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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 about
school-based vocational education and training (VET) programs (specifically,
VET in Schools programs) in five New South Wales and five Queensland
schools during the period 2000—02.
- The schools and communities involved in this study saw positive results
from their school-based VET programs, although the various stakeholders
emphasised different outcomes.
- Governments, schools and training
organisations emphasised the attainment of specific skills and
qualifications.
- Students and most employers emphasised the development
of personal qualities and generic work skills.
- Traditional pathways from school remain the norm and are influenced
by the structure of the school curriculum.
- Those students taking
all or mainly general education subjects anticipated going on
to full-time study.
- Those students taking all or mainly VET subjects
aspired to full-time apprenticeships or full-time work.
- VET courses with a structured workplace component were highly regarded
by students, coordinators, trainers and employers.
- For employers,
work placement allowed students to achieve a degree of work readiness.
- Students were able to practise work skills, experience real job
application processes and experiment with different career
pathways.
The author's view is that long-term and adequate funding, restructuring
of the school timetable and greater integration of community resources
have the potential to generate increased efficiency in the delivery of
school-based VET programs and enable multiple post-school pathways. However,
cultural change within schools, as well as changed perceptions of the
status of vocational education and training, is needed.
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