Implementing VET

Major considerations in introducing a VET in the VCE program
Why are schools introducing VET in the VCE and other VET programs?
A process for the introduction, development and evaluation of programs
Links with industry and local community
Which program?
Which students for the program?

Major considerations in introducing a VET in the VCE program

having a clear rationale for VET in the school’s curriculum
establishing a process for the introduction, development and evaluation of programs
the school’s existing links with industry and the local community and how these can be enhanced
selection of a VET in the VCE program
selection of students into the program
deciding on the most appropriate method of delivery of the program
establishing an administrative structure within the school.

Why are schools introducing VET in the VCE and other VET programs?

In order to improve retention rates in senior secondary school and industry demands for well-educated, skilled entry level employees, schools have been rethinking their curriculum to cater for a broader range of needs. VET in schools programs are seen as:

vocationally relevant
challenging for a broad range of students; and
capable of preparing students for more effective entry into the workplace.

VET in schools provides an opportunity for students to learn from experience in training institutions and actual workplaces and to gain a nationally recognised qualification. The effective combination of work placement and training requires planning to ensure that students receive benefits from both. Instruction in training contexts and the workplace must maximise opportunities for students to demonstrate achievement of competencies. VET in schools provides an opportunity for schools and industry to work together in the preparation of students for employment and further training.

Experience with programs has shown that there is real potential for the practical training experience to complement VCE studies and to help students improve performance in their VCE because of increased awareness of the application and relevance of their learning.

Well-conducted programs are indicating that they are cost-effective for industry because they provide an opportunity both to train students and to use the close contact with student trainees to improve selection of staff.

Clearly there are implications for schools, TAFE institutes and industry in these developments, particularly in the context of training reform and recent developments in the VET system.

A process for the introduction, development and evaluation of programs

Many schools have established a VET in the VCE implementation team — a small group of people committed to and involved in developing a program for the school.

An implementation plan guides phased development of the school’s commitment to VET programs. It deals with:

timelines and processes for selection of programs and their implementation
choice of programs
choice of program delivery – partnerships or school as provider
resources
valuable contacts in industry and other schools, including networks of support
timetable structures to support programs
obtaining VET curriculum documents and familiarisation with competency-based training
training partnerships with TAFE and industry
developing learning resources
industry visits
work placements
speakers from industry
professional development for teachers
equipment
ongoing administration and liaison with VET providers
monitoring future developments in the school
evaluation of program effectiveness.

Links with industry and local community

Effective school–community partnerships are crucial for the success of most VET in the VCE programs. Schools conduct a variety of programs with their local community, often involving local employers in a range of activities, including work experience and selection of students for employment. Useful local networks already exist and can be built on through the process of implementing a VET in the VCE program. Employers are key people for the delivery of work-based programs. They will be more committed when they can make decisions about the practical learning aspects of programs and participate in decisions and provide advice about the best way for programs to be conducted. This is an opportunity for active partnerships between industry and education.

A number of industry–education networks already exist and can provide support and advice.

Which program?

Making a decision about the best VCE VET program for your school means consideration of a range of questions and issues:

the needs and aspirations of students and parents
staff interest and expertise
existing curriculum outcomes and how they serve student needs
future options and pathways open to students
employment opportunities – both regional and beyond
the number of students interested in a program
how a VCE program can incorporate VET and retain a range of options
costs
total student workload
school charter priorities.

Many of these are not unique to VET in the VCE and are part of all schools’ procedures for deciding on the content and purposes of their curriculum.

Before finalising decisions on which program to introduce, it is important to establish staff commitment and student interest and ensure that resources are available. Support from TAFE and industry will be an important component. The process for establishing all of these can take some time. Many schools have decided to begin with one program in their first year of involvement; however, this is largely dependent on resources and student demand. Careful counseling of students about options and pathways and informing parents are crucial in the planning stage well before a program is introduced.

Establishing that the necessary resources and teacher expertise are available to cover the training requirements for a VET program may necessitate discussions with a local TAFE institute.

Questions such as the content of the VET program, who can teach them and what equipment is required may best be dealt with in partnership with TAFE. Schools should acquire copies of the relevant VET curriculum or training package.

Check:

costs involved
content and methods of assessment of VET courses
time required and sequences of instruction
flexibility of timetable
release of students to attend a VET provider and undertake work placement
equipment needed by students.

Which students for the program?

VET in the VCE programs require students to work in a number of learning modes across the VCE and the VET qualification. In most cases, students are required to work in more than one location, relating not only to their teachers but also to training instructors, employers and workers in the industry. However, it is often these very experiences which are attractive to students who may be less motivated in more conventional classrooms. They can respond positively to the structured expectations of a training instructor or employer and the practical application of classroom work.

A process of information and counseling for both students and parents is essential. It is important to clarify course expectations and benefits, future pathways, and what it means to work at school and at a TAFE institute or Group Training Company and workplace.

The decision to include VET in the VCE in a student’s program of studies should be based on:

the student’s aspirations and plans for further study/work
the total picture of all VCE studies chosen to qualify for the VCE
the student’s total workload
the student’s readiness to undertake industry training
the student’s motivation and willingness to take responsibility; which are as important as academic achievement.

Employers will often wish to participate in selection of trainees when industry placement is involved.