Program Providers Funding Description Issues/Barriers & Agency Principles Victorian Various TAFE Victorian Provides a The way in which English proficiency requirements Certificate of Department of recognised are indicated (or not at institutes Education and all) are not consistent or Applied Childhood credential that is transparent across Various Learning Development an alternative to programmes. secondary (VCAL) (DEECD), Skills the more schools and Possible solutions: Use a Victoria academically - including colleges single proficiency scale (formerly OTTE) oriented VCE. (such as the International General, in the Various Adult Second Language Has four Proficiency Ratings Department of Themed & Community components: [ISLPR]) or develop an Innovation, Community Education explicit translation Literacy and Industry and (ACE) between scales. Neither Numeracy Skills; Regional providers of these solutions is Work Related Development easy or cheap. Skills; Industry (DIIRD) and Note: This item applies Specific Skills; Adult to all the programs listed and Personal Community & in the Mainstream Development section of this document. Further Skills. [4,5] Education (ACFE) in the Prerequisites – Department of inconsistent understanding and Planning and application of level Community moderation across Development education providers. (DPCD) [4,5] Many providers do not deliver the VCAL in its full flexibility that would allow the needs of migrants and humanitarian students to be more fully met. [1,2,3,5] Problems of accommodating the VET OHS requirements with the language proficiency of students. [3,5] Access depends on assumed minimum language attainment. [3,5]
Program Providers Funding Agency Description Issues/Barriers & Principles Victorian Certificate of Applied Learning (VCAL) - including General, Themed & Community Various TAFE institutes Various secondary schools and colleges Various Adult Community Education (ACE) providers Victorian Department of Education and Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) Provides a recognised credential that is an alternative to the more academically oriented VCE. Has four components: Literacy and Numeracy Skills; Work Related Skills; Industry Specific Skills; and Personal Development Skills. The way in which English proficiency requirements are indicated (or not at all) are not consistent or transparent across programmes. Possible solutions: Use a single proficiency scale (such as the International Second Language Proficiency Ratings [ISLPR]) or develop an explicit translation between scales. Neither of these solutions is easy or cheap. Note: This item applies to all the programs listed in the Mainstream section of this document. [4,5] Prerequisites – inconsistent understanding and application of level moderation across education providers. [4,5] Many providers do not deliver the VCAL in its full flexibility that would allow the needs of migrants and humanitarian students to be more fully met. [1,2,3,5] Problems of accommodating the VET OHS requirements with the language proficiency of students. [3,5] Access depends on assumed minimum language attainment. [3,5]
pathways-transitions-2008_accessd.docx