Executive summary

What makes vocational training programs in schools work? A study of New South Wales and Queensland schools

This project investigated the views of various stakeholder groups in relation to school-based vocational education and training (VET) programs (that is, any VET subject or course taken by a senior secondary student while enrolled in Years 11 and 12 at school) in ten New South Wales and Queensland schools over a three-year period, from 2000 to 2002. In particular, it examined the objectives and expected outcomes of VET in Schools programs for four stakeholder groups:

• students
• school VET coordinators
• trainers
• employers.

The research found that, at a broad level, the two main objectives of these school-based VET programs—facilitating the transition between school and work, and providing a highly skilled workforce—were common to governments, schools and other training organisations, students, and employers. There was, however, considerable diversity at the local level in the implementation of the school-based VET programs. The approach to VET was influenced by factors as diverse as government policies, resources available within a school or community, parental perceptions, and the strength of community networks.

The majority of schools stated that their objective in offering a VET program was to provide a broader curriculum, which was also appropriate and relevant to the majority of students in Years 11 and 12 and allowed for multiple post-school pathways. However, most schools anticipated the demand for VET courses would be from students of lower academic ability. Moreover, the range of subjects offered depended on resources in the school and local community.

VET courses offered self-paced learning in a non-competitive environment, a context which increased motivation and allowed individuals to achieve generic as well as specific skills. Students reported that they found this mode of delivery suited their learning styles. Smaller classes and different teaching approaches were preferred by all students, but especially by those with lower academic ability and whose overall attitude to school improved as a result of their participation in VET.

Employers and trainers reported that their involvement in school-based VET programs was positive, resulting in the selection of future employees for employers, and giving both employers and trainers the opportunity to become more involved in training and in the development of training programs. However, some of the smaller employers felt that elements of existing training packages had been developed in consultation with large firms and were not in line with work practices in small business. They would therefore welcome further input into the design of training packages.

There was some debate among the stakeholder groups about the most valued outcome from participation in school-based VET programs. While the acquisition of formal VET qualifications was perceived to be of greater importance to the schools and trainers, one-third of students and one-half of all employers were more focused on developing generic skills than on pursuing a specific job pathway. The generic and personal skills included work ethics, self-confidence, commitment, enthusiasm, teamwork, maturity and good communication.

Nationally recognised qualifications were expected to facilitate transition to further education through articulation to tertiary institutions. However, a number of students had difficulty in receiving recognition of prior learning when enrolling in training institutions. This resulted in students having to pay for modules they had already undertaken.

VET courses with a structured workplace component were highly regarded by students, coordinators, trainers and employers. Employers valued work placement as a means for students to achieve work readiness. Students, on the other hand, valued the opportunity to practise work skills, but also to experience real job application processes, and to experiment with different career pathways.

These findings suggested the desirability of increased integration of the vocational education and general education curriculum. However, the research also identified factors that constrained the introduction of a broader curriculum. These factors are:

• the traditional culture, structure and resourcing of schools which affect the degree of flexibility needed for integrating the vocational and general education curriculum, potentially leading to an undervaluing of VET and reinforcing a parental preference for their children to be university-bound
• the prerequisite subjects of tertiary institutions, as well as other post-school career options, necessitating the maintenance of parallel timetabling (general education courses held at the same time as VET courses)
• the need to provide more individualised education and training programs for VET students compared with general education students
• the greater cost of VET courses, compared with general education subjects, which can cause difficulties in the allocation of resources between programs
• the competing priorities of the three delivery organisations for VET courses (schools, training organisations and employers)

Several suggestions emerged for reducing these constraints.

• Objectives and expected outcomes for each type of VET course needed to be better defined.
• Students needed to receive more informed advice and information about VET.
• More had to be done to market the value of VET to parents and the wider community.
• School-based VET programs needed long-term funding guarantees which took into account the additional costs of administration, materials and professional development for staff.
• The school timetable had to become more flexible.
• Coordination between stakeholder groups must be strong. This could be achieved by creating local management committees.
• Articulation from school to university and other further education needed to be streamlined.

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