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The Preparing Secondary Students for Work framework encourages schools to integrate vocational learning and vocational education and training (VET) into secondary schooling. It provides resources and tools to implement and enhance career education and vocational learning programs.
To be held at the ICC, in Sydney on 15 November, the ATAs recognise education practitioners, students, apprentices/trainees, schools, industry bodies, registered training organisations and businesses for their outstanding contribution to skilling Australia.
Record funding is being provided for child care, schools and universities and will invest in targeted programs to support stronger educational outcomes as part of a plan for a stronger future.
The minimum standards for registration are set out in the Education and Training Reform Regulations 2017. Schools and non-school education providers must meet their sector-specific minimum standards to be registered and operate in Victoria.
Edtech decision makers currently select and implement technologies with almost no information about what is likely to work in their schools. This report argues for a national quality assurance process for edtech, with clear criteria and robust and transparent assessment process.
The VCAA is a statutory authority primarily accountable to the Minister for Education, serving both government and non-government schools. The VCAA is also responsible to the Minister for Education and the Minister for Training and Skills in relation to sections of Part 2.5 of the Act that they administer.
This research synthesis analyses the reasons behind students choosing to study VET programs in schools. It looks at models of delivery, quality of delivery, the short and long term outcomes achieved and how these provide school students with a head start to their career pathways.
This paper discusses the Vocational Major which was introduced in Victoria, Australia in 2023 to raise the status of Vocational Education and Training (VET). To address demand for qualified VET teachers in secondary schools, VET trainers without a teaching qualification are granted permission to teach VET.
AITSL link to report on the need for a high quality and sustainable workforce of VET teachers/trainers and assessors in schools that can meet the diverse needs of secondary students, and maintain the quality and industry relevance of the vocational education and training being delivered.
This paper focuses on reasons for choosing and participating in VET programs delivered in schools; models of delivery; quality of delivery; and outcomes, both short and medium-term, from these programs. Current knowledge gaps are identified with areas for further research suggested.
The Inclusive Classroom was a series of webinars aimed at improving knowledge of Microsoft accessibility tools. The sessions were delivered by Troy Waller, learning delivery specialist and accessibility lead for Microsoft Australia Education. The diversity of learning needs of students requires schools, VET and Universities to provide inclusive and accessible learning environments that inspire confidence and encourage independence differently for each student.
This year's National VET Conference enables you to select areas of learning that are of value to YOU and your professional development experience. This week we take a look at some topics that enable you to consider the vocational learning needs and experiences undertaken by learners in schools ....
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