Victorian secondary school students who intend on going to university could be impacted if they study vocational education and training (VET) ‘scored’ subjects as part of their Victorian Certificate of Education (VCE), according to new research released today.
Undertaken by the Melbourne Institute of Applied Economic and Social Research for NCVER, the study examined the experiences of Victorian secondary school students in 2011 who completed ‘scored’ VET subjects—known as VCE VET subjects. It focussed on whether taking these subjects affects their entry to university, in terms of the impact on university entry scores, receiving a university offer, and receiving an offer in a preferred course. This cohort made up less than 10% of all Year 12 completers in 2011 in Victoria.
Average university entry scores for VCE VET subjects are estimated to be six points lower than if a student had selected a general subject. This could reduce a student’s chance of receiving a university offer from 79% to 67% on average.
“This is an important study as it is the first to attempt to examine any impacts of taking a scored VET subject in Victoria on direct university entry,” said NCVER Managing Director Dr Craig Fowler.
Early in the last decade, VET in Schools programs were broadened to enable subjects to be scored and therefore count towards both nationally recognised training and a university entrance score. Scored VET subjects are assessed in a similar manner as general subjects.
“While the impact is on a small proportion of students overall, the research highlights an apparent adverse outcome of a pathway intended to offer students the best opportunities to pursue the post-school studies most suited to their ability and motivation,” said Dr Fowler.
This study was focussed on VET ‘scored’ subjects only and did not consider other pathways such as completion of a diploma course and participation in other post-school VET study, or employment outcomes. VET in Schools is an important alternative pathway and means of aiding transition to further study and work.
NCVER has also published Entry to vocations: building the foundations for successful transitions by Kira Clarke, which examines how VET in Schools programs can be strengthened to lead to careers. It identifies a number of strategies, including better alignment of the vocational curriculum with labour market opportunities and making explicit connections between VET undertaken at school and post-school VET.
Copies of Does scored VET in Schools help or hinder access to higher education in Victoria? are available from www.ncver.edu.au/publications/2770.html
Copies of Entry to vocations: building the foundations for successful transitions are available from www.ncver.edu.au/publications/2769.html
These projects were managed by NCVER and funded through the National VET Research Program by the Australian Government and state and territory governments, through the Department of Industry.
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