Figure 3-2 below displays the post school destinations of Year 12 graduates by Certificate level. The data is strongly suggestive of the fact that students achieve stronger overall pathways by undertaking Certificate II and III VET courses, particularly in relation to campus based VET. Figure 32 Post-school destinations of 2013 Year 12 Graduates by highest AQF level of VET in Schools activity, deferees identified, 2014 Source: ACT graduate destination survey There are strong arguments supporting the proposition that only enrolments in Certificate II and above should provide the basis for credit in Year 12. Credit for VET competencies Across states and territories VET provides credit for the SSC in a number of ways: credit as a study or course like other courses where the VET qualification is “packaged as senior secondary course” as is the case with BSSS accredited “A”, “T” and “M” VET courses credit according to the Certificate level for completed qualifications credit for qualifications and competencies based on volume of learning. This is the case in the ACT for “E” courses and for ASBA students. Where credit is provided on the basis of volume of learning, in each of the other jurisdictions examined as part of this Review, nominal hours of training are used to determine credit. This provides the basis for a standardised amount of credit to be given for the completion of the same competencies. In the ACT, current practice is to provide credit for the volume of learning. This is based on actual hours of training activity, or an estimate thereof. This can result in students receiving varying amounts of credit for the same competency or set of competencies. A number of stakeholders consulted for this Review expressed concern with the inequity of this arrangement. ETD has developed a formula which can be used to convert reported competencies to nominal hours that would address this concern. Consultation with the Office of the BSSS indicated that a review of certification in 2014 had led to this practice being the subject of recent consideration by the BSSS. In the Board’s consideration of the use of ‘nominal hours’, ETD’s formula was trialled in a college. Feedback on this trial suggested the time cost of using the formula was high. The administrative complexities associated with adopting a nominal hours approach combined with the relatively small volume of credit being awarded on this basis and the relatively small variation between the credit
Figure 3-2 below displays the post school destinations of Year 12 graduates by Certificate level. The data is strongly suggestive of the fact that students achieve stronger overall pathways by undertaking Certificate II and III VET courses, particularly in relation to campus based VET. Figure 32 Post-school destinations of 2013 Year 12 Graduates by highest AQF level of VET in Schools activity, deferees identified, 2014 Source: ACT graduate destination survey There are strong arguments supporting the proposition that only enrolments in Certificate II and above should provide the basis for credit in Year 12. Credit for VET competencies Across states and territories VET provides credit for the SSC in a number of ways: credit as a study or course like other courses where the VET qualification is “packaged as senior secondary course” as is the case with BSSS accredited “A”, “T” and “M” VET courses credit according to the Certificate level for completed qualifications credit for qualifications and competencies based on volume of learning. This is the case in the ACT for “E” courses and for ASBA students. Where credit is provided on the basis of volume of learning, in each of the other jurisdictions examined as part of this Review, nominal hours of training are used to determine credit. This provides the basis for a standardised amount of credit to be given for the completion of the same competencies. In the ACT, current practice is to provide credit for the volume of learning. This is based on actual hours of training activity, or an estimate thereof. This can result in students receiving varying amounts of credit for the same competency or set of competencies. A number of stakeholders consulted for this Review expressed concern with the inequity of this arrangement. ETD has developed a formula which can be used to convert reported competencies to nominal hours that would address this concern. Consultation with the Office of the BSSS indicated that a review of certification in 2014 had led to this practice being the subject of recent consideration by the BSSS. In the Board’s consideration of the use of ‘nominal hours’, ETD’s formula was trialled in a college. Feedback on this trial suggested the time cost of using the formula was high. The administrative complexities associated with adopting a nominal hours approach combined with the relatively small volume of credit being awarded on this basis and the relatively small variation between the credit
Final-Report_Review-of-VET-in-ACT-Public-Schools-2-Dec.docx