School students and VET NSW and Scotland Learning exchange seminar SQA – November 2013.

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Presentation transcript:

School students and VET NSW and Scotland Learning exchange seminar SQA – November 2013

Overview  The Australian and NSW context of schooling and VET  VET as part of NSW schooling credentials  Some policy challenges  Questions throughout:  What appears to be the same?  What appears to be different?  What can we learn?

Roadmap through NSW education

Roadmap through NSW education and training

NSW schooling context

NSW VET sector context

“VET in Schools” in Australia  Formally defined as any nationally accredited VET that is recognised in the Senior Secondary Certificate of Education (SSCEs)  Can range from a single “unit of competency” to a full Certificate III or IV occupational qualification  The way VET is packaged and recognised in SSCEs varies greatly between states and territories  An emerging critique is gaining currency at the national level

“VET in Schools” in NSW  VET “courses/subjects” in Stage 5 and Stage 6 school curriculum  VET “courses/subjects” made up of units of competency and qualifications from national industry Training Packages  Dual accreditation  ‘Pre-endorsed’ as appropriate for school students following industry and stakeholder consultation  Work placement requirements

Industry Curriculum Frameworks  “Premium product”  Cover 13 key industry areas  Mandatory work placement requirements  Optional HSC examination for results to contribute to tertiary entrance rank  HSC examination based on ‘HSC Content’ - a description of the underpinning knowledge associated with mandatory units of competency

4 units Industry-based Learning 2 units Aboriginal Studies 4 units Biology Health Services Assistance Traineeship A possible HSC pattern of study 4 units English 6 units Human Services (Certificate III in Health Services Assistance) School based traineeship Other subjects

Purposes of VET for school students

Some considerations Collections of Skill sets Full qualifications units of competencies Any VETForecast high demand for skills

Some considerations Lower level Higher level taster/introductory industry-standard Pathway qualifications Specific occupations broad occupational groupings

Some policy challenges  Reaching a settlement around purposes of “VET in Schools”  VET sector change fatigue  Government budget pressures  Work placement brokerage services  Diversity of offerings  Demand for literacy and numeracy assessments when students leave school

Thank you