AN OVERVIEW OF
VET
IN THE VCE AND VCAL
2011
AN OVERVIEW OF VET in the VCE and VCAL
This publication has been produced
by the Victorian Curriculum and
Assessment Authority (VCAA) to
provide an overview of VET in the VCE
and VCAL. It contains information and
advice on:
•
delivery options
•
student enrolments
•
VCE VET programs
•
block credit recognition
•
apprenticeships and traineeships
•
contribution to the VCE and VCAL.
INTRODUCTION
include vocational studies within their senior
secondary certificate. Students undertake
nationally recognised training from either
accredited state curriculum or national training
packages which may contribute to their VCE and/
or VCAL.
These VET programs may be undertaken
in a variety of settings and offer students
the opportunity to undertake Structured
Workplace Learning (SWL) and School-based
Apprenticeships and Traineeships.
What is a nationally
recognised qualification?
A formal certificate, issued by a relevant
Recognition of Vocational Education and Training
approved body which recognises achieved
(VET) and Further Education (FE) within the Victorian
learning outcomes relevant to identified
Certificate of Education (VCE) and the Victorian
individual, professional, industry or
Certificate of Applied Learning (VCAL) means that
community needs.
students who complete all or part of a nationally
recognised VET or FE qualification may receive
credit towards satisfactory completion of their VCE
and/or VCAL.
2
VET in the VCE or VCAL allows students to
Background on VET in
senior secondary certificates
Why do students choose to
undertake VET as part of their
senior secondary certificate?
VET in Schools began with a small pilot in 1993. Dual
recognition in the areas of Electronics, Hospitality
VET offers students the opportunity to:
and Office Administration then became available.
∙∙
combine general and vocational studies
∙∙
explore career options and pathways
redeveloped VET in Schools programs, placing
∙∙
undertake learning in the workplace
them in the VCE Units 1 to 4 structure to allow the
∙∙
undertake applied learning in an adult learning
In the late 1990s the VCAA (then Board of Studies)
programs to contribute to the VCE. In 1999 study
environment
scores were trialled with the two VCE VET programs
∙∙
Hospitality and Business.
gain a nationally recognised qualification or
credit towards a qualification that contributes to
satisfactory completion of the VCE or VCAL
The currently profiled VCE VET programs comprise
∙∙
over 30 separate qualifications. These VCE VET
develop skills that will equip them for the
workforce.
programs provide students with at least a
Certificate II outcome. Scored assessment
arrangements are available in 14 VCE VET programs.
For the full list of VCE VET programs see page 7 of
this publication.
2009
Since the introduction of VET into the VCE,
2008
enrolments have steadily increased to approximately
2007
61 000 students in 2009.
2006
2005
2004
2003
2002
2001
2000
1999
1998
11 565
14 689
18 883
24 698
28 538
37 547
42 423
47 687
51 571
55 249
57 989
60 776
Number of VET cerificate enrolments by year
3
AN OVERVIEW OF VET in the VCE and VCAL
DELIVERY OPTIONS
This partnership may work in the following ways:
Registered Training Organisations (RTOs) are
• Delivery by the school of the whole
program, under the auspices of the RTO
responsible for the delivery, assessment and
certification of VET qualifications. The following
Schools can negotiate with an RTO to deliver
options are available for the delivery of a VET training
the program, where the school can demonstrate
program where VET is to be provided for students
access to suitable staffing and resources. The RTO
enrolled at school.
may also auspice the school to gather evidence
for assessment or to conduct assessment of the
Where the school/training
provider is the RTO
In Victoria, the Victorian Registration and
Qualifications Authority (VRQA) regulates all
education and training providers. Schools/training
providers may apply to the VRQA to become an RTO
for the provision of specified qualifications. Schools
that register to deliver training become responsible
for all elements of delivery, assessment and quality
assurance, as well as the awarding of certificates and
statements of attainment. For more information on
the VRQA please visit: www.vrqa.vic.gov.au
External RTO and school
partnership
The external RTO awards certificates and issues
statements of attainment for VET training completed.
components delivered by the school.
A school in partnership with an RTO is not required
to register as a training organisation, because any
delivery by the school will be auspiced by the RTO.
• Delivery at the school by the RTO
Schools can negotiate for an RTO to provide on-site
training for students at the school.
• Shared delivery
Where a school is able to provide only some of
the facilities and training required for the program,
students may undertake part of their training at an
external RTO and the remainder of the program at
their school as an auspiced program.
• Undertaking VET on-site at an RTO
Students may undertake their VET program at an
RTO. This may be a TAFE or private RTO. Students
travel to the RTO and undertake the training delivered
by RTO staff, using RTO facilities.
4
• Delivery in the workplace
Schools and RTOs may arrange for delivery of
training and assessment to occur in the workplace.
If a school or RTO requires particular components
of the training to be delivered and outcomes
assessed in the workplace, the following industry
requirements apply:
∙∙
Delivery and assessment strategies and relevant
responsibilities should be clearly communicated
to all parties (school, RTO, employer and
student) to ensure that all roles in the delivery
and assessment process are understood.
∙∙
Appropriate workplace supervision and training
in relation to the specific units of competence
delivered in the workplace is provided.
∙∙
The person responsible for the workplace
training must have competence at the certificate
level being delivered or higher.
∙∙
Assessment in the workplace requires a
qualified workplace assessor with relevant
industry experience, or the assessment may
be conducted by a workplace assessor in
VET clusters
Clusters allow participating schools to improve the
provision and range of VET programs as schools
share facilities and staff expertise. Increased
numbers of students provide viable class sizes.
With a cluster arrangement students from one school
may attend another school auspiced by an RTO
to undertake their training. Alternatively a school
registered as an RTO may auspice other schools or
provide training to students.
Government schools requiring information on
the written agreements needed for the delivery
arrangements should visit the following webpage:
www.education.vic.gov.au/sensecyouth/purchasing.htm
Non-government schools should refer to the Catholic
Education Office (CEO) or the Association of
Independent Schools of Victoria (AISV) for advice:
CEO: www.ceomelb.catholic.edu.au
AISV: www.ais.vic.edu.au
cooperation with the workplace supervisor.
5
AN OVERVIEW OF VET in the VCE and VCAL
STUDENT ENROLMENT
AND RESULTS
where the training is delivered. Only the home school
All aspects of the administration of the VCE, VCAL and
The home school may not necessarily be the ‘assessing
VET are stated in the VCE and VCAL Administrative
Handbook. VCE and VCAL providers are required to
have access to the Victorian Assessment Software
System (VASS). Schools and other providers can apply
for a VASS identity by contacting the Student Records
may enter or amend student’s personal details.
school’. The assessing school is the school responsible
for providing the assessment for one or more units. A
student may have one or more assessing schools.
Schools report students’ results for completion of VCE
and Results Unit at the VCAA on (03) 9651 4379.
units, VCAL units and VET units of competence. VET units
VASS allows schools direct access to the VCAA central
(Not Yet Completed). As units of competence are recorded
database to maintain student details, assessment
information and school details. The VASS Administrator
has system control for their school and is responsible
of competence results are reports as S (Satisfactory) or N
as completed, completion of VCE VET units is calculated.
VET and FE qualifications have been coded on VASS as
for setting up other school-based users. The VASS
follows:
Administrator is responsible for setting up the school’s
∙∙
program, enrolling students, entering results and
provide credit towards the VCE in the form of VCE
producing reports.
VET units and nominal hour credit towards the VCAL
The ‘home school’ is the major school of the
∙∙
towards the VCE in the form of VCE VET units and
students’ are enrolled in the appropriate VET certificate
and units of competence on the VASS system. A
student can only have one home school at a time. Home
schools are also responsible for reporting the results for
completion of VET units of competence irrespective of
NAP: VCAA-approved School-based
Apprenticeship or Traineeship that provide credit
student and is responsible for ensuring that their
6
VES: VCAA-approved VCE VET programs that
nominal hour credit towards the VCAL
∙∙
VFE: VET or FE programs, outside the suite of
VCAA-approved programs, that may offer Block
Credit Recognition towards the VCE and nominal
hour credit towards the VCAL.
VCE VET PROGRAMS
VCE VET programs are vocational training programs approved by the VCAA. VCE VET programs lead to
nationally recognised qualifications, thereby offering students the opportunity to gain both the VCE and a
nationally portable VET qualification. Selected VCE VET programs offer scored assessments for Units 3 and 4.
VCE VET programs:
∙∙
are fully recognised within the Units 1 to 4 structure of the VCE and can contribute towards satisfactory
completion of the VCE. VCE VET units have equal status with other VCE studies
∙∙
may contribute to the satisfactory completion of the VCAL
∙∙
function within the National Training Framework.
The recognition status of VCE VET programs and the necessary requirements of assessment for study score
purposes are reflected in program booklets published by the VCAA. Program booklets are available under the
‘publications’ section on each of the webpages for VCE VET programs on the VCAA website:
www.vcaa.vic.edu.au/vet/programs/index.html
The VCE VET programs available are listed below. The asterisked (*) programs offer scored assessment.
Revisions to the list of VCE VET programs are published in the VCAA Bulletin, VCE, VCAL and VET:
∙∙
Agriculture
∙∙
Equine Industry*
∙∙
Applied Fashion Design
∙∙
Financial Services*
and Technology
∙∙
Food Processing (Wine)
∙∙
Automotive
∙∙
Furnishing*
∙∙
Building and Construction
∙∙
Horticulture
∙∙
Business*
∙∙
Hospitality*
∙∙
Cisco
∙∙
Information Technology*
∙∙
Community Services*
∙∙
Interactive Digital Media*
∙∙
Conservation and Land Management
∙∙
Laboratory Skills*
∙∙
Dance*
∙∙
Music*
∙∙
Desktop Publishing and Printing
∙∙
Small Business (credit at
∙∙
Electrotechnology*
(Integrated Technologies from 2011)
∙∙
Units 1 and 2 only)
∙∙
Sport and Recreation*
Engineering Studies*
7
AN OVERVIEW OF VET in the VCE and VCAL
Scored assessment
Using these two sources of information, a study score
Calculating a study score
for other VCE studies, including the same statistical
For VCE VET scored programs the study score is
scored assessment, moderation groups are defined
calculated using assessments of each student’s
levels of performance. Judgments about each
student’s levels of performance are based on
evidence from two sources:
∙∙
School-assessed Coursework: a set of three
is calculated by procedures similar to those in use
moderation procedures. For VCE VET programs with
as the cohort of students enrolled with a specific
RTO for the VCE VET program. The study score is
reported as a single number out of 50.
Assessment advice
tasks students undertake during their training
Where scored assessment is available, the VCAA
program, assessed by assessors and approved
publishes assessment advice. In 2010, a generic
by the relevant RTO. There are four task types
assessment guide for all scored VCE VET programs
available to choose from:
was published. Specific program advice for revised
– Work Performance
VCE VET programs will be published annually in the
– Work Project
February VCAA Bulletin, VCE, VCAL and VET.
– Product
– Portfolio.
∙∙
This advice is also available for download from each
Refer to the VCE VET Assessment Guide for
of the scored VCE VET program specific pages on the
further advice on task selection and task design.
VCAA website: www.vcaa.vic.edu.au/vet/programs/
Examination: a task set and assessed externally
index.html
by the VCAA and taken under examination
conditions at the end of the year.
The final coursework score is calculated using the
assessments recorded for the three coursework
The VCAA has two publications outlining the process
of scoring coursework in VCE VET programs:
∙∙
Support advice for assessors, Vol. 1
tasks. This score contributes 66% (except Dance
which contributes 50%) to the student’s study score
and will be reported on the student’s Statement of
Results as a letter grade.
The examination score will contribute 34% (except
Dance which contributes 50%) to the student’s study
score and will also be reported as a letter grade on
their Statement of Results.
8
Scored Assessment in VCE VET Programs,
∙∙
Scored assessment in VCE VET programs,
Support advice for assessors, Vol. 2.
Hardcopies of these publications are available from
the VCAA VET Unit on request by telephoning
(03) 9651 4458. Alternatively, these publications can
be downloaded from each of the scored VCE VET
program specific pages on the VCAA website:
www.vcaa.vic.edu.au/vet/programs/index.html
Australian Tertiary Admission Rank for VET
courses
The Australian Tertiary Admission Rank (ATAR) is
∙∙
From 2011 no more than three VET programs
from the same industry area will be permitted in
the calculation of the ATAR.
calculated by the Victorian Tertiary Admissions Centre
For further information on the calculation of the ATAR,
(VTAC), subject to satisfactory completion of the VCE.
refer to the VTAC website: www.vtac.edu.au
VCAA study scores are scaled by VTAC. This scaled
score is referred to as the ‘ATAR subject score’.
The contribution of VCE VET programs to the ATAR is
as follows:
∙∙
Any contribution to the ATAR is subject to
satisfactory completion of the designated Units 3
and 4 sequence.
∙∙
Where a study score is available for the Units 3
and 4 sequence, it will contribute directly to the
ATAR, either as one of the student’s primary four
studies or as a fifth or sixth study.
∙∙
A contribution to the ATAR is subject to receiving
a study score.
∙∙
Students who choose not to receive a study
score in a scored VCE VET program will not
be eligible for any ATAR contribution from the
scored sequence.
∙∙
For unscored VCE VET programs, students who
successfully complete a Units 3 and 4 sequence
will receive an increment of 10% of the average of
the primary four ATAR subject scores.
VCE VET coursework audit
This audit is integral to the ongoing monitoring and
quality assurance processes of the VCAA. It provides
feedback to the VCAA on the implementation of Schoolassessed Coursework and enables the VCAA to
support the delivery of scored assessment. The audit is
random and conducted each year by an audit panel.
Schools receive notification of the audit by email in
August/September. Once the audit is complete the
school will receive feedback on the outcomes of the
audit via a letter to the principal.
Where schools are in partnerships with an RTO,
they will need to contact the RTO for provision of the
scored coursework tasks.
The material required for the coursework audit
should consist of the three scored tasks set by the
teacher/trainer that reflect the assessment of the
Units 3 and 4 sequence.
Schools should note that student work is not required
for the audit.
9
AN OVERVIEW OF VET in the VCE and VCAL
BLOCK CREDIT
RECOGNITION
Where students apply for credit for training
Students who undertake VET or FE qualifications that
made and recorded by the VCAA.
are not included in the suite of approved VCE VET
programs and School-based Apprenticeships and
Traineeships may be eligible for credit towards their
completed prior to their current enrolment year,
decisions on the amount of credit granted will be
The award of credit will take into account issues of
duplication with students’ other VCE studies or VCE
VCE. This credit is called Block Credit Recognition.
VET programs.
Credit is awarded in the VCE on the basis of
VTAC may award students who receive a Units 3 and 4
achieving units of competence. The level of credit
is determined by the AQF level at which the units
sequence through Block Credit Recognition a 10%
increment towards their ATAR.
of competence are recognised. Students who
aggregate results from more than one VET training
The following list provides examples of the range of
program will be eligible for credit for all of their
nationally recognised qualifications that have been
training, subject to completion of sufficient hours.
undertaken by VCE students:
Rules for the award of credit in the VCE are
outlined below:
∙∙
Attainment of units of competence at AQF Level
II provides credit at Units 1 and 2 level, subject to
∙∙
∙∙
WRH20109 Certificate II in Hairdressing
∙∙
HLT32407 Certificate III in Allied Health
Assistance
∙∙
WRB20204 Certificate II in Make-up Services
each VCE unit.
∙∙
21642VIC Certificate II in Plumbing
Attainment of units of competence at AQF Level
∙∙
CUV30103 Certificate III in Visual Arts and
level, subject to completion of a minimum of 90
nominal hours for each VCE unit.
A Units 3 and 4 sequence will be awarded on
satisfactory completion of a minimum of 180
nominal hours, according to the rules outlined
above.
∙∙
RUV20104 Certificate II in Animal Studies
completion of a minimum of 90 nominal hours for
III and above provides credit at Units 3 and 4
∙∙
∙∙
Students do not receive any credit for
Certificate I training.
Contemporary Craft
∙∙
FDF30603 Certificate III in Food Processing
(Retail Baking-Bread)
∙∙
SIT30607 Certificate III in Events
∙∙
CUV30303 Certificate III in Design
Fundamentals.
For more information regarding Block Credit
Recognition, please refer to the VCAA website:
www.vcaa.vic.edu.au/vet/general/recognition/
vetcredit.html
10
APPRENTICESHIPS AND TRAINEESHIPS
There are two ways in which a student may undertake an apprenticeship or traineeship while still at school.
Students may be a:
∙∙
school-based apprentice or trainee
∙∙
part-time apprentice or trainee.
School-based Apprenticeships and Traineeships
School-based Apprenticeships and Traineeships are open to students 15 years of age or over who:
∙∙
are Australian Citizens
∙∙
are permanent residents.
Other visa categories may also be eligible. Please check with an Australian Apprenticeship Centre in your local
area: www.australianapprenticeships.gov.au/search/aacsearch.asp
School-based Apprenticeships and Traineeships involve the student undertaking the VCE or VCAL as well as
being employed part-time and trained under the following arrangements.
The student must:
The school must:
∙∙
be undertaking the VCE or VCAL
∙∙
∙∙
have paid employment under an industrial agreement
or trainee when it forms an integral part of the student’s
school learning program and study timetable. It must
that recognises School-based Apprenticeships and
be verified that during term time, a student’s timetable
Traineeships. For more information visit the Skills
indicates that a minimum of one day of the school week
Victoria website: www.skills.vic.gov.au
∙∙
during normal school is spent in employment and/or
have a training contract that includes a nationally
recognised qualification and duration of training to be
undertaken. This contract must be registered with
structured training as an apprentice or trainee
∙∙
have a training plan and be signed with an RTO within
two months of commencement of the School-based
Apprenticeship and Traineeship
∙∙
undertake training over two years at an average of 13
hours per week for employment and training per week.
This 13 hours should be divided into at least seven hours
of employment and six hours of training per week which
sign the student’s training plan to acknowledge that the
student is enrolled in a senior secondary program such
Skills Victoria
∙∙
endorse the training plan for a school-based apprentice
as the VCE or VCAL
∙∙
endorse the training plan for a school-based apprentice
or trainee if the above criteria have been met.
Endorsement of the training plan by the school will
indicate that it is undertaking responsibility to enrol the
student on VASS so that credit for the training within the
VCE or VCAL can be awarded to the student.
may be averaged over three periods of four months in
each year of the program
∙∙
spend at least one timetabled day during the normal
school week on the job or in training.
11
AN OVERVIEW OF VET in the VCE and VCAL
VCAA-approved School-based
Apprenticeships. Certificate Type on
VASS: NAP
School-based Apprenticeships and Traineeships
For more information on School-based
Apprenticeships and Traineeships visit:
∙∙
www.skills.vic.gov.au/apprentices/part-time-and-
in the following industry areas have been approved
by industry bodies and the VCAA for students
undertaking the VCE. Recognition arrangements
school-based-apprenticeships-and-traineeships
∙∙
Department of Education and Early Childhood
Development (DEECD):
reflect those in place for the corresponding VCE VET
www.education.vic.gov.au/sensecyouth/
programs:
qualsprograms/apprentice.htm
∙∙
Agriculture
∙∙
Automotive
∙∙
Business
∙∙
Community Services
∙∙
Engineering
∙∙
Food Processing (Wine)
www.skills.vic.gov.au/industry/recruiting/
∙∙
Horticulture
training/plan
∙∙
Hospitality
∙∙
Information Technology
∙∙
Sport and Recreation.
School-based Apprenticeships and Traineeships
are also available in other industry areas for which
Skills Victoria have approved funding. School-based
Apprenticeships and Traineeships in other approved
industry areas may also contribute to the VCE
through Block Credit Recognition.
12
Skills Victoria:
∙∙
School-based Apprenticeships and Traineeship
sample training plan templates:
www.eduweb.vic.gov.au/edulibrary/public/
postcomp/Workplace_based_Training_Plan_
Template.doc
Part-time apprenticeships and
traineeships
Students who undertake an apprenticeship or
traineeship that is not integrated into their learning
program and study timetable will be undertaking a
part-time apprenticeship or traineeship. This type of
arrangement will still provide credit towards the VCE
or VCAL if it is recorded on VASS subject to the block
credit recognition guidelines.
HOW DOES VET
CONTRIBUTE TO THE VCE
AND VCAL?
VCAL
VET certificates or units of competence can
contribute to a student’s VCAL program. The
contribution of a student’s VET program to their
VCE
VCAL is determined by the number of hours
All VCE VET programs provide credit towards the
awarded on successful completion of approximately
VCE. Most VCE VET programs provide credit at
90 nominal hours of units of competence from
Units 1 to 4 level; however, some programs provide
accredited curriculum/nationally recognised
credit at Units 1 and 2 level only.
qualifications. Units of competence may be from one
successfully completed. A credit towards VCAL is
VET certificate or a number of VET certificates.
Students are also eligible for Block Credit
Recognition towards the VCE if they have completed,
A VCAL student will not receive credit towards
or are completing, training in a nationally recognised
their VCAL for partially completed VET units of
VET or FE qualification/s that is not included in
competence.
the suite of approved VCE VET and School-based
Apprenticeship or Traineeship programs.
VET satisfies the eligibility requirement of the Industry
Specific Skills and Work Related Skills strands at
Foundation, Intermediate or Senior levels. Students
undertaking a SWL placement may also satisfy some
of the learning outcomes related to the Work Related
Skills strand.
For more information on the contribution of VET
to the VCAL, please refer to the VCE and VCAL
Administrative Handbook.
13
13
AN OVERVIEW OF VET in the VCE and VCAL
Structured Workplace Learning
The VCAA has determined that SWL is an
appropriate and valuable component of all VCE
VET programs. SWL complements the training
undertaken at the school/RTO and should be spread
across the duration of the training program.
The VCAA strongly recommends that students
undertake SWL. Several VCE VET programs have
a mandated SWL component. Further advice and
recommendations for SWL is contained in each of
the VCE VET program booklets.
It provides the context for:
The appropriate occupational health and safety unit
∙∙
enhancement of skills development
of competence in each program must be undertaken
∙∙
practical application of industry knowledge
prior to SWL, as outlined in Ministerial Order 55.
∙∙
assessment of units of competence/modules,
as determined by the RTO
∙∙
increased employment opportunities.
A SWL Manual was developed in 2005 by the Office
of Learning and Teaching Division of the then
Department of Education and Training. The SWL
Manual and Ministerial Order 55 can be downloaded
The school/RTO should keep evidence of the
from the following website:
student’s SWL which may take place over weekends
www.education.vic.gov.au/sensecyouth/careertrans/
and during school holidays as well as during the
worklearn/structuredlearning.htm
school week.
More information and resources
Victorian Curriculum and Assessment Authority
Vocational Education and Training Unit
General enquiries: (03) 9651 4458 or (03) 9651 4445
Manager: Daryl Sutton (03) 9651 4587
For trainers delivering VCE VET programs, there are a list of resources and contacts published in each
specific VCE VET program booklet. Trainers delivering auspiced programs should enquire about the
availability of resources from their RTO.
14
14
USEFUL WEBSITES AND RESOURCES
15
Organisations
Websites and Resources
Responsibilities
Australian Apprenticeship
Centres (AAC)
www.australianapprenticeships.gov.au
AACs provide one-stop shops for those
seeking to take up an apprenticeship or
those seeking to hire apprentices.
Australian Qualifications
Framework (AQF)
www.aqf.edu.au
The AQF is a quality assured national
framework of qualifications in the
school, vocational education and
training (VET), and higher education
sectors in Australia.
Australian Quality Training
Framework (AQTF)
www.training.com.au/aqtf2007
The AQTF is the national set of
standards which assures nationally
consistent, high-quality training and
assessment services for the clients of
the Australian vocational education and
training system.
Department of Education
and Early Childhood
Development (DEECD)
www.education.vic.gov.au
DEECD provides, funds, purchases
and regulates education and training
∙∙ Structured Workplace Learning
services for all Victorians.
manual: provides information on
roles and responsibilities, forms and
guidelines for employers:
www.education.vic.gov.au/
sensecyouth/careertrans/worklearn/
structuredlearning.htm
∙∙ VET in Schools Coordinators Forum:
Presentations and handouts from
the forum held June 2008. Useful
overview of policy context, programs
and issues for new VET and VCAL
coordinators:
www.education.vic.gov.au/
sensecyouth/qualsprograms/vet.htm
∙∙ Purchasing Senior Secondary
Education and Training from External
Providers: Youth Transitions Division
has developed documents to assist
government schools to meet their
accountabilities when purchasing
senior secondary education and
training from external providers.
Examples include the delivery of VET
in Schools programs and the non-VET
elements of VCAL. The resources
include guidelines, MOUs and
contracts, and parental consent forms:
www.education.vic.gov.au/
sensecyouth/purchasing.htm
15
AN OVERVIEW OF VET in the VCE and VCAL
16
Organisations
Websites and Resources
Responsibilities
Department of Education,
Employment and
Workplace Relations
(DEEWR)
www.deewr.gov.au
DEEWR advises the Australian
Government, delivers programs and
services and provides information
on all education and training sectors,
employment and workplace relations.
Industry Skills Councils
www.isc.org.au
∙∙ Agri-Food Industry Skills Council:
www.agrifoodskills.net.au
∙∙ Community Services and Health
Industry Skills Council:
www.cshisc.com.au
∙∙ Construction and Property Services
Industry Skills Council:
www.cpsisc.com.au
∙∙ ElectroComms and EnergyUtilities
Industry Skills Council:
www.ee-oz.com.au
∙∙ Government Skills Australia:
www.governmentskills.com.au
∙∙ Innovation and Business Skills
Australia: www.ibsa.org.au
∙∙ Manufacturing Skills Australia:
www.mskills.com.au
∙∙ Skills DMC: www.skilldmc.com.au
∙∙ Service Skills Australia:
www.serviceskills.com.au
∙∙ Transport and Logistics Industry Skills
Council: www.tlisc.com.au
Industry Skills Councils support the
development and implementation of
training products, including training
packages, and provide the VET sector
with information on current and future
skill needs and training requirements.
National Centre for
Vocational Education
Research (NCVER)
www.ncver.edu.au
NCVER is Australia’s principle provider
of VET research and statistics, offering
its information to: federal, state and
territory ministers responsible for
training and their relevant education
departments; public and private
training providers; employer and
employee associations; public and
private enterprises; researchers; and
international VET research agencies.
National Quality Council
(NQC)
www.nqc.tvetaustralia.com.au
The NQC considers initiatives to
enhance national consistency and
quality of training.
16
17
Organisations
Websites and Resources
Responsibilities
National Training
Information Service (NTIS)
www.ntis.gov.au
(Note: this web address will be replaced by
www.training.gov.au)
The NTIS is an online database
which provides access to training
packages and units of competence and
information on qualifications, courses
and RTOs
Skills Victoria
www.skills.vic.gov.au/
Skills Victoria is responsible for the
planning, regulation and delivery of
a range of education and training
programs and services in Victoria.
Skills Victoria is part of the Victorian
Department of Innovation, Industry and
Regional Development (DIIRD).
Training Packages @ Work
www.tpatwork.com
∙∙ Back 2 Basics: An easy-to-read guide
that explains key information about
the VET system in Australia and is
appropriate for someone new to the
VET sector.
∙∙ www.tpatwork.com/Back2Basics/
default_home.htm
‘Training Packages @ Work’ is a free
national newsletter for teachers, trainers
and assessors in the VET sector. This
online newsletter is published monthly
and features the latest information on
the development and implementation of
training packages and other key issues
in the training sector.
Training Support Network
(TSN)
http://trainingsupport.skills.vic.gov.au/
default.cfm?menu=1
For a range of information including:
∙∙ Curriculum documents for nontraining package qualifications
developed in Victoria (e.g.
21908VIC Certificate II in Equine
Industry).
∙∙ Advice on implementation of
Industry Training Packages.
∙∙ Contact details for Curriculum
Maintenance Managers.
∙∙ VET Training Resources.
TVET Australia Limited
www.tvetaustralia.com.au
TVET Australia manages AESharenet
and Australian Training Products —
the publishing house and national
clearinghouse for Commonwealthcopyrighted teaching and learning
materials (including training packages).
It is also secret ariat for the National
Industry Skills Committee and the
National Quality Council, and manages
the National Audit and Registration
Agency for training providers operating
in more than one state or territory.
17
AN OVERVIEW OF VET in the VCE and VCAL
18
Organisations
Websites and Resources
Responsibilities
Victorian Curriculum and
Assessment Authority
(VCAA)
www.vcaa.vic.edu.au:
∙∙ VCE VET program booklets and
assessment guides are available for
download from the VCAA website
∙∙ Where to Now: A guide to the VCE,
VCAL and Apprenticeships and
Traineeships for school based
students for 2010:
www.vcaa.vic.edu.au/vce/
publications/WhereToNow/
wheretonowfrontpage.htm
∙∙ VCAA Bulletin VCE, VCAL and VET is
the VCAA’s official publication for VCE
and VCAL studies, including VCE VET
programs
∙∙ VCE and VCAL Administrative
Handbook: an all-inclusive guide for
principals, teachers and administrators
outlining the rules, regulations and
policies governing the delivery of the
VCE and VCAL
The VCAA is an independent statutory
body directly responsible to the Victorian
Minister for Education, serving both
government and non-government
schools.
Victorian Registration and
Qualifications Authority
(VRQA)
www.vrqa.vic.gov.au
The VRQA is responsible for all
qualifications issued in Victoria, the
registration of training providers and
accreditation of all post-compulsory
courses except higher education
courses.
Victorian Tertiary
Admissions Centre (VTAC)
www.vtac.edu.au
VTAC acts on behalf of universities,
TAFEs and other providers facilitating
and coordinating the joint selection
system. VTAC calculates and distributes
the ATAR (formerly ENTER).
The mission of the VCAA is to provide
high quality curriculum, assessment
and reporting that promotes individual
lifelong learning.
18
LEARNING PATHWAYS
Senior School Certificates
VCE
VCAL
(Victorian Certificate of Education)
Usually 20–24 units
90 different studies available
(Victorian Certificate of Applied Learning)
Literacy and Numeracy Skills, Industry
Specific Skills, Work Related Skills, Personal
Development Skills
Vocational Education and Training
VCE VET Program
School Based Apprenticeship and Traineeship
Other VET Certificates
Training
(TAFE or school, industry,
RTO, ACE)
Structured
Workplace Learning
Completion of VCE
Completion of VCAL
Employment/Apprenticeship/Traineeship
TAFE Certificate II/III/IV, Diploma, Advanced Diploma
University
19
© Victorian Curriculum and Assessment Authority 2010
No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by
permission from the VCAA. For more information go to: www.vcaa.vic.edu.au/aboutus/policies/policycopyright.html
The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be
found on the VCAA website: www.vcaa.vic.edu.au
This publication may contain copyright material belonging to a third-party. Every effort has been made
to contact all copyright owners. If you believe that material in this publication is an infringement of your
copyright please email the Copyright Officer: vcaa.copyright@edumail.vic.gov.au
ISBN: 978-1-921702-37-2