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This paper reviews a selection of the policy, curriculum, operational and research literature associated with the recognition of vocational education and training (VET) within the Victorian senior secondary certificates: the Victorian Certificate of Education (VCE), and the Victorian Certificate of Applied Learning (VCAL). The central tenet of this paper is that VET in Victorian schools serves multiple purposes and in doing so it offers both risks and opportunities. While the outcomes of the Victorian VET programs achieve national recognition, the recognition of these programs for broader educational certification has become diverse and complex. We use statistical participation data to argue that the incorporation of VET into these senior secondary certificates, appeals to students and offers increased options and pathways in the post-compulsory years of schooling. A range of assessment strategies and procedures have been developed to assist in the recognition of VET within these senior secondary school certificates. In particular, scored assessment and its contribution to national tertiary entrance scores is at the centre of the debates over recognition of VET within VCE. Also in this mix for recognising VET within the senior secondary certificates are pre-apprenticeship programs, school-based apprenticeships and traineeships. The operational, procedural and research literature associated with the complexities of the tandem usage of competency-based and scored assessment are reviewed as they apply in the Victorian context. As with the VCE, VET is also incorporated into VCAL programs through the industry specific and work-related skills streams. VET is mandatory within the intermediate and senior levels of VCAL. The paper tries to identify and discuss the complexities in this area of VET provision.

Published abstract.

Available papers from the 11th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 92.459 to TD/TNC 92.499 and from TD/TNC 92.701 to TD/TNC 92.716. Show less

This chapter begins by offering a definition of vocational education and training (VET) followed by a discussion of the economic and political forces that shape the VET sector and an examination of the relationship between vocational and higher education. The chapter goes on to provide a comparison of the VET systems in different countries. VET qualifications, accreditation and credentials are looked at and the discussion broadens to cover VET curriculum, learners and teachers. The chapter concludes with a discussion of tensions within VET, including the problematic nature of competency based training and assessment, the tension between VET and higher education in terms of status and whether VET is effective in meeting the needs of the unemployed and disadvantaged. However, the main concern expressed in this chapter is about the nature of VET in as much as it is the main sector of education offered by the state to working people. It is essential that the education offered by VET responds to change and provides an education that is worthwhile.

The complete volume is indexed at TD/TNC 76.380; selected individual chapters are indexed from TD/TNC 76.381 to TD/TNC 76.392. Show less