2. 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

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

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

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

6. VET pathways

7. 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.

8. 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.

9. School Delivery Industry Pathway Programs RTO – auspices school delivery Class groups Regional class Trade Training Centre Largely Cert I and II Staff qualifications Industry Skills Program Purchased 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 PLP Training Guarantee 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 ETP ASBA TC School-based Apprenticeship Apprenticeship Brokers Contract of Training Employment Vocational pathways

10. Tom’s Training Pathway Auto IPP Year 10 Year 11 Year 12 PLPPLP SACESACE Tom is now a fully qualified mechanic 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. 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

11. Chanti’s Training Pathway Community Services IPP Year 10 Year 11 Year 12 PLPPLP SACESACE 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

12. Sam’s Training Pathway Year 10 Year 11 Year 12 PLPPLP SACESACE 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 pathways Health IPP

13. Hairdressing ASBA Year 10 Year 11 Year 12 PLPPLP SACESACE 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 pathways Electrotechnology IPP

14. 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.

15. DECD documents  VET in Schools Policy  Parent information brochure Leaders’ Tools 1The World of VET in schools 2A Vocational Pathways Plan for your school 3Working with RTOs to auspice or purchase VET 4Workplace learning — Work Experience and SWL 5Australian School Based Apprenticeships and Traineeships 6Learning design and VET 7Sample student SACE plans for Industry Pathways Programs (IPPs) 8Implementing Industry Pathways Programs (IPPs) 9Resourcing VET 10Assigning roles and responsibilities, and managing risks and compliance 11Case studies and examples of school structures 12Industry partnerships 13Workplace literacy and numeracy 14Training Guarantee for SACE Students (TGSS) 15Trade Training Centres in DECD schools 16VET and SACE 17PLP and industry 18Targeted groups 19Careers 20Governance and regional approaches 21Using VET data

16. 012 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 Journey Towards Vocational Pathways

17. 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 Pathways through and beyond SACE

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

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

20. 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