What does NSW understand by the terms:
- vocational learning and
- structured workplace learning

Vocational education and training refers to appropriately accredited and industry specific entry level training programs that deliver competencies endorsed within the National Training Framework and certification of industry accredited training aligned to the Australian Qualifications Framework.

Vocational learning is general learning that has a vocational perspective. Vocational learning in NSW schools is directed towards the development of generic work-related competencies and skills including elements such as enterprise education, career education and community based learning. Vocational learning in the curriculum aims to build an awareness of the work people do and helps to promote the message that work, education and training are inter-related aspects of life ahead. All students should experience vocational learning at each year level throughout their schooling.

In NSW structured workplace learning serves a variety of purposes, most but not all of which conform to the MCEETYA Taskforce definitions.

In the compulsory years of schooling, workplace learning is described as work experience. Work experience programs provide an orientation to the world of work without a planned program of industry recognised skill development. In the post compulsory years, structured workplace learning is more commonly known as work placement in NSW schools. Years 11 and 12 students undertake a work placement as part of most HSC VET courses. The Board of Studies has developed a set of principles to define work placement in the HSC. These principles encapsulate the MCEETYA definition of structured workplace learning.

What initiatives/programs are being planned or implemented in NSW in vocational learning and structured workplace learning and in what years?

NSW Board of Studies initiatives include the following:

In Stage 6 (Years 11-12) Vocational Education and Training seven VET industry curriculum frameworks have been derived from national training packages. Each framework contains a range of industry accredited vocational courses which provide students with the opportunity to gain VET certificates or statements of attainment within the AQF (Australian Qualifications Framework) and the Higher School Certificate.

Under current arrangements VET courses can contribute to the calculation of the UAI. The contribution is based on completion of the required industry competencies and a written examination set and marked by the Board of Studies and conforming to the New HSC outcomes-based standards referenced model. Framework courses are classified as Category B by the universities. This means that no more than two units from VET courses can contribute towards the calculation of the UAI.

The Stage 6 Work Studies Content Endorsed Course (CEC), which includes vocational learning and structured workplace learning through a core and optional modules, is being revised.

For 2001 the Board has approved the Stage 5 Work Education syllabus which includes vocational learning and 30 hours of structured workplace learning in an optional 100 hour course. This course assists students to gain an understanding of work and workplaces.

The Aboriginal Career Aspirations Program, a Stage 4-5 cross curriculum program focusing on the needs of Aboriginal students, is currently being piloted in 10 schools. It is designed to enhance career education and education to work opportunities for Aboriginal students. The results of the pilot and accompanying research programs will have implications for the way in which work education is approached for all students.

Government school initiatives include the following:

The school to work planning program for Years 9 and 10 assists students to develop individual school exit plans and record their work-related skills and experiences. This initiative is part of the Ready for Work Plan: School to Work Program.

Careers markets, education and employment seminars provide information to students in Years 9 —12 about post-school options.

Career and work education resources for students and teachers such as up-to-date resources on employment and training within selected industries are being developed in collaboration with key industry groups.

Practice firms simulate business organisation and operations. Through the Practice Firms program students in Years 9-12 develop a practical understanding of business through working closely with a business partner.

There are several high profile programs run by external agencies, which contribute to enterprise and career education by encouraging students to develop business skills. The best known of these programs are Australian Business Week, Young Achievement Australia’s Business Skills and A Business Enterprise.

Structured workplace learning (work placement) initiatives include:

Courses in each of the seven Industry Curriculum Framework areas have a mandatory work placement (structured work placement) component. At least one 240 hour course in each framework has a written examination option which students can choose to undertake so that the result can be included in the calculation of the UAI.

There are also other HSC VET courses available in other industry areas. These courses count as part of the HSC but do not have a mandatory work placement component.

School based part-time traineeships, as part of the New HSC, are another growing area of vocational learning available to students in NSW. Trainees engage in a contract of training and are paid for their work.

What is the rationale for having vocational learning and structured workplace learning in the compulsory years?

The NSW Board of Studies does not provide for VET and structured workplace learning in the compulsory years. The Board does however, provide vocational learning in the curriculum in the compulsory years.

Vocational learning is an important curriculum area which provides students with opportunities to develop skills to successfully complete the transition from school to employment or further education and training and to foster in them the desire for lifelong learning irrespective of what they may choose to do after Year 10.

Vocational learning programs in primary and secondary schools provide students with a vocational awareness and orientation through opportunities to be better informed about their options in work, workplaces, further education and training. Such programs include career and work education, enterprise and community-based learning, education and business partnerships.

In relation to structured workplace learning, many employers are supporting the move to a more structured approach to workplace learning in better preparing students for the transition from school. Structured workplace learning provides opportunities for formal assessment of a range of skills and knowledge in a real work setting.

How are the vocational learning initiatives/programs in the compulsory years linked to those in the post compulsory years?

As the Board of Studies does not provide VET and structured workplace learning in the curriculum in the compulsory years there is no direct link to those provided in the post compulsory years.

However, vocational learning provides a set of competencies and foundation skills and knowledge within the curriculum during the compulsory years that are continually developed and refined throughout the ensuing years.

Vocational learning initiatives and programs in the compulsory years provide students with:

• transition planning into post-school life;
• accurate and relevant advice on post-school options for future employment, further education and training;
• opportunities to undertake work-based learning;
• opportunities to develop and apply generic work-related skills and competencies such as the skills required for teamwork, problem solving, interpersonal communication and self-reliance;
• a foundation for future vocational education and training.

How might any issues identified in the middle years of schooling (see 3. above in Middle Years of Schooling) impact on vocational learning in Years 9 and 10? What are the curriculum implications?

Vocational learning in Years 9 and 10 addresses key competencies and content related to work and employability. Any implications from current work at the Board and other developments related to the middle years of schooling will be addressed in future syllabuses.

Vocational learning programs in Years 9 and 10 need to build on prior learning in the middle years. Students start gaining awareness about the world of work and their place in it from primary school through study of the Human Society & Its Environment K-6 syllabus. In Years 9 and 10 NSW schools can offer a work education course that builds on this understanding. A number of externally run programs are also available to schools to support student development of business skills in those years.

It is also important that the curriculum include, in addition to specialised learning area outcomes, outcomes related to vocational learning which are cross-curriculum. The NSW Board of Studies’ current review of the Years 7 to 10 curriculum in NSW will look at how ‘work-ready’ concepts and skills can be incorporated across all learning area syllabuses.