pathway or trade qualification, they are able to start making progress on that pathway as part of their SACE. • Education, training and work are all part of SACE and add value to the young person. • VET pathways provide a seamless transition from school to further study and employment.

  8. School Delivery Vocational pathways School-based Apprenticeship Apprenticeship Brokers Contract of Training Employment TC ASBA PLP Purchased ETP Training Guarantee RTO – auspices school delivery Class groups Regional class Trade Training Centre Largely Cert I and II Staff qualifications Industry Skills Program Industry Pathway Programs Training Guarantee (TGSS) Largely Certificate II or III 16+ years Prior VET or work placement Education and Training Plan (ETP) 140 hours of work placement Guarantee to complete Cert III at ‘Non-Trade’ Case managed by school RTO Purchase Agreement Off-site or in TTC Program or delivery Class groups Regional class Trade Training Centre Largely Cert II Funding support for Stage 2

  9. Tom’s Training Pathway Auto IPP Vocational pathways Tom is now a fully qualified mechanic P L P Year 11 Year 10 Year 12 S A C E Auto Full-time Apprenticeship Auto SBA Auto SBA Tom started his apprenticeship in Year 11 with a School Based Apprenticeship. He works (paid) 1 day per week and studies at TAFE 1 day per week. VET study counted towards Tom’s SACE and his work towards his Workplace Practices subject. Tom got a headstart to his apprenticeship because his work from school counted. Tom also achieved his SACE, helping him with his auto career. Tom got interested in a career in Auto through his VET course at school. The course also gave Tom a headstart to his SACE.

  10. Chanti’s Training Pathway Community Services IPP Vocational pathways Chanti is now qualified in Community Services and can now further her career with more study at university or TAFE. P L P Year 11 Year 10 Year 12 S A C E Comm Services IPP Training Guarantee – Skills For All Chanti’s School purchased a VET course for her. She worked (unpaid) for 2 weeks. VET counted towards her Certificate III in Community Services and her work towards her Workplace Practices subject. Chanti entered a Training Guarantee place. She worked (paid) 1 day per week and studied 1 day per week at TAFE. Chanti got interested in a career in Community Services through her VET course at school. Chanti got a head start to her training because her work from school counted. Chanti also got her SACE, helping her with her career. This course also gave Chanti a headstart to her SACE.

  11. Sam’s Training Pathway Vocational pathways Sam’s prior VET studies and his work in Health gave him a head start with his university course and helped him get his job as a Health professional. Health IPP P L P Year 11 Year 10 Year 12 S A C E Health IPP Purchased Health Sam commenced a Health IPP as part of his SACE. He worked (unpaid) for 2 weeks Sam’s school purchased a VET program so he could complete his Certificate III. He worked (paid) 1 day per week and studied 1 day per week at TAFE Sam developed an interest in a career in the health Industry while doing his PLP. Sam’s Certificate III counted towards his ATAR and he entered university to continue his Health studies. Study counted towards Jack’s SACE and his Certificate III in Heath Services

  12. Hairdressing ASBA Vocational pathways Mia is happy she changed direction in her career path and now works in the Defence Industry. She has the opportunity to enter university to continue her career development. Mia’s Training Pathway Electrotechnology IPP P L P Year 11 Year 10 Year 12 S A C E Hairdressing ASBA Training Guarantee – Skills For All Mia completed her ASBA but became more interested in electronics. She worked (unpaid) for 2 weeks. She had kept up with her other studies so had the background to change direction. Mia entered a Training Guarantee place in Electrotechnology and commenced a Certificate III as part of her SACE program. She worked 1 day per week and studied 1 day per week at TAFE. Mia gained her SACE and continued on to finish her Certificate III the following year. Mia always wanted to be a hairdresser and started her Cert II ASBA as soon as possible. Study counted towards Mia’s SACE and to her Certificate III in Electrotechnology

  13. DECD VET in Schools Policy DECD is developing a VET in Schools Policy for students: • Vocational pathways are viable, credible and highly valued options. • Schools will have a plan for providing VET pathways options. • The VET in Schools Policy is underpinned by a series of Leaders’ Tools for implementing VET.

  14. DECD documents • VET in Schools Policy • Parent information brochure Leaders’ Tools • The World of VET in schools • A Vocational Pathways Plan for your school • Working with RTOs to auspice or purchase VET • Workplace learning — Work Experience and SWL • Australian School Based Apprenticeships and Traineeships • Learning design and VET • Sample student SACE plans for Industry Pathways Programs (IPPs) • Implementing Industry Pathways Programs (IPPs) • Resourcing VET • Assigning roles and responsibilities, and managing risks and compliance • Case studies and examples of school structures • Industry partnerships • Workplace literacy and numeracy • Training Guarantee for SACE Students (TGSS) • Trade Training Centres in DECD schools • VET and SACE • PLP and industry • Targeted groups • Careers • Governance and regional approaches • Using VET data

  15. The School Journey Towards Vocational Pathways 4 3 0 1 2 Not yet engaged: • School is a ‘Silo’ • VET as an extra to SACE • VET choices managed outside counselling processes • VET as isolated courses outside the school • No concept of Pathway planning • PLP isolated from career development • Students miss Literacy and Numeracy subjects to do VET • Limited numbers of ASBA and TGSS students • Division between students on Vocational and University pathways Fully developed: • School has a fully functioning TTC • Industry context for many subjects — especially in Middle School • Integrated counselling process • Flexible timetabling • Policy for Vocational Pathways • VET leadership part of administration • Whole of school approach to career development • PLP, Research Project and ETP linked to career development • Functioning governance of TTC, Trade School, Industry Skills Program • Work Placement linked to VET studies and dareer development

  16. Industry Pathways Programs Vocational Pathways through and beyond SACE Direct Employment VET: Purchased VET • At higher levels • In greater depth School-based Apprenticeship Increasing numbers of students enrolled at Certificate III level Increasing numbers of nominal hours at Certificate III level Training Guarantee University South Australian Certificate of Education

  17. VET Certificate III Enrolments 2008 to 2011 – 130% increase

  18. VET Certificate III Nominal Hours 2008 to 2011 – 150% increase

  19. The World of VET in schools … For more information please contact • your school VET leader • your Industry Skills Manager • your Apprenticeship Broker or visit www.decd.sa.gov.au/vocationalpathways

More Related