VET IN SCHOOLSlibrary.bsl.org.au/jspui/bitstream/1/4044/1/VET in... · challenges in partnerships...
Transcript of VET IN SCHOOLSlibrary.bsl.org.au/jspui/bitstream/1/4044/1/VET in... · challenges in partnerships...
VET IN SCHOOLS
Final report – development of a good practice guide to support
partnerships between RTOs and schools
JUNE 2011
Final report Good Practice Guide to VET in Schools
20/07/2011
C O NTA CT
NQC Secretariat
TVET Australia
Level 21/390 St Kilda Road Melbourne Vic 3004
Telephone: +61 3 9832 8100
Email: [email protected]
Web: www.nqc.tvetaustralia.com.au
D ISC L A IME R This work has been produced on behalf of the National Quality Council with funding provided through the Australian Government Department of Education, Employment and Workplace Relations and state and territory governments. The views expressed herein are not necessarily those of the Australian Government or state and territory governments.
A CK NO W LE DGE ME NT This work was undertaken by Precision Consultancy as part of a project commissioned by the
National Quality Council in 2011 with funding through the Australian Government Department of
Education Employment and Workplace Relations and state and territory governments.
©Commonwealth of Australia 2011
This document is available under a “Preserve Integrity” licence. For details: http://www.aesharenet.com.au/P4
All other rights reserved. For licensing enquiries contact [email protected]
Final report Good Practice Guide to VET in Schools
20/07/2011
Contents
Introduction ............................................................................................................................................................. 4
Project aim .................................................................................................................................................................. 4
Methodology .......................................................................................................................................................... 5
The Literature Review ............................................................................................................................................. 5
Communications .................................................................................................................................................... 6
Drafting the products ............................................................................................................................................. 6
State based workshops .......................................................................................................................................... 7
Expectations of schools and RTOs .......................................................................................................................... 7 Feedback and changes to the draft tools ........................................................................................................... 8
Presentation to the client and feedback ............................................................................................................. 9
Appendix I............................................................................................................................................................. 12
Appendix II............................................................................................................................................................ 13
Appendix III: Workshop attendees ..................................................................................................................... 14
Appendix IV Workshop Slides ............................................................................................................................. 16
Final report Good Practice Guide to VET in Schools
20/07/2011
1
Executive summary
This project to develop a Good Practice Guide for VET in schools focussed on supporting
schools and RTOs in their relationships with each other to provide VET in schools programs that
provide quality assessment outcomes. The need for a guide came out of research highlighting
concerns in partnership arrangements and the impact on assessment, and the diverse range of
support materials available to schools and RTOs in different states and territories. The aim of this
guide was to address key concerns raised by both schools and RTOs and develop a suite of
tools that would support both parties in their work together to deliver VET in schools programs.
The differences between school structures within and between each state and territory meant
the tool needed to be flexible enough to be used in each jurisdiction, but also remain relevant
to common issues that frequently arise in partnerships.
Methodology
Precision Consultancy’s methodology for the project involved:
- a literature review of existing resources and research highlighting concerns about
partnerships between schools and RTOs
- a communications strategy that promoted the development of the resource, and sought
input and feedback on the tools through telephone, email or at workshops
- the creation of a suite of draft tools to support schools and RTOs through the process of a
partnership to deliver VET in schools programs
- interactive workshops in four states to get feedback from stakeholders on the draft tools,
and develop greater understanding of the needs of both schools and RTOs
- the development of the guide and tools for presentation, discussion and feedback to the
client at the Quality and Assessment Advisory Council on 9 June 2010, and final
amendment for delivery to the client with this report.
Project Outcomes
The goodwill and interest of schools, RTOs and other stakeholders in this project and resource
was demonstrated through their willingness to share information about their experiences and to
review draft tools. Each workshop in Melbourne, Brisbane, Sydney and Adelaide was
oversubscribed and those unable to attend were still keen to provide feedback. Workshop
participants appreciated the opportunity to come together to discuss issues relevant to their
own, and each other’s, circumstances. The commitment to students and their learning and
assessment outcomes was also clear from workshops. The response to the workshop also
highlighted the desire for more support through professional development of school and RTO
staff to develop partnerships and strengthen delivery and assessment outcomes.
The need for clear communication between the school and the RTO in the partnership was a
feature in all research and discussions. As a result, the guide focuses on bringing clarity to the
roles and responsibilities of each party. The guide takes schools and RTOs through some of the
challenges in partnerships for VET in schools and explores the expectations both parties have. It
introduces the stages, or cycle, of a partnership and provides specific tools to support schools
and RTOs through the partnership. Finally, the tool provides a reference list of useful resources
already available from different states and territories and key contacts.
Final report Good Practice Guide to VET in Schools
20/07/2011
2
The main deliverable for this project is a resource which provides guidance and fifteen tools
that can be utilised across the various stages of partnerships between schools and RTOs. The
resource is highly practical and based on a feedback from workshops and from key
stakeholders.
Issues for Schools
Schools indicated that they need RTOs to work with them in the following ways:
By providing Information about student behaviour and attendance, in particular,
information about students at risk of not continuing with their training
By including them in communication beyond the school, e.g. to parents of students
By ensuring that reporting is timely and fits with school reporting schedules (of particular
concern for final year students)
By recognising and assisting with scored assessment (in some states which assist with Yr
12 scores)
By ensuring there are links with and understanding of local industry and enterprise
practices for work placements
By being clear and up front about costs involved in the provision of VET services
(particularly if any costs need to be passed onto students and families).
Issues for RTOs
RTOs need schools to assist them in the following ways:
By committing to quality outcomes for students in VET programs (not as a program
which is second rate to traditional academic offerings)
By documenting roles, responsibilities and expectations
By communicating regularly and raising issues of concern as soon as they occur
By advising them about students special and LLN needs
By providing a single point of contact for the VET in schools program
By recognising the RTOs regulatory requirements and using agreed learning and
assessment strategies.
Recommendations
The research undertaken as part of this project identified that there are many different models
of partnerships between schools and RTOs for the delivery of VET in schools. It emerged that
successful partnerships require structure, knowledge and commitment to shared outcomes.
Despite many good intentions the delivery and assessment of VET programs in schools raises
issues that need to be addressed.
This project identified two key actions which should be taken so that RTOs and schools can
improve partnership arrangements and work together more effectively for VET in School
student outcomes.
Final report Good Practice Guide to VET in Schools
20/07/2011
3
Key Action 1: Develop skills of VET in Schools’ trainers and assessors
Although the AQTF makes clear the responsibilities associated with training and assessment in
the VET system, the unique schools context requires tailored support and assistance. Based on
the numbers of people who expressed an interest in attending the consultation workshops, and
the feedback from people who did attend, there is a perceived need for more professional
development which is targeted specifically at VET in schools personnel. The Good Practice
Guide will address a number of needs but it will be more effective if supplemented with face-
to-face professional development workshops offered in each state and territory.
Key Actions 2: Promote the Good Practice Guide for VET in Schools
The Good Practice Guide for VET in Schools will be a welcome and practical resource in all
states and territories, however it will require promotion if it is to have any sustainable impact. In
addition to making it freely available on a website, information about the release of resource
will need to be circulated through state, territory and local networks. A communications plan
would assist with the take-up of the Guide.
Final report Good Practice Guide to VET in Schools
20/07/2011
4
Introduction
Schools play a significant role in vocational education and training, by delivering VET programs
at a range of certificate levels within the AQF. Some programs offered by schools provide
pathways into employment, but most often VET programs offered by schools are preparatory
and seek to provide pathways into the VET or higher education sectors.
While schools with RTO status in their own right can be identified through the National Training
Information Service (NTIS), no data is available to indicate how many schools offer VET
qualifications under partnership arrangements with RTOs. It is likely that the majority of schools
delivering VET qualifications do so under partnership agreements1. Under partnership
arrangements, the RTO has responsibility to show compliance with the AQTF:
The RTO monitors training and/or assessment services provided on its behalf to ensure
that it complies with all aspects of the AQTF Essential Standards for Continuing
Education (AQTF Standard 3, Element 3.3)
Partnership agreements are specific to the context of the RTO and the school and vary in detail
to reflect the level of complexity of arrangements with partners and the level of risk to the
quality of training outcomes for clients. States and territories also have varying requirements in
relation to partnerships between RTOs and schools. Several jurisdictions have developed
additional guidelines for RTOs and schools to consider in the establishment and maintenance of
partnerships. Typically these focus on the need to clarify the services and responsibilities of
each party to the agreement, however there are variations in the approaches taken.
Project aim
This project will develop a Good Practice Guide for VET in Schools. The Guide will include a
suite of resources to support robust partnerships between RTOs and schools and will be equally
applicable to new and established partnerships arrangements. In particular, the Good
Practice Guide will have a focus on clarifying roles and responsibilities in relation to assessment
and in so doing will improve the quality and consistency of assessment outcomes which are
provided through partnership arrangements between RTOs and schools.
The Guide will take a national approach but provide links to existing resources that states have
developed.
1 This assumption is supported by NCVER data, which indicates the significant number of students involved and the
rapid growth of VET in Schools programs to encompass 25,700 school-based apprentices and trainees and 194,200
students enrolled in other VET in Schools programs in 2008.
Final report Good Practice Guide to VET in Schools
20/07/2011
5
Methodology
Earlier this year TVET commissioned a project: ‘VET in Schools – strengthening delivery and
assessment outcomes’. The findings of the project’s final report, and the workshops delivered as
part of the project, set the focus for Precision’s project.
The methodology consisted of:
A literature review
Communications about the project
Drafting products for inclusion in the Good Practice Guide
State based workshops to test the draft materials
Revision, editing and desk-top publishing.
Timelines for the project were very short, with work beginning in late April and an end of
contract date of 30 June.
The Literature Review
Existing documentation fell into two specific areas:
1. information available to schools and RTOs who were involved in partnerships to deliver VET
in schools programs; and
2. research around the issues and outcomes of VETiS program, focussing on partnerships were
formed for their delivery.
We found that key themes were recurrent in the delivery of VET in schools programs, namely:
confusion about the nature of the relationship between the school and the RTO to
deliver VET in schools, and therefore confusion about responsibilities and expectations
the motivations of students undertaking VET studies, and of schools sending students to
undertake VET studies
the lack of workplace learning and assessment as part of VET in schools programs
vocational and VET competency of trainers and assessors delivering VET
the quality of assessment and a lack of clarity about competency based assessment
and school understanding and experience with assessment
understanding of the responsibilities under the Australian Quality Training Framework
(AQTF) and how RTOs and schools interact to ensure the AQTF is complied with.
Final report Good Practice Guide to VET in Schools
20/07/2011
6
Communications
A letter about the project from TVET (see Appendix II) was disseminated throughout a range of
stakeholder networks, including:
NQC and QAAG contacts
State Training Authorities
Registering bodies
NVR Taskforce.
In addition to informing people about the project, project communications provided details
about forthcoming workshops and invited people to register an expression of interest. An online
registration tool was set up using www.surveymonkey.com. There were 187 responses received
for the three advertised workshops. Places were offered to 25 participants at each workshop,
covering a mix of schools, RTOs, school RTOs and other educational bodies such as
Departments of Education, and Catholic and Independent school bodies.
People who we were unable to be accommodated at the workshops were offered the
opportunity to receive the draft tools in PDF format to provide feedback on. There was a high
level of interest expressed in providing feedback on the draft.
There was a high level of interest from South Australia for the workshops. With the assistance of
the Department of Education, a workshop was set up in Adelaide on 2 June 2011.
Approximately 60 participants attended at the four workshops. The attendees are listed at
Appendix III. The presentation slides used at the workshop are provided at Appendix IV.
Drafting the products
The research assisted in the design of a framework and structure for the Guide. This is provided
in Appendix I. In total 13 tools were designed that sit across the life cycle of the partnership.
Partnership stages can be summarised as falling into five main stages:
Final report Good Practice Guide to VET in Schools
20/07/2011
7
All products were written to be practical with questions and space for comments and ideas.
These will be made available in Word so that jurisdictions can add in additional comments and
users can adapt the product to suit their own purposes.
State based workshops
The interactive workshops were promoted in Melbourne, Sydney and Brisbane and held in late
May and early June. South Australia expressed a particular interest in hosting a workshop and
an additional workshop was held in Adelaide. The workshops aimed at consulting with school
and RTO representatives and other stakeholders about the issues involved in partnerships for
VET in schools. Additionally the workshops provided feedback on the draft tools.
Expectations of schools and RTOs As part of the consultation, attendees were asked what schools and RTOs expected from each
other in the partnership to deliver VET programs in schools. Responses common to both parties
are shown in the table below.
Expectations
Bo
th P
art
ies
- Commitment to quality outcomes for students in training and assessment
- A shared agreement, documented in writing, clearly stating each party’s
responsibilities
- Shared understanding about the students undertaking VET in schools programs
- Regular communications between both parties and early raising of concerns
- Identified single points of key contact within each party
- Understanding of each other’s perspectives and regulatory requirements (e.g.
an RTO’s compliance with the AQTF, a school’s requirement to meet boards of
studies responsibilities).
Sc
ho
ols
- Information about student behaviour and attendance, in particular,
information about students at risk of not continuing with their training
- Communication beyond the school, e.g. to parents of students
- Timely reporting about student performance and achievements to fit in with
school reporting requirements (of particular concern for final year students)
- Scored assessment by the RTO (in some states which assist with Yr 12 scores)
- Links with and understanding of local industry and enterprise practices for work
placements
- Clarity up front about costs involved in the provision of VET services (particularly
if any costs need to be passed onto students and families).
RT
Os
- Commitment and genuine interest in undertaking VET studies from both the
Final report Good Practice Guide to VET in Schools
20/07/2011
8
school and students
- Information about any specific needs of students e.g. Language, literacy and
numeracy, welfare issues
- Specific communication about changes in school schedules that impacted on
students attending at training and assessment (and in particular, the dilemma
this created for students if they had to choose between a compulsory school
activity or their VET program)
- School cooperation with RTOs to ensure AQTF requirements were met
(including information about trainers and assessors VET and vocational
experience and current competency)
- Using agreed learning and assessment strategies.
Feedback and changes to the draft tools
Tool considered in the workshops Changes as a result of workshop feedback
Getting ready for a partnership Slight amendments to detail
Skills analysis for RTO staff Slight amendments to detail
VET and vocational competency assessment Amendments to reflect clarity of RTO’s role in
providing professional development as
separate from auspicing responsibilities
Choosing an RTO Slight amendments, including a ‘ranking’
system for assessing the RTO’s suitability
How to negotiate the partnership
Implementing the partnership Slight amendments to detail
Training and assessment strategy Slight amendments to detail
Maintaining the partnership Slight amendments to detail
Contextualising units of competency
LLN in units of competency
Planning an assessment tool
Evaluating the outcomes of training and
assessment Slight amendments to detail
Reviewing the partnership Slight amendments to detail
New tool: Elements of an agreement
New tool: School skills needs analysis
New tool: Key contacts in the partnership
Final report Good Practice Guide to VET in Schools
20/07/2011
9
New tool: Contact and resource references
The suite of tools that have been developed following consultation can be shown as they
apply at different stages in the lifecycle of the partnership, as shown in the diagram below.
Presentation to the client and
feedback
On 9 June 2011, Precision Consultancy presented the report and the draft resources for
discussion to the meeting of the Quality and Assessment Advisory Group (QAAG) of TVET.
The resource was well received, and discussion and feedback from QAAG has been
implemented into the resource as follows:
Summary of discussion points and
feedback from QAAG meeting on Draft 1
(9 June 2011)
Changes to create final resource (17
June 2011)
Final report Good Practice Guide to VET in Schools
20/07/2011
10
Responsibility of the RTO under the AQTF,
unless the schools in an RTO
Added detail to the section ‘Partnerships
and the AQTF 2010’
Vocational competency of teachers for
training and assessing VET – not clear
what qualifications/experience the
teachers have in a vocation
‘Trainer and assessor competency’ tool
amended to include reference to proof
of vocational qualifications at first page
of the tool (more detail of ‘vocational
competency’ is asked for later in the
tool).
Trainers and assessors must ensure they
refer to the current version of training
packages
‘Developing a learning and assessment
strategy’ tool amended to include
specific reference to consultation with
the current training package.
Specific reference to Condition 9, AQTF
2010 added.
Need for motivations for offering and
undertaking VET in schools need to be
clarified by all involved to see if these
are compatible; what are the outcomes
from a VET in schools program and are
parties are in agreement?
Advice/comment regarding mutually
compatible motivations and outcomes
added to introduction to ‘Are you ready
for a partnership tool’.
New key question added: ‘What are the
objectives or outcomes from offering VET
in schools?’ with suggestions for
consideration.
New key question added: ‘What are the
motivations for offering VET in schools?’
with suggestions for consideration.
Change of word – ‘government
incentive’ to ‘government initiative
‘when discussing motivations of schools
and RTOs.
Amendment to ‘Reviewing the
partnership’ tool to reflect the need to
revisit identified outcomes from the
development stages of the partnership.
Introduction to the ‘Training and
assessment strategy’ amended to
include the strategy can be used to
discuss and develop how to achieve
identified outcomes.
What will the pathway of VET in schools
result in? E.g. further education, job
opportunities, industry recognition of the
qualification
Amendment to ‘Are you ready for a
partnership’ tool to include a new key
question ‘What are the pathways for
students studying a VET in schools
qualification?’ with suggestions for
consideration.
Amendment to ‘Choosing an RTO tool’
to include asking the RTO about their
ability to advise on a qualification’s
pathway.
Final report Good Practice Guide to VET in Schools
20/07/2011
11
AQTF Element 1.2 regarding consultation
from industry
‘Developing a learning and assessment
strategy’ tool amended to include
consultation with industry about training
and assessment e.g. Industry Skills
Councils, local industry and any specific
advice from ISCs about implementing a
training package.
How would a school or RTO already in a
partnership use this tool?
New section ‘Where are you in the
process’ added to introductory pages
giving advice on how the tools could be
used for schools or RTOs already in
partnerships.
How do schools and RTOs establish
benchmarks to assess the quality of their
partnership?
Amendment to the ‘Getting ready for a
partnership’ tool to include this as a
suggested point of discussion between
partners.
Final report Good Practice Guide to VET in Schools
20/07/2011
12
Appendix I
Draft tools to support a partnership
Name of the tool Who the tool is for
(RTO, school, both) What the tool does
Getting ready for a
partnership BOTH
Questions for schools and RTOs to ask themselves to see if they
want to enter a partnership.
Skills analysis for
RTO staff RTO What skills do staff in the RTO need to work with schools?
VET and vocational
competency
assessment
BOTH What skills do staff at the school have and need to deliver
VETiS? How can RTO’s do to assist?
Choosing an RTO School Research for the school to find the ‘right’ RTO.
How to negotiate
the partnership BOTH Simple steps to agreement.
Implementing the
partnership BOTH
What does each partner need to do to implement the
agreement to delivery VETiS? This a key reference document for
the partnership.
Training and
assessment strategy BOTH
How will the RTO and school and others work together to
implement VET delivery and assessment?
Maintaining the
partnership BOTH How can you ensure the partnership keeps moving forward?
Contextualising
units of
competency
BOTH Are units of competency contextualised to the workplace that
student will experience learning and assessment in?
LLN in units of
competency BOTH
How to identify LLN requirements in a unit of competency to
better support learners
Planning an
assessment tool BOTH
A tool to develop competency based assessments for teachers
and trainers to work with.
Evaluating the
outcomes of
training and
assessment
BOTH What were the results of the VETiS partnership?
Reviewing the
partnership BOTH
What was the experience for each party working in
partnership? Would each work together again?
Final report Good Practice Guide to VET in Schools
20/07/2011
13
Appendix II
Final report Good Practice Guide to VET in Schools
20/07/2011
14
Appendix III: Workshop attendees
MELBOURNE, 23 May 2011
Name Organisation
Sam Franzi Catholic Education Office - Diocese of Sale
Jennifer Fleischer Victorian Curriculum Assessment Authority, VET Unit
Alison Wall Victorian Curriculum and Assessment Authority
Adam Nettleingham Berwick Secondary College
Penny Vakakis IMVC
Ashley Rohamally MEGT EDUCATION GROUP
Heath Blair Victorian Automobile Chamber of Commerce
Jenny Marks Sandringham College
Carmel Hempenstall Catholic Education Office
Lisa Howlett Highlands LLEN VETiS Cluster
Fiona Purcell Outer Eastern LLEN
Gay Gallagher TVET Australia
Kevin Redfern Automotive Training Victoria
Gary Buckeridge DEECD/EMR
Pam Jonas Victorian Teachers Associations
BRISBANE 26 May 2011
Name Organisation
Bob Barr Murwillumbah Adult Education Centre Inc T/A Murwillumbah Community
College
Robert Bingham Agnew School
Heddy Butler College of Natural Beauty
Jim Colley MEGT Education Group
Penelope Coore AHST
Grant Mills Blue Dog Training
Alier Morgan The Beauty House
Julie Niblett Brisbane Youth Education and Training Centre
Bede O’Brien Sunshine Coast Institute TAFE
Jenny Plant SkillsTech Australia
Mike Bareham Gold Coat Institute of TAFE
Cherie Thompson MEGT – Australian Apprenticeships Centre
Karyn Trapp Browns Plains High School
Final report Good Practice Guide to VET in Schools
20/07/2011
15
SYDNEY, 1 June 2011
Name Organisation
John Purcell MEGT Institute
Johanna Vance TAFE NSW - SWSI
Jamie Breden Newington College
Denise Johnston Health Information Management Association of Australia Limited
Magda Quinlan Catholic Education Diocese of Parramatta
Jacqui Austin NSW Department of Education and Training
David Mustafa Holmes Institute
Peter Hall The Armidale School (a technical trade school) and TrainingArm (an RTO)
Brendon Croft ATC Western Sydney Tas TechWest Sydney
Danielle Andrews Motor Traders' Association of NSW
Marianne Troop First Aid Plus Australia
Melissa Wyatt Taronga Training Institute
Mena Jones Vocational Education in Schools - NSW Department of Education and
Communities
Trish Thompson AIS (Association of Independent Schools) NSW
ADELAIDE 2 June 2011
Name Organisation
Maria Urbano Catholic Schools
Marilyn Wall Independent schools
Daphne Daniel Tyndale Christian School
Barbara Workman TAFESA
Margaret Thornton Department of Further Education, Employment, Science & Technology
Marina Borrello Department
Lise Windsor Training and Skills Commission
Heather Thomas Hamilton Secondary College RTO
Gaye Becis Theburton Secondary College
Karen Thornton MTC Training
Adam Waters ACPET
Dannii Armfield Quality Links
Malcolm Hughes DECS
Sophia Matiqsz DFEEST
Final report Good Practice Guide to VET in Schools
20/07/2011
16
Appendix IV Workshop Slides
Slide 1
Good Practice Guide for
VET in Schools
May 2011
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 Research
• National Quality Council
• Victoria University report (for NQC)
• National Centre for Vocational Education and
Research (NCVER)
• Australian Council for Educational Research
(ACER)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3 Language
• Teachers and trainers and assessors
– school system
– conducting learning and assessment
• VET trainers and assessors
– competency based training and assessment
– one person might be a trainer but not an
assessor and vice versa
– AQTF requirements for competency (VET and
vocational)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Final report Good Practice Guide to VET in Schools
20/07/2011
17
Slide 4 Key themes
• The nature of the relationship
• Workplace learning and assessment
• Vocational and VET competency
• Quality of assessment
• Aims of VETiS
• AQTF
What are your experiences?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 AQTF
Standard 3
Element 3.3
The RTO monitors training
and/or assessment services
provided on its behalf to
ensure that it complies with
all aspects of the AQTF
Essential Conditions and
Standards for Continuing
Registration.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6 What’s available
Supporting documents
• Sample contracts
• Assessment guidelines
• Workplace learning guidelines
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Final report Good Practice Guide to VET in Schools
20/07/2011
18
Slide 7
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 www.nqc.tvetaustralia.com.au
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9 Models for VET in Schools
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Final report Good Practice Guide to VET in Schools
20/07/2011
19
Slide 10 Models for VET in Schools
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 Activity 1
Divide into groups that will represent the
views of schools or RTOs
For the Schools group
• What are your expectations of RTOs that
you form partnerships with for VETiS?
For the RTO group
• What are your expectations of schools that
you form partnerships with for VETiS?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12 Activity 2
Sort cards into 3 groups:
• Allocate responsibility for each action to:
– schools
– RTOs
– both school and RTO
• Prioritise the actions
• Are there other strategies you would like to
add?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Final report Good Practice Guide to VET in Schools
20/07/2011
20
Slide 13 Other partnerships – RTOs and
enterprise/industry
Are you ready?
Negotiating Implementing MaintainingEvaluation and review
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 Successful partnerships
• Ongoing dialogue
• Trust and respect
• Working together to develop programs
• Flexibility in training and assessment
arrangements
• Commitment to a common goal
• Sharing ideas
• Common language
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 15 Draft tools
• How can we support schools and RTOs in
their relationships with each other to
engage in successful delivery of VETiS
programs?
• Strategies and tools can help provide
guidance and ideas for action
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Final report Good Practice Guide to VET in Schools
20/07/2011
21
Slide 16 Activity 3
In groups, choose a tool...discuss
1. Who would use this tool in your
organisation?
2. At what stage should the tool be used?
3. How could the instructions for the tool be
made clearer?
4. Overall usefulness of the tool
5. What other comments do you have?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 Additional tools?
• Mentoring
• Developing relationships with industry and
employers
• References
• Contact lists or bodies
• Glossary of definitions
• Anything else?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 18 Conclusions
• Why deliver VETiS?
• Benefits of partnership
• Goodwill among schools, VET and
industry
• Support is available
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Final report Good Practice Guide to VET in Schools
20/07/2011
22
Slide 19 Where to next?
• More consultations
• Timelines for final guide and circulation
• Any more comments by 1 June to
...thank you!
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Final report Good Practice Guide to VET in Schools
20/07/2011
23