Post on 05-Feb-2016
description
transcript
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
… does this mean we have an
ATP RTO on the ETP for the
TGSS delivery post-SACE of
the PQL qualification?
ASBATGS
S
RTO
AQF
ISM
TSftF
SACE
PLP
ETP
Stage2
Stage1
CoT
EDSAS
DATEX
VISA
DFEEST
TaSC
TTC
ATAR
DEEWR
DECD
ISBTAE
TAAMER
AB
School
TAFE
University
Trade
Technical
Professional
Industry
The old SACE …
Trade
Technical
Professional
The new SACE …
Industry
School
University
RTO
VET pathways
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.
VET within SACEWhen 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.
School Delivery
Industry
Pathway
Programs
RTO – auspices school delivery
Class groupsRegional classTrade Training CentreLargely Cert I and IIStaff qualificationsIndustry Skills Program
Purchased
RTOPurchase AgreementOff-site or in TTCProgram or deliveryClass groupsRegional classTrade Training CentreLargely Cert IIFunding support for Stage 2
PLP
Training Guarantee
Training Guarantee (TGSS) Largely Certificate II or III16+ yearsPrior VET or work placementEducation and Training Plan (ETP)140 hours of work placementGuarantee to complete Cert III at ‘Non-Trade’Case managed by school
ETP
ASBATC
School-based ApprenticeshipApprenticeship BrokersContract of TrainingEmployment
Vocational pathways
Tom’s Training Pathway
Auto IPP
Year 10 Year 11 Year 12PLP
SACE
Tom is now a fully qualified mechanic
Auto SBAAuto 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.
Auto Full-time Apprenticeship
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.
Vocational pathways
Chanti’s Training Pathway
Community Services IPP
Year 10 Year 11 Year 12PLP
SACE
Comm Services IPP
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 got a head start to her training because her work from school counted.
Chanti also got her SACE, helping her with her career.
Chanti got interested in a career in Community Services through her VET course at school.
This course also gave Chanti a headstart to her SACE.
Chanti is now qualified in Community Services and can now further her career with more study at university or TAFE.
Training Guarantee – Skills For All
Chanti entered a Training Guarantee place.
She worked (paid) 1 day per week and studied 1 day per week at TAFE.
Vocational pathways
Sam’s Training Pathway
Year 10 Year 11 Year 12PLP
SACE
Health IPP
Sam commenced a Health IPP as part of his SACE.
He worked (unpaid) for 2 weeks
Sam’s Certificate III counted towards his ATAR and he entered university to continue his Health studies.
Sam developed an interest in a career in the health Industry while doing his PLP.
Purchased Health
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’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.
Study counted towards Jack’s SACE and his Certificate III in Heath Services
Vocational pathwaysHealth IPP
Hairdressing ASBA
Year 10 Year 11 Year 12PLP
SACE
Hairdressing ASBA
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 always wanted to be a hairdresser and started her Cert II ASBA as soon as possible.
Training Guarantee – Skills For All
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.
Study counted towards Mia’s SACE and to her Certificate III in Electrotechnology
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
Vocational pathwaysElectrotechnology IPP
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.
DECD documentsVET in Schools PolicyParent information brochure
Leaders’ Tools1The World of VET in schools2A Vocational Pathways Plan for your school3Working with RTOs to auspice or purchase VET4Workplace learning — Work Experience and SWL5Australian School Based Apprenticeships and Traineeships6Learning design and VET7Sample student SACE plans for Industry Pathways Programs (IPPs)8Implementing Industry Pathways Programs (IPPs)9Resourcing VET10Assigning roles and responsibilities, and managing risks and compliance11Case studies and examples of school structures12Industry partnerships13Workplace literacy and numeracy14Training Guarantee for SACE Students (TGSS)15Trade Training Centres in DECD schools16VET and SACE17PLP and industry18Targeted groups19Careers20Governance and regional approaches21Using VET data
0 1 2 3 4
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
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
The School JourneyTowards Vocational Pathways
Industry Pathways Programs
Purchased VET
Training Guarantee
School-based Apprenticeship
University
Direct Employment
South Australian Certificate of Education
At higher levels In greater depth
Increasing numbers of students enrolled at Certificate III level
Increasing numbers of nominal hours at Certificate III level
VET:
Vocational Pathwaysthrough and beyond SACE
VET Certificate III Enrolments 2008 to 2011 – 130% increase
VET Certificate III Nominal Hours 2008 to 2011 – 150% increase
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