COMMONWEALTH-STATE RELATIONS PROJECT

Review of Vocational Education and Training in ACT Public Schools

(Future Directions)

Report prepared for the

Australian Capital Territory

Education and Training Directorate

Centre for International Research on Education System Victoria University

Centre for International Research on Education Systems Victoria University

Table of Contents

Table of ContentsiTables and FiguresiiiGlossaryivExecutive SummaryvThe National VET FrameworkviiiCore SystemsviiiClarity, Collaboration and ConfidencexivSummary of Future Directionsxvi1.Introduction1Scope1Background2Methodology52.Current provision of VET in ACT public schools7Current funding support11Infrastructure11Career Education and Pathway Planning12Current Performance123.Core Systems14Maintaining compliance with standards14Recognition and certification18Depth and Breadth of Provision244.Clarity, Collaboration and Confidence33The Partnership with Employers and Industry35Post-school articulation to higher level VET375.Implementation of future directions39References40Appendix 1: ACT Public School Network Diagram42Appendix 2: ACT College/High School VET Provision43Appendix 3: ACT School RTO Scope (at October 2014)44Appendix 4: ACT Trade Training Centres45Appendix 5: List of completed consultations46Appendix 6: Jurisdictional VET Arrangements48New South Wales48Queensland54South Australia64Victoria72Appendix 7: Additional Tables82Appendix 8: Analysis of the student survey conducted for the Review of VET in ACT Public Schools89Reason for undertaking the VET course90Benefits of the training94Satisfaction with the training96Appendix 9: Student Survey Instrument99

Tables and Figures

Table 21 VET course enrolments at public schools by year level and Certificate level, 20148

Table 31 Course offerings across industry skills councils, training packages and AQF levels, count and proportion of total available nationally, by state and territory, 2013 (%)25

Table A1 External VET activity: certificates with High School/College student enrolments, not delivered by any College as an RTO, 201482

Table A2 Number of VET certificate enrolments, College as RTO, 201483

Table A3 VET in School subject enrolment by outcome, state and territory, 201387

Table A4 Distribution of VET students who took part in the online survey (N & %)89

Table A5 Reasons for undertaking the VET course (N & %)90

Table A6 Percent of student prepared to travel to undertake the VET course they wanted to do, by Year level91

Table A7 VET courses undertaken by students in the survey sample, by selected characteristics93

Table A8Per cent of students who would undertake another VET course if given the opportunity, by year level97

Table A9 Student responses concerning course improvement by industry area98

Figure E1 National VET Framework Componentsviii

Figure 21 Number of VET Students in Schools by State and Territory, 20139

Figure 22 Proportion of 15 to 19 year-old full-time school students undertaking VET, by state and territory, 2013 (%)10

Figure 23 Proportion of 15 to 24 year-olds not in education, training or employment, by state and territory, 201413

Figure 31 Certificate level of VET qualification enrolled, secondary students by state and territory, 2013 (%)19

Figure 32 Post-school destinations of 2013 Year 12 Graduates by highest AQF level of VET in Schools activity, deferees identified, 201420

Figure 33 Post-school destinations of 2013 Year 12 Graduates by VET in Schools activity, deferees not identified, 201423

Figure 34 Post-school destinations, VET and non-VET Year 12 completers transition rate to Apprenticeship or Traineeship by school SES, 201424

Figure A1 Proportion of Year 11 & 12 Students undertaking VET A,T and C courses88

Figure A2 Student agreement that careers advice provided by school was helpful, by year level %91

Figure A3 Student perception of the benefits of VET, strongly agree/agree %94

Figure A4 Student perception of the benefits of VET, strongly agree/agree %95

Figure A5 Levels of student satisfaction with aspects of VET courses %96

Glossary

ACACA

Australian Curriculum, Assessment and Certification Authorities

AEU

Australian Education Union

ACPET

Australian Council for Private Education and Training

AQF

Australian Qualifications Framework

ASBA

Australian School Based Apprenticeship

ASQA

Australian Skills Quality Authority

ATAR

Australian Tertiary Admission Rank

AVETMISS

Australian VET Management Information Statistical Standard

BSSS

Board of Senior Secondary Studies

CIRES

Centre for International Research on Education Systems

CIT

Canberra Institute of Technology

COAG

Council of Australian Governments

ETD

Education and Training Directorate

GTO

Group Training Organisation

HSC

Higher School Certificate

MIPS

Managed Individual Pathways

NCVER

National Centre for Vocational Education Research

OECD

Organisation for Economic Co-operation and Development

RoSA

Record of School Achievement

RTO

Registered Training Organisation

SAMP

Strategic Asset Management Plan

SBA/T

School-based Apprenticeship and Traineeship

SBNA

School Based New Apprenticeships

SOI

Statement of Intent

SSC

Senior Secondary Certificate

SWL

Structured Workplace Learning

TACO

Transition and Careers Officer

TQI

Teacher Quality Institute

TTC / TSC

Trades Training Centre / Trades Skills Centre

VCAL

Victorian Certificate of Applied Learning

VET

Vocational Education and Training

VETiS

Vocational Education and Training in Schools

WPSPs

Work Placement Service Providers

Executive Summary

In late 2014 the ACT Education and Training Directorate (ETD) commissioned the Centre for International Research on Education Systems (CIRES) at Victoria University to undertake a review of Vocational Education and Training (VET) in ACT public schools. The review was prompted by the ACT Minister for Education and Training, Ms Joy Burch MLA, questioning the rationale of current models of VET provision and by the significant work undertaken throughout 2014 by all jurisdictions through the Education Councils Preparing secondary students for work: a framework for vocational learning and VET delivered to secondary students.

ETD tasked CIRES with:

examining and evaluating the current model/models of VET implemented in ACT public schools, including resourcing and governance

examining and evaluating VET practices within other Australian schooling sectors and jurisdictions

drawing on Australian and international research perspectives

to produce a report that:

identifies best practice educational and resource-effective approaches and

proposes future directions for consideration by ETD to strengthen VET provision.

The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) endorsed by the ACT, along with other Australian governments, provides the overarching policy context for VET delivered to secondary students. The Melbourne Declaration included a commitment by governments to work with all school sectors to support the senior years of schooling:

The senior years of schooling should provide all students (CIRES emphasis) with the high quality education necessary to complete their secondary school education and make the transition to further education, training or employment. Schooling should offer a range of pathways to meet the diverse needs and aspirations of all young Australians, encouraging them to pursue university or postsecondary vocational qualifications that increase their opportunities for rewarding and productive employment.

VET has emerged as a powerful element within senior school programs to provide a curriculum of relevance and interest to the expanded cohort of students now being retained within schools, particularly since the raising of the school leaving age to 17 years in 2010.

However the incorporation of VET into Senior Secondary Certificates (SSC) remains a work in progress in all Australian jurisdictions. In November 2014, the Education Council released Preparing secondary students for work: a framework for vocational learning and VET delivered to secondary students (the National VET Framework) to guide further efforts by states and territories in this area.

In undertaking this review, the definition of VET endorsed by the Council of Australian Governments (COAG) Education Council when it released the updated National VET Framework, has been adopted:

Vocational Education and training (VET) enables students to acquire workplace skills through nationally recognised training described within an industry-developed training package or an accredited course. A VET qualification is issued by an RTO. The achievement of a VET qualification signifies that a student has demonstrated competency against the skills and knowledge required to perform effectively in the workplace.

Importantly, the revised National VET Framework notes that the VET delivered to secondary students is the same as all other VET (CIRES emphasis). The National VET Framework also clarifies the distinction between vocational learning and VET:

Vocational lear