School-based apprenticeships and traineeships (SATs)
Information for Guidance Officers
What is a SAT?
SATs and the QCE
SATs allow students – typically in years 11 and 12
- to study for their Queensland Certificate of
Education (QCE), work for an employer and train
towards a recognised qualification, while
completing high school. Students in year 10 can
also do a SAT.
The QCE, Queensland's senior schooling
qualification is awarded to eligible students usually
at the end of year 12. The QCE recognises broad
learning options and offers flexibility in what,
where and when learning occurs. A SAT can
contribute to the QCE.
SATs are available in hundreds of fields ranging
from rural to retail, business to building, hospitality
to hairdressing, and automotive to arts.
Depending on the qualification and when the
young person commences, many students can
complete a school-based traineeship while at
school. A school-based apprenticeship provides a
head start into a full-time or part-time
apprenticeship and career. Young people may
complete up to a third of an apprenticeship while
at school. After school they can convert to a full
time arrangement.
Guidance officers play an important role in
encouraging students to follow their interests and
determine if a SAT is the right choice for them.
Note
In exceptional circumstances a student in year 8 or
9 can be considered for a SAT. However, a
business case must be approved. A Fact Sheet
(Fact Sheet 184) detailing the requirements for a
business
case
can
be
found
at
www.apprenticeshipsinfo.qld.gov.au
Some facts about Queensland SATs
Total number of SATs 2007
Apprenticeship (Cert III, IV Diploma)
Cert II Traineeships
Cert III Traineeships
Cert IV Traineeship
8 475
30%
44%
25%
1%
Total number of schools starting SATs in ‘07
451
Total number of employers starting SATs in ‘07
4 166
School-based traineeships
School-based
traineeships
are
generally
Certificate II or III qualifications that include onthe-job training.
 Completed traineeships contribute 4 credits for
Certificate II and up to 8 credits for Certificate III
qualifications.
 Partly completed certificates undertaken as part
of a traineeship may contribute credits to the
QCE. The same provisions apply as for other
VET certificates.

Note: The on-the-job training component of a schoolbased traineeship does not contribute any credit
points towards the QCE.
School-based apprenticeships
 School-based apprenticeships are generally
Certificate III qualifications.
 Students can complete up to 30 per cent of
competencies while enrolled at school.
 Completion of 30 per cent of competencies can
contribute up to 2 credits towards the QCE, but
are not counted towards completed core courses
of study.
 In addition, the on-the-job component of 96 days
over a two year period may contribute 4 credits
towards core courses of study for a QCE.
 An incomplete on-the-job component can
contribute 1 credit per 20 days of participation.
Visit the Queensland Studies Authority (QSA) for a
QCE credit table and QCE SATs poster. The
Queensland Certification Calendar is also on the
website. It lists the dates that VET data for schools
and non-school RTOs must be provided to the
QSA.
Queensland Studies Authority
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http://www.qsa.qld.edu.au
Apprenticeships Info
SATS and young people’s transitions
The Apprenticeships Info website provides a single
point of reference for comprehensive information
about SATs for a range of stakeholders. The
information includes:
 details of government-funded training
including supervising registered training
organisations funded by the state government
to deliver training
 the rights and obligations of the employer and
the apprentice or trainee
 any administrative matters related to an
apprenticeship or traineeship
 advice on problems between employers and
apprentices and trainees, including
communication problems, absenteeism and
behavioural issues
 incentives and allowances
 support for apprentices and trainees with a
disability
 the role of the supervising registered training
organisation and Australian Apprenticeship
Centre
 a range of Fact Sheets about apprenticeships
and traineeships
 information brochures.
The Next Step Report 2008 shows that young
people who undertake a SAT were more likley to
be working full-time or undertaking further
education or training than young people who do
not undertake a SAT.
Brochures (order online)
The brochure, School-based apprenticeships and
traineeships – A school’s guide is available to all
schools. There are also brochures for students,
parents or guardians and employers.
Apprenticeships Info 1800 210 210 or
www.apprenticeshipsinfo.qld.gov.au
Queensland Training Information Service
The Queensland Training Information Service
(QTIS) lists all apprenticeships and traineeships
available in Queensland. It allows users to search
or browse for information on apprenticeships and
traineeships approved by the Training and
Employment Recognition Council for delivery in
Queensland.
It includes information on preferred suppliers
(Registered Training Organisations), scorecards,
details on supporting courses and qualifications,
restricted callings and preferred suppliers.
www.qtis.trainandemploy.qld.gov.au
A comparison of students with an Overall Position
(OP) and students with a SAT shows that although
the pathway post school is different, both cohorts
of students are likely to be in full-time work or
study after completing Year 12.
Of course students can do a SAT and an OP at
the same time, and many young people do. In fact
almost one in eight young people who participated
in SATs went on to university.
The attached case studies are examples of where
SATs are helping to take young people after
competing year 12.
SATs and university entrance
Results from vocational education and training
undertaken as part of a SAT can be used by
students who are OP-ineligible to gain a selection
rank for university entrance.
Selection ranks for OP-ineligible students are
calculated from schedules developed by the
Queensland Studies Authority and the Queensland
Tertiary admissions Centre (QTAC) in consultation
with tertiary institutions. The schedules provide
selection ranks that are based on the best possible
information about how well a student did against
all other OP and OP-ineligible students.
Details of how this works are available through
QTAC.
QTAC Information Services
1300 GO QTAC or 1300 467 822
http://www.qtac.edu.au/
Note:
Some universities have direct entry for VET
students into designated courses. These are
negotiated on a case-by-case basis. The
Registered Training Organisation and/or university
will normally promote such arrangements.
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Market research into SATs
Market research shows that schools are the
preferred source of information about SATs for
students and parents, particularly through flyers,
newsletter and information evenings.
The research shows that those involved in the
SATs program (students, parents, employers and
schools) are very satisfied with the program and
likely to recommend it to others.
Lack of information is the primary reason for
interested students not taking up a SAT.
Parents generally have low awareness of how a
SAT contributes to the QCE, or that students can
do a SAT and an OP.
Many parents have the perception that SATs are
for students who struggle at school. However, the
reality appears to be that students undertaking a
SAT need to be able to manage a complex set of
demands in order to manage their school, work
and vocational training commitments.
Where to go for help if things go wrong
The Department of Education, Training and the
Arts (DETA) has offices state-wide that oversee
and administer the apprenticeship and traineeship
system.
Officers from the department can visit the
workplace to check the progress of training and
assist with any other issues.
For further information or advice,
Apprenticeships Info on 1800 210 210.
phone
Indigenous SATs
Indigenous Employment and Training Support
Officers (IETSOs) provide culturally appropriate
mentoring and support to Indigenous apprentices,
trainees and vocational students to help them
complete a qualification.
The officers also support employers by helping
them become more culturally aware of Aboriginal
and Torres Strait Islander cultural responsibilities
and protocols.
Indigenous Employment and Training Support
Officers are based throughout Queensland. For
further information contact: 1300 369 925 (toll free)
or visit www.employment.qld.gov.au.
Queensland Government Election
Commitment
To increase the number of students taking
up a school-based apprenticeship or
traineeship to 12 400 by 2010.
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Case studies: School-based apprentices and trainees
I
Benjamin Jack
School-based Trainee
A school-based traineeship has proved a useful stepping stone for former Beerwah State High
School student Benjamin Jack.
“I studied for my OP while doing my traineeship and have recently started working towards my
Bachelor of Engineering.”
Benjamin, who completed a Certificate II in Automotive Mechanical, found that the strong support
network provided by his school and training organisation made it easier to balance the demands of
school and training.
I
Min Gaulai
School-based Apprentice
Spinifex State College student Min Gaulai is getting a head-start in the mining industry by
undertaking a school-based apprenticeship with mining giant Xstrata at its Mount Isa Mines
operations.
Min is completing a Certificate III in Engineering (Mechanical Trade) with a focus on diesel fitting.
Min acknowledges the help and support that his school offers both him and his fellow school-based
apprentices. Apprentice Mathematics is offered to enhance the training of SATs at the school and
timetabled to fit in with each of their unique training timetables. The maths program is specifically
designed to incorporate different aspects of maths that are specifically used by trade apprentices in
a way that is not covered by mainstream school mathematics.
I
Samuel Mangan
School-based Apprentice
If you watch rugby league team, the Gold Coast Titans, on the television or over the internet, you
are possibly watching the work of school-based apprentice Sam Mangan.
Sam is training towards a Certificate III in Multimedia along with studying year 12. His exceptional
time management and organisational skills have meant that Sam has also set up his own
multimedia company servicing numerous corporate clients.
Sam started in multimedia by becoming involved with the large multimedia department at his
school. Over the past three years, this has led to Sam working in many facets of the multimedia
industry, including work that has appeared on local and national television, and work with major
production organisations.
I
Kah-Wai Low
School-based Apprentice
Kah-Wai Lo is an ambitious school-based apprentice who dreams of being a master chef and
working at the best restaurants across Australia and the world.
Currently an apprentice training towards a Certificate III in Hospitality (commercial cookery) at the
Sheraton Mirage in Port Douglas, Kah-Wai has no shortage of ambition and drive.
“Being 16 years old and having a school-based apprenticeship can be a bit complicated to juggle. I
have school, assignments, exams, social life, AFL, competition practice and my training. It is a
challenge, but I love the challenge.”
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I
Alannah Badger
School-based Apprentice
Starting her day at 4am to train at the track, then off to school, and then back at the track until 5pm,
Alannah has shown true dedication to her chosen career. Alannah is completing her apprenticeship
to become a female jockey.
Alannah began her non-traditional career by completing her school-based traineeship in Certificate
III Racing (track rider). She then went through a rigorous assessment process by Queensland
Racing for her to be deemed suitable for the extreme job.
I
Mia Warren
School-based Trainee
“We are living in an ageing society, and through my training in personal care work I have gained
beneficial knowledge of the aged care industry, its trends and developments.”
Mia is completing a Certificate III in Aged Care Work along with her year 12 studies. Completing
her six school subjects in four days at school and one day on the job training, along with teaching
dancing two afternoons a week, Mia has learnt to love her busy lifestyle. Time management is the
key to her achieving her goals and keeping on top of her assessment.
“…. In the future I wish to receive a full-time job at an aged care facility, go to university and obtain
a degree as a registered nurse and travel to countries with poor health systems to help others who
are less fortunate than ourselves.”
I
Colleen McFarlane
School-based Trainee
“High school was a big change for me. Coming from a small country school I didn’t know what to
expect, nor did I know what I wanted to do at the end. I had a few ideas of paths I could take, but by
the end of year 10 I had one goal in mind. To leave school with a qualification in my hand.”
At Mirani State High School, where Colleen attends, students are encouraged to take up schoolbased apprenticeships and traineeships. Colleen is training for a Certificate II Desktop Publishing
with a local Real Estate agent and is a great role model for younger students with their eye on a
SATs pathway.
I
Milcah McKinnon
School-based Apprentice
“I was told time and time again that the fitness training industry was too hard to obtain a traineeship
in and I was asked repeatedly to try something different.”
Milcah’s determination to enter the fitness industry and to not give up on her chosen career path
meant that she did find a traineeship in the fitness industry.
After taking five years to reach competition goals in state level athletics, Milcah knows the
spectacular and terrific feeling of being able to achieve goals, and wants others to experience that
too.
“I have a great opportunity to encourage anyone to strive for healthy goals and to achieve them
through dedication, effort and practical information for a healthy lifestyle based on beneficial
exercise.”
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