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NorthernTerritoryBoardofStudies ~ ~

STANDING COMMITTEE ON EDUCATION AND TRAINING

INQUIRY INTO VOCATIONAL EDUCATION IN SCHOOLS

SUBMISSION FROM

ACACA - AUSTRALASIAN COMMITTEE OF CHIEF EXECUTIVEOFFICERS OF CURRICULUM, ASSESSMENTAND CERTIFICATION

AUTHORITIES

AustralianCapitalTerritoryBoardofSeniorSecondaryStudies

QueenslandStudiesAuthority

Office oftheBoardof Studies,New SouthWales

Victorian CurriculumandAssessmentAuthority

TasmanianSecondaryAssessmentBoard

CurriculumCouncil ofWesternAustralia

SeniorSecondaryAssessmentBoardofSouthAustralia

DATE OF SUBMISSION: 26May 2003

IINTRODUCTION I

All StateandTerritory SchoolCurriculum,AssessmentandCertificationAuthoritiesaremembersofACACA, oneoftheobjectsforwhich is:

to promotecurriculum,assessmentandcertificationin schoolingfunctionswithin theframeworkoftheCommonwealthofAustraliaandits statesandterritoriesandto betterenablethemeetingof theneedsofsocietyforcurriculum,assessmentandcertificationin schoolingandfor othercommunityservicewhichmayappropriatelybeprovidedby curriculum,assessmentandcertificationauthorities,to provideameanswherebyChiefExecutiveOfficers

may:

• counseltogetheron mattersofconcern;• formulateandforwardto appropriateauthoritiesadviceon relevantmatters

including thoseofnationalconcern;• collectanddisseminateinformationonmattersofcollective interest;and• effectivelyevaluatethevariousactivitiesundertaken.

Thefull list ofobjectsfor which theassociationwasestablishedareoutlinedon theACACA website— ww.acaca.org.aulmemo.htm.

While eachagencyhasits own State/Territory-specificresponsibilities,generallytheresponsibilitiesoftheseagenciesinclude:

- responsibilityfor developmentandrevisionofcurriculum/curriculumframeworks;

- responsibilityfor ensuringcomparabilityofassessmentandcertificationofstudentachievement;and

- responsibility,undertheNationalAgreementfor VET in Schools,forreportingall post-compulsoryschoolachievementin VET andfor ensuringthattheVET datais AVETMISS compliant.

Someoftheseagenciesarealsoresponsibleformanagingthe qualityassurancearrangementsfor schoolsthathaveRegisteredTrainingOrganisationstatus.

ForspecificinformationabouttherolesandresponsibilitiesofeachACACA agency,theStandingCommitteeis referredto theACACA website— www.acaca.org- forState/Territory-specificinformation,aswell asto thewebsitesfor eachACACAagency.Thesecanbeaccessedthroughlinks on theACACA website.

ThepurposeofthisACACA submissionto the StandingCommitteeonEducationandTraining Inquiry into VocationalEducationin Schoolsis to highlight:

• someofthe issuesthat areofmutualconcernto all ACACA agenciesinrelationto vocationaleducationin schools;

• thesignificantrole playedby theindividual curriculum,assessmentandcertificationauthoritiesin eachState/Territoryin vocationaleducationinschools;and

• the importantrole thatACACA plays,asa ‘collective’ or ‘nationalassociation’,in respondingto, anddebating,relevantissuesofnationalsignificance.

ACACA SUBMISSION- 26/5/03 2

EachindividualACACA agencyis managedby aBoardthat is representativeofawide rangeofstakeholders.As aminimum,membershipincludesparents,teachers,highereducationgroups,unionsandthegovernmentandnon-governmentschoolingsectors.Eachagency’swebsiteincludesa list oftheirBoard’sspecificmembership.

In makingthis submission,ACACA would alsodrawthe StandingCommittee’sattentionto theANTA Principlesand Guidelinesfor ImprovingOutcomesforVocationalEducationand Training (VET) in Schools(2002-2004).Theseprinciples,originallyagreedby Ministersin April 1998andlaterupdatedto reflecttheAustralianQualityTrainingFramework,providethebasisfor theconsistentapplicationoftheNationalTrainingFrameworkwithin secondaryschools.Theprinciplesareasfollows:

RecognisingTraining

* BoardsofStudies,in agreementwith State/TerritoryRecognitionAuthorities,will

recogniseVET in Schoolsonly whereit is deliveredby providers,which meettheregistrationrequirementsundertheAustralianQuality TrainingFramework,asfrom 1July 2002.

Meetingindustryand/orenterprisestandards

* BoardsofStudies,in agreementwith State/TerritoryRecognitionAuthorities,will

recogniseasVET in Schoolsonly thatwhich deliversnationaland/orenterprisecompetencystandardsoraccreditedtrainingwhereno relevantTrainingPackagequalification/pathwayexists,within theNationalTrainingFramework.

PathwaysthroughSeniorSecondaryCert~flcates

* VET in Schoolswill contributeto qualificationsdefinedby theAQF, including

SeniorSecondaryCertificatesorequivalents,andwill providemultiplepathwayswhichwill articulatewith furthertraining,educationandwhereappropriate,employment.

Ensuringdualoutcomes

* VET in Schoolsstudies,undertakenwithin theSeniorSecondaryCertificate,should

alsocontributeto aVET qualificationdefinedby theAQF.

Determiningprioritiesfor thedeliveryof VETin Schools

* In determiningpriority areasfor thedevelopmentofVET in SchoolsandSchool-

BasedNewApprenticeshipprograms,accountwill be takenofnationalandregional/localskill shortages,industryneedsandstudentdemand.Opportunitiesforall groupsofstudentsto participateshouldbemaximised,especiallythoseunder-representedin educationandtraining.

UsingTrainingPackages

* BoardsofStudies,in agreementwith State/TerritoryRecognitionAuthorities,will

developrecognitionproceduresconsistentwith theAustralianQualityTraining

ACACA SUBMISSION- 26/5/03 3

Frameworkandtherequirementsof SeniorSecondaryCertificatesin eachStateandTerritory, to enableTrainingPackagesto be delivered.

This submissionspecificallyaddressesthoseissuesrelatedto accreditedVET inSchools.It doesnot includereferenceto thesignificantamountofactivity undertakenby ACACA agenciesin relationto students’developmentofbroader,genericvocationalskills andknowledge,suchasgeneralemployabilityskills, enterpriseeducationandcareereducation.ACACA seesbothvocationallearningandaccreditedVET asimportant.

In addition, it wouldbe inappropriatefor ACACA to commentonall aspectsoftheTermsofReferencefor this inquiry. This submissionthereforeaddressesonlyselectedaspectsoftheTermsofReferencerelevantto therolesandresponsibilitiesofACACA agencies.

It should also be stressedthat this submissiondoesnot in anywayrepresent thedefinitive view of eachACACA agencyin relation to issuesassociatedwithvocationaleducation in schools.For specificState/Territory issues,the StandingCommittee is referred to theindividual submissionsof eachState/Territorygovernmentand/or Curriculum, Assessmentand Certification authority.

ACACA SUBMISSION- 26/5/03 4

TERMS OF REFERENCE

Rangeand structure of vocational education programs in schools

TheReporton VETin Schools(2003),(AppendixA to this submission),providesanoverviewoftherangeandstructureofaccreditedvocationaleducationprogramsineachState/Territoryin 2003.As canbeseenfrom thisreport,thereis arangeofwaysin whichvocationaleducationis offeredwithin eachStateandTerritory, including forexample:

• VET offeredasstand-aloneVET which, in someStates/Territories,cancontributeto thecalculationofthestudent’stertiaryentrancescore;

• VET unitsofcompetencyorfull certificatesembeddedin CurriculumFrameworksor subjects,someof whichcontributeto thecalculationofthestudent’stertiaryentrancescore.

Irrespectiveofthemodelorframeworkwithin which VET in Schoolsis delivered,deliveryandoutcomesarein accordancewith therequirementsoftherelevantTrainingPackage.Reportingof thevocationalcompetenciesis at the level oftheunitofcompetencyandqualificationsor statementsofattainmentareissuedasappropriate.

TheBoardsofStudiesbelievethatdiscussionsaboutthemodel orframeworkswithinwhich vocationaleducationis deliveredcandetractfrom thefactthatdeliveryandoutcomesarein accordancewith therequirementsof theAQTF andofNationalTrainingPackages.

AppendixB to this reportprovidesasnapshotof how VET is delivered,assessedandcertifiedin eachState/TerritoryasatApril 2003,andshouldbereadasan addendumto theReporton VETin Schools(2003).

Resourcing

TheReporton VETin Schools(2003)highlights thesignificantcontributionofACACA agenciesin supportingVET in Schools.

As thereporthighlights,majorresponsibilitiesofACACA agencies,eachofwhichrequiresthecommitmentofsignificantresources,comefrom two sources- nationalagreementsandStateandTerritoryrequirements.Theyareresponsibilitiesrelatedto:

• providingAVETMISS compliantdatafor systemlevel reporting;• developing,maintainingandmanagingdatabases;• providingdatafornationalreportingpurposes;• archivingdata;• developingandrevisingcurriculumandassociatedsupportmaterials;• collaboratingwith schoolsectorauthoritiesandplanningforprofessional

development;

1. THE RANGE, STRUCTURE, RESOURCING AND DELIVERY OFVOCATIONAL EDUCATION PROGRAMS 114 SCHOOLS, INCLUDINGTEACHER TRAINIJNG AND THE IMPACT OF VOCATIONAL EDUCATIONON OTHER PROGRAMS

ACACA SUBMISSION- 26/5/03 5

• reportingVET qualificationsandstatementsofattainmentto unitofcompetencylevel; and

• negotiatingarticulatedpathwaysfor studentsfrom schoolto Universityandto TAFE.

TheStandingCommitteeis askedto notetherangeandscopeof activitiesundertakenby theBoardsofStudiesandtheassociatedresourceimplications,ashighlightedintheReporton VETin Schools(2003),attachedasAppendixA to this submission.

Onecommonconcernin relationto reportingrelatesto thelackofconsistencyacrossStatesin theapplicationofnominalhoursassignedto individualunitsofcompetency.Giventhatnominalhoursareusedasan indexin providingstatustowardsmanyoftheseniorsecondarycertificatesaroundAustralia,andthat it is likely thatnominalhourswill play arolein nationalreportingfor VET in Schools,nationalconsistencymustbeagreedto andappliedacrossStatesandTerritoriesto thenominalhoursassignedtoindividual unitsofcompetency.

ACACA SUBMISSION- 26/5/03 6

TERMS OF REFERENCE

All registeredtrainingorganisationsacrossAustralia,including thoseschoolsthat areRTOs,arerequiredto meettherequirementsof theAustralianQualityTrainingFramework(AQTF) andto delivertraining in accordancewith NationalTrainingPackagesoraccreditedcourses(if thereis noTrainingPackageavailable).

As pointedout in section1, irrespectiveofthemodelor frameworkwithin which VETis deliveredin schoolprograms(egstand-aloneVET, embeddedVET), VET inSchoolsprogramsaredeliveredandassessedwithin thesamequality framework(AQTF) andto therequirementsof thesameTrainingPackagesbeingusedby otherRTOs.It wouldthereforebe inappropriateif thedebateaboutquality ofVET inSchoolswasto centreon themodel/processofdelivery.

It is ACACA’s view thatanydebateaboutthequality ofVET, irrespectiveof theRTO orthesectorwithin which it is offered,shouldcentremoreappropriatelyaroundindustry’s level ofacceptanceoftheAQTF astheoverarchingquality frameworkandaroundindustry’s levelof acceptanceofTrainingPackagesandtherequirementsoutlinedwithin them.Examplesto supportthis view areshownbelow.

Debatesaboutinstitution-basedVET viz avis workplacedelivery/assessment

It is ACACA’s view thatthedebateaboutthequalityofVET in Schoolsmayinreality(althoughnotnecessarilycorrectly)be,at leastin part,adebateaboutinstitutional-basedVET viz avis VET deliveredeitherpartially orwholly in theworkplace.If industrybelievesworkplacetraining/assessmentis integralto thedemonstrationofcompetency,thenit is ACACA’s view that therelevantNationalTrainingPackageshouldspecify:

• theamountofworkplacetraining/assessmentthat shouldoccur;and• thoseunitsofcompetencywhich shouldbedeliveredand/orassessedin

theworkplace.

Forthoseunitsofcompetencywhich canbedeliveredin a simulatedenvironment,adviceshouldbe includedin TrainingPackagesasto thenatureof thatsimulatedenvironment.

DebatesaboutwhethersecondarystudentsshouldbecompletingAOF Level III orhigherqualificationswhile at school

An associatedissueis thedebateconcerningwhetherornot secondarystudentsshouldbe completingVET aboveAQF level II. InmanyStatesandTerritories,for example,secondarystudentsnow havetheopportunityto completeaCertificateIII inInformationTechnology.In otherindustries,however,thereis considerableresistanceto anyVET in SchoolsprogramsextendingbeyondeitherAQF Level I orII. IfschoolsasRTOs,or in partnershipwithRTOs,candemonstratecompliancewith theAQTF andtheTrainingPackages,thenthis shouldnotbe an issue.

2. THE DIFFERENCES BETWEEN SCHOOL-BASED AND OTHERVOCATIONAL EDUCATION PROGRAMS AND THE RESULTINGQUALIFICATIONS, AND THE PATTERN OF INDUSTRY ACCEPTANCEOF SCHOOL-BASED PROGRAMS

ACACA SUBMISSION- 26/5/03 7

Reportedemployerpreferencesin someindustrieseg InformationTechnologyfor‘vendorqualifications’ratherthanqualificationsarisingfrom theIT TrainingPackage

Oneofthe issueswhich hasarisenin relationto theIT TrainingPackagein particularis thatindustryatthe local level in someStatesandTerritoriesis sayingthattheypreferyoungpeopleto havespecific ‘vendorqualifications’ratherthanaqualificationarisingfrom a TrainingPackage.Thismatterneedsto beaddressedat anationallevelsothatschoolsandothertrainingproviderswho arebeingrequiredto useTrainingPackagescanhavefaith in theacceptanceofthesequalificationsby industry.

Divergenceofviews andvariablelevelsofacceptanceofvocationalprogramswithinthesameindustryarea/sin different StatesandTerritories

Therealsoappearsto bea divergenceof industryviews,andthereforelevel ofacceptanceofvocationalprograms,in different StatesandTerritoriesasto the level ofVET that shouldbeofferedin specificindustryareasin schoolVET programs.It iscritical thattherebenationalconsistencyin thequalificationsthataretargetedfordelivery in schoolsandthatwhatis deemedappropriatefor deliveryin oneStateorTerritory appliesequallyto otherStates/Territories.Onceagain,thisbecomesaquestionofacceptanceoftheAQTF andthe TrainingPackagesasthebenchmarks/principlesforVET in Australia.

Notwithstandingtheabove,ACACA wishesto point out thattheBoardsofStudiesineachStateandTerritory activelyseekto meettherequirementsandwishesofindustry,not only throughadheringto theAQTF andTrainingPackagerequirements,butalsothroughinvolving industryrepresentationin decisionsconcerningwhatVETcanandshouldappropriatelybe incorporatedinto vocationaleducationin schoolsprograms.ACACA agencieswouldalsowelcomegreaterinput/consultationwhenTrainingPackagesarebeingrevised,to ensureissuesassociatedwith VET in Schoolsareconsidered.

To reiterate,ACACA believesthatthedebateconcerningqualityofVET in Schoolsshouldmorerealisticallybeadebateaboutthe level ofacceptanceby industry,asawhole,ofaspectsoftheAQTF andofTrainingPackages,for thesesettheguidelinesto which RTOsinvolvedin VET in Schoolsprogramsaredemonstratingcompliance.

ACACA SUBMISSION- 26/5/03 8

TERMS OF REFERENCE

3. VOCATIONAL EDUCATION IN NEW AND EMERGING INDUSTRIES

Remainingabreastof opportunitiesthatcanbeprovidedfor studentsin VET inSchoolsprogramsin newandemergingindustriesrepresentsachallengenotonly forACACA agenciesbutalsofor industry.

GiventheAQTF requirementthataccreditedVET bebasedonNationalTrainingPackagesoraccreditedcourseswhereno TrainingPackageexists,andthelikelihoodthatno TrainingPackagewill exist for anewandemergingindustry,at leastin theearlystagesoftheindustry’s growth,it is difficult for VET in newandemergingindustryareasto be introducedintoaccreditedVET in Schoolsprograms.

Thewebsiteof theCommonwealthDepartmentofIndustry,TourismandResources,for example,providesadviceaboutemergingandhigh growth industrieswhich itcurrentlylists as:

• biotechnology• nanotechnology• medicalproducts• pharmaceuticals• spaceindustry.

Thenatureoftheseindustries,asexamplesofsomeemergingindustries,suggeststhattheymayhavelinks to bothsometraditionalacademicseniorsecondarysubjectswhile alsoprovidingsomescopefor VET in Schoolsprograms,althoughmostlikelyatAQF Level III.

Theseparticularemergingindustrieshavethepotentialto furtherexpandopportunitiesfor all studentsto studysomeVET while atschool, in keepingwith theCommonandAgreedNationalGoalsofSchoolingin the2ft Century,which include:

• In termsofcurriculum,studentsshouldhaveparticipatedin programsofvocationallearningduringthecompulsoryyearsandhavehadaccesstoVET programsaspartoftheirseniorsecondarystudies.

ACACA believes,however,thataccessto anup-to-datenationalresourcewhichhighlightsnewandemergingindustriesandassociatedpossibilitiesfor VET wouldbeessential.Not only would it beusefulin assistingwith decisionsaboutwhatVET canorshouldbe includedin theschoolcurriculum,butwouldalsosupporttheworkofcareersadvisorsworkingwith secondarystudents.

ACACA SUBMISSION- 26/5/03 9

TERMS OF REFERENCE

4. THE ACCESSIBILITY AND EFFECTIVENSS OF VOCATIONALEDUCATION FOR INDIGENOUS STUDENTS

ACACA believesthat VET in Schoolsprogramshaveassistedin meetingtheneedsofawiderangeofsecondarystudents,includingindigenousstudents.

In somecontexts,accreditedVET (generallyaccreditedgenericVET atAQF I) isbeingundertakenby studentsin thejuniorsecondaryyears,with this VETrepresentingone aspectoftheircurriculumpackage.This canprovidestudentswithinvaluableunderpinningskills, knowledgeandexperiencewhich canassistthemwiththetransitionto higherlevel, industry-specificVET in the seniorsecondaryyears.

In addition,someStatesandTerritorieshaveVET in Schoolsprogramsthathavebeendesignedspecifically to meettheneedsofindigenousstudentsincluding in somecases,studentsin the lower secondaryyears.Thecommitteeis directedto individualState/Territorysubmissionsfor specificdetails.

I CONCLUDING STATEMENT IThis submission,togetherwith thetwo appendices,providesa snapshotofthesignificantactivity undertakenby theBoardsofStudiesin eachState/Territoryinrelationto accreditedVET in Schools.While accreditedVET hasbeenthefocusofthissubmission,thepointhasalsobeenmadethatACACA agenciesalsosupportasignificantamountof activity in relationto students’generalvocationallearning.

Forfurtherinformationorclarificationof anypointmadein this submission,pleasecontact:

Malcolm Salier,Chair,ACACAC/- TasmanianSecondaryAssessmentBoard2 Kirksway PlaceBatteryPoint,HobartPhone:(03) 6233 6364Fax: (03) 62240175.

2 ~/.$/o 3

ACACA SUBMISSION- 26/5/03 10

APPENDIX A: EFFORT DOCUMENT (TO BE APPENDED LATER WHENUPDATED)

APPENDIX B: VET DELIVERY, ASSESSMENTAND CERTIFICATION INEACH STATE/TERRITORY - A SNAPSHOT

Queensland

NewSouthWales

• QSA is responsiblefor developingCategoryA andB subjects.• CategoryB subjectsembedVET qualificationsandunitsof

competencyinto thecourseofstudywith someVETembeddedinto CategoryA subjects.

• A systemofschool-basedassessmentis usedto reportstudentachievementwith teachersmakingjudgementsaboutstudentperformancebasedon evidenceagainstasetof criteriaandstandards.

• Assessmenttasksaredevelopedby teacherswhich enablethemto makejudgementsagainstcriteriaandcompetencystandards.

• A level ofachievementis awardedfor thecourseofstudyandacompetencyresultfor theVET component.

• A subjectresultdoesnot automaticallycredit astudentwithunitsofcompetencyor modules.

• Forstand-aloneVET theRTO is responsiblefor assessmentandprovidesa competency-basedresultonly.

• Work placementis recommendedbutnotmandatoryunlessstipulatedin thecurriculumdocument.

• A seniorsecondarycertificateis issuedif theminimumrequirementssetby QSA aremet.

• Theseniorcertificaterecordsall VET results.• TheRTO is responsiblefor issuingVET qualificationsof

statementsofattainment.• VET statementsofattainmentandqualificationgained

throughSATarrangementsareto be identifiedin this wayontheseniorcertificate.

• QSA archiveresultsandoffer schoolsa service,for afee,toprint VET qualifications.

• BOSdevelopsIndustryCurriculumFrameworksinconsultationwith TAFE, schoolauthorities,ITABs, employersandunions.

• ICFsaredrawnfrom TPsandalign with TP qualificationstoform coursesofstudy.

• EachICF outlinesindicative coursehoursandincludesmandatoryworkplacement.

• VET beingdeliveredwithin eachICF is stand-aloneandconsistsof 120 to 240 hourscourseswith 60 and 120 hourextensioncoursesavailablein someframeworks.

• Studentscanincludeanumberof coursesfro thesameICFwithin theirsuiteofcoursesfor theHSC.

• HSCBoardEndorsedCoursesareavailablefor industryareasnot coveredby frameworks;howeverthesedo notcontributeto tertiaryentrance;

• Successfulcompletionof aHSCVET coursewill resultin:

ACACA SUBMISSION- 26/5/03 11

State/Territory VET dehvery, assessmentand certification- a competency-basedqualification- HSCrecognition- A markfor UAI calculationpurposesfor those

studentswhoelectto undertaketheHSCexaminationavailablefor each240 hourVETframeworkcourse.

• BOS is responsiblefor archivingHSCVET dataandprint andissuingVET credentials(certificatesandstatementsofattainment).

• HSCRecordofAchievementincludesVET documentationandPerformanceBandsfor thosestudentswho electtoundertaketheHSC examination.

• VET coursescontributeto HSCrequirements.A VET unitequatesto approx60 indicativehoursforHSCunit creditpurposes.A minimumof 120 hoursis requiredbeforeunitscancontributetowardstheHSC.

ACT • VET in Schoolsis all TPbasedanddeliveredembeddedinseniorsecondarycurriculumwhendeliveredby theschool,asRTO orasstand-alonewhendeliveredby anexternalRTO.

• 3 formsofassessmentin schoolcourses- Competency-based- Criterion referencedassessment(Boardaccredited

courses)- Normativeassessment(tertiaryrecognizedsubjects

embeddingVET).• Teachersconductassessmentthroughliaison withworkplace

trainers.• SecondaryteachersassessingVET mustmeetthe

requirementsoftherelevantTP andstandard7 oftheAQTF.• Trainingrecordbookrecordsonandoffjob learning

outcomes.• StructuredWorkplaceLearningis incorporatedin some

vocationalcourses;however,is not mandatoryfor all courses,andmaycontributetowardsthecompletionofACT Year 12Certificate,dependingon TP andthelocal industryrepresentativeinvolvedin theaccreditationprocess.

• BSSSissuetheACT year12 Certificate,theVET certificate(in partnershipwith theschoolasan RTO) for full orpartialcompletionofa qualification.

• ACT Year 12 Certificaterecordsall accreditedcourses.Vocationalcoursesundertakenaspartofan approvedstudyprogramandcontainTP qualificationsalsocontributeto thecertificate.

• SomeVET coursescontributeto theTertiaryEntranceStatementwhich is alsoissuedby theBSSS.

Victoria • RecognisedVET in theVCEprogramscontainmodulesorunitsofcompetencedeemedto beequivalentto VCE unitsandthereforecontributetowardsthesuccessfulcompletionoftheVCE with theunit valuedeterminedby therequirementsofthetrainingprogram.

• VET unitsmaycontributeup to half(8 of 16 units)ofthe

ACACA SUBMISSION- 26/5/03 12

State/Territory VET delivery, assessmentand certificationminimumqualificationrequirementfor VCE.

• Schoolsmustenroll studentsin modules/unitsofcompetencewith theVCAA andrecordtheirresultsalongwith enrolmentof studentsandreportingofresultsto thetraining sector.

• Studentscanhavetheircourseworktasksfor VETqualificationsscoredaccordingto criteriadevelopedby theVCAA. Thestudyscoreis derivedfrom thecoursework(66%)andanexamination(34%)basedon theunderlyingskills andknowledgefor theunitsofcompetence.Theexaminationis setby theVCAA.

• All VCE VET programswith aunit 3-4 recognitioncontributeto theStudent’stertiaryentrancerank(ENTER).

• Programswith astudy scorecancountdirectlyaspartofthestudent’s‘bestfour’ subjects.Thoseatunits3-4 levelwithouta scorecontributeto the 10%incrementsfor fifth orsixthsubjectfor thecalculationoftheENTER.

• AssessmentofVET within VCEVET programsleadsto aVET qualificationorstatementofattainmentaswell ascontributingto theVCE.

• Work placementis stronglyrecommendedbut is onlymandatoryif stipulatedin thecurriculumdocumentrelevanttotheVET qualification.

• VCAA issuetheVCE, VCE StatementofResultswith allunits in theVCE includingVET andtheVET in theVCEStatementofResultswhich identifiestheVET Qualification,modulesor unitsofcompetenceattainedin theindustryarea.

• VET qualificationis issuedby theRTO.Tasmania • Schoolsareencouragedto deliver all VET asstand-alone

programs.• SchoolscanembedVET in SecondaryAssessmentBoard

syllabuses(notaBoardpreferredoption).• TheVocationalPlacementSyllabusis theoneremaining

Boardsyllabuswhich specificallyrelatesto VET andusedtofacilitateworkplacement.

• Workplacetraining is mandatoryandundertake240 hourson-the-jobtraining.

• AssessmentofVET in Schoolsis undertakenby theschoolastheRTO orunderpartnershiparrangementswith anotherRTO.

• Studentslogbooksarecompleted.• No completionrequirementsfor theseniorsecondary

certificatewith all recognizedandaccreditedcomponentsoftheseniorsecondarycurriculasuccessfullycompleted,recordedon theTCE includingVET outcomes(modules/unitsof competency).

• VET qualificationsandstatementsofattainmentareissuedbytheTASSAB onbehalfofschoolRTOs.

TASSAB undercontractfrom schoolsprovidesqualificationsissumnn,datastorageandarchivingservicesfor schools.

SouthAustralia • SSABSArecognizesall nationallyaccreditedVET for thepurposesofcontributingto theSACE. VET contributes

ACACA SUBMISSION- 26/5/03 13

:Stat&Territoi’y •. VET delivery, asses’smentand certificationtowardstheSACEin threeways:1. VET embeddedwithin SSABSAaccreditedsubjects—

i.e. VET outcomesrelatedto endorsednationalcompetencystandardsareembeddedandassessedwithinsubjects;

2. VET recognizedasSACEunits— i.e.VET outcomesrelatedtoendorsednationalcompetencystandardsarerecognizedtowardscompletionoftheSACE(standaloneVET); Studentswill becreditedup to eight SACEunits, ora third oftheSACEqualification,canbeachievedin this way.

3. VET approvedasSSABSAsubjects— i.e. Studentswill becreditedwith a SACEunit by SSABSA(reportedon the SACE)andwill receivea statementofattainmentissuedby anRTO.

• Work placementis requiredif mandatedby thecurriculumdocumentationfor the relevantVET qualificationor TrainingPackage.

• SSABSAissuesthe SouthAustralianCert~flcateofEducation(SAGE),a RecordofAchievement,andaStatementofResults.SSABSAissuesa listoftheVET units ofcompetencythatastudenthasundertakenif requestedby thestudent.

• TheRTO issuesthe VET qualificationsandStatementsofAttainment.

• All SSABSAStage2 (Year 12)subjects,thatproducea scoreoutof20, contributeeitherindirectlyordirectly towardsthecalculationoftheTertiaryEntranceRank.SomeStage2subjectsallow for considerablenumberofunitsofcompetencyto beembeddedwithin them.Two examplesareVocationalStudiesandAgricultural andHorticulturalStudies.For thesesubjects,theVET canbesaidto contributeindirectlytowardsthecalculationoftheTER.ThirteenSSABSA-VETsubjects,e.g.Hospitality (VET), Seafood(VET), andMetalsandEngineering(VET), areselectionsofunitsofcompetencyfrom therelevanttrainingpackages.Oneofthesubjectscancounttowardsthecalculationofastudent’suniversityaggregate,andtherefore,contributes

_______________ directly towardstheTER.Western • Schoolswith RegisteredTrainingProviderstatuswill beableAustralia to deliverVET but cannotwork in partnershipor auspicing

arrangementswith non-registeredschools.• VET in Schoolsis eitherembeddedin WA Curriculum

Council accreditedsubjects(66%)or deliveredasstand-alone(34%).Embeddingdecisionsaremadeatschoollevel. Thismayincludeembeddingin subjectsscoredforuniversityadmission.

• VET assessmenttasksaim to minimize duplicationbyproducingacriteria-basedresultandacompetency-basedresult.

• Stand-aloneVET is recognizedassubjectequivalentforWAGEpurpose.Themaximumcredit allowedfor stand-aloneVET is fourfull-year subjectsie40% ofWACE completionrequirement.

• Work placementis notmandatorybut is arequirementfor

ACACA SUBMISSION- 26/5/03 14

State/Territory. ~. . VET•~délivery,assessmentandcertificatiOn .• • .

funding.• Work placementcontributestowardscompletionofthe

WAGEthroughStructuredWorkplaceLearningsubjectswithmaximumcreditoftwo full-yearsubjectsie20% ofWACEcompletionrequirements.

• StructuredWorkplaceLearningis basedon CC accreditedskills lists.

• Schoolsoffering VET asRegisteredTrainingProvidersarerequiredto havean industryrepresentativein eachindustryareaofscopewho canbecontactedby theCC to monitortheschoolsprogress.

• Studentrecordbooksandassessorrecordsbooksareto bemaintainedasevidence.

• TheCurriculumCouncil issuesVET qualifications,VETStatementsofattainmentfor schoolsthatareRegisteredTrainingprovidersandincludeson theWAGEStatementofResults.

• RTOsin partnershipwith schoolsareresponsiblefor issuingtheVET qualificationandVET statementofattainmentwhiletheCurriculumCouncil recordsachievementofcompetencieson theWACE StatementofResults.

• VET achievementis currentlynot scoreddirectly foruniversityadmissionbutwill be includedin newcoursesof

______________ study.Northern • NT offer theSSABSAStage1 & 2 subjects.Territory • Assessmentinstrumentscouldbe competencybasedin where

VET is embeddedin curriculum,assessmentcanalsoyieldcriteriabasedresults.

• Assessmentis conductedby theschoolastheRTO.• Work placementis notmandatoryunlessstipulated.• 120 hoursofWork Placementis stronglyrecommendedwith

100hoursofworkplacementgrantedstatusof 1 NTCEunit.• VET is packagedin 50 nominalhourunits (offjob) equaling1

unitofcredittowardstheNTCE.• NICErequiressuccessfulcompletionofaminimumof22

unitsof study— VET maycontributeup to 12 andarerecordedon theNT CertificateofEducationRecordofAchievement.

• VET qualificationsareissuedby theschoolasRTO (CEOissuequalificationsfor its schools).

• VET doesnot contributeto theTER.

ACACA SUBMISSION- 26/5/03 15