What does your state/territory understand by the terms:
- vocational learning and
- structured workplace learning

The definition for Vocational Education that is shared (but nor formalised) by government and non-government school sectors in WA is: "…… is the attainment of knowledge and skills relevant to employment. It involves the acquisition of demonstrable competencies, contains an element of Structured Workplace Learning and accredited courses (at post-compulsory level) that integrate National Training Modules or Units of Competency". The broader definition emerging for vocational learning, encompasses the above, together with authentic contexts for making learning relevant and exploring career pathways.

Structured Workplace Learning is based on skills lists written for a variety of industry based subjects which are accredited by the Curriculum Council and relates only to the post-compulsory years. These subjects do not necessarily have to be done under the umbrella of the Australian Recognition Framework.

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

Individual schools undertake initiatives and programs in the areas of work experience and career planning for the compulsory years. In the post-compulsory years the Curriculum Council recognises student achievement in all VET curriculum and Training Packages. Schools may embed a choice of modules or competencies in appropriate accredited subjects including Tertiary Entrance Subjects. They may also offer modules or competencies outside Curriculum Council subjects for recognition on the Statement of Results providing they are undertaken within the Australian Recognition Framework.

Exploratory curriculum development work is being conducted as part of the Post-compulsory Education Review. One project is testing ways in which vocational learning (knowledge and skills explicitly linked to industry areas and/or underpinning units of competency) and VET studies (units of competency developed off-the-job and through workplace or community-based learning) may be embedded in Courses of Study. These exploratory Courses of Study are course templates based on selected general education outcomes and around which schools will develop teaching, learning and assessment programs. For each outcome a post-compulsory scale of achievement will be used as the key diagnostic, assessment and reporting tool. It will be possible to map the linkage between selected units of competency and some Course of Study outcomes and to position the unit of competency achievement on the scale of achievement for these outcomes.

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

There is currently no statewide position (including rationale) for vocational learning and structured workplace learning in compulsory years.

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

The linking depends on individual school decisions and the programs that they offer.

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?

The broad definition for vocational learning that is emerging in this state has the capacity to address all the issues highlighted in Q3 (in the previous section). For example it is acknowledged that there is a need to cater for Aboriginal students in compulsory years through the provision of vocational learning prior to their leaving school. Pilot programs currently being offered are showing promising results in meeting the needs of these students.