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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
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