Contents
Introduction and Acknowledgements
1
Background
4
•
State Training Strategy
The Seven Key Stages of the School Based Traineeship Process
•
•
•
Roles and Responsibilities
Checklist
Partnerships for Structured Workplace Learning and School Based Traineeships
5
6
7
9
10
PPllaannnniinngg SSttaaggee
1111
TTrriiaall SSttaaggee ((OOppttiioonnaall))
4422
IIm
mpplleem
meennttaattiioonn SSttaaggee
5522
IInndduuccttiioonn SSttaaggee
7799
CCoom
mm
meenncceem
meenntt SSttaaggee
8844
•
•
•
School Based Traineeship Models
Promoting School Based Traineeships
Work Readiness of Students
Structured Workplace Learning
•
•
•
•
•
•
•
•
•
•
Student Graduation
School Organisation
Parent Consent
Registration of the Training Contract
Memorandum of Understanding
Legal Obligations
School Based Traineeships Induction Format
Employer Incentives
New Apprenticeships Centres
VET Census and funding arrangements for School Based Traineeships
IInn TTrraaiinniinngg SSttaaggee
•
•
•
•
•
Assistance Resources
The Training Record Book
Mentoring
Duty of Care Requirements
Provision for Students with Disabilities
CCoom
mpplleettiioonn SSttaaggee
•
•
•
•
Certification
School Records
Thanking the Employer
Student Awards
12
26
29
43
53
56
59
62
69
80
81
85
86
87
8899
90
95
99
101
104
110077
108
110
111
112
Frequently Asked Questions
114
School Case Studies
119
Glossary
130
CDROM
The CDROM contains Word and PDF documents for School Coordinator use. School Coordinators
may wish to print the’ contents.txt file’ from the CDROM for a complete list of the contents of the
CDROM. This guide notes files contained on the CDROM as they appear or are referred to in the text.
TITLE: The Guide to School Based Traineeships for Western Australian
Government Schools.
SCIS NO. 1132297
ISBN 0 7307 4036 6
©Department of Education and Training 2003
Reproduction of this work in whole or part for educational purposes, within an
educational institution and on condition that it is not offered for sale, is permitted by
the Department of Education and Training.
This material is available on request in appropriate alternative formats including
Braille, audiotape and computer disk.
For further information please contact:
Vocational Education and Training (VET) in Schools
Department of Education and Training
151 Royal Street
EAST PERTH WA 6004
Telephone:
Facsimile:
URL:
(08) 9264 4783
(08) 9264 4629
http://www.eddept.wa.edu.au/vet
Introduction
School Based Traineeships are designed to allow high school students to commence paid
employment whilst completing their school education. As such, School Based Traineeships are
an excursion. An excursion is defined under the Excursions: Off School Site Activities Policy, 2003,
as “any student-learning activity conducted off the site of the school, at which the student is enrolled,
that is organised or managed by a member of teaching staff employed under s237 of the School
Education Act 1999 and has gained the appropriate approval(s). The minimum level of approval for
all excursions is that of the principal.”
This guide documents the roles and responsibilities of key stakeholders in the School Based
Traineeship process and has been created to assist School Coordinators accessing School Based
Traineeships for their students. As such, it provides references to:
current State guidelines,
relevant Department of Education and Training policies,
promotional materials,
school case studies, and
the School Based Traineeships CDROM, which provides PDF copies of forms, and Word
templates that may be reproduced or modified to suit individual school needs.
•
•
•
•
•
Policy and Research
The Department of Education and Training’s Workplace Learning Procedures and Guidelines,
2003 underpins the implementation of School Based Traineeships in Western Australia as it is an
application of the Excursions: Off School Site Activities Policy, 2003. It provides the lawful orders
for all Department of Education and Training employees with respect to Work Experience,
Structured Workplace Learning and School Based Traineeships.
The information in this guide is also based on the principles related to success factors that have
been developed through research. These principles include:
•
•
•
•
•
recognising that lead time is required to consider and complete planning tasks for
successful implementation;
stakeholders being prepared to share the responsibility of sourcing employers;
an agency providing dedicated resources to identify jobs;
employers and Registered Training Organisations sharing common and documented
understandings for training, delivery and assessment; and
stakeholder awareness of their own and others’ roles and responsibilities during the
School Based Traineeship, as implemented.
Industry Areas
Since the commencement of record keeping in 1997, the uptake of School Based Traineeships in
Western Australia has involved the completion of Certificates in Aluminium Shipbuilding,
Agriculture, Land Conservation and Restoration, Automotive, Business, Community and Health
Services, Engineering, Food Retailing, General Construction, Horticulture, Hospitality, Meat
Processing, Printing and Graphic Arts, Public Sector Administration, Retail Operations,
Tourism, and Transport and Distribution.
There is further scope in the future to increase the number and type of School Based
Traineeships, to reflect industry and local employment demands.
1
Acknowledgements
Zoe Stanley, the compiler/editor of this guide, would like to thank each of the individuals and
organisations that made the creation of this guide possible. They include:
Vanessa Aikins, EVE Coordinator, Canning District Education Office
Apprenticeship and Traineeship Branch
Darren Arland, Client Service Manager, RiskCover
Kathryn Berry, Senior Policy Officer, VET in Schools
Judith Block, Senior Policy Officer, Student Services
Andy Chapman, VET Coordinator, Broome Senior High School
Kylie Cornford, Coordinator Client Services, Personnel and Payroll Branch
Kate Coughlan, A/Senior Policy Officer, Strategic Human Resources
Carol Elias, VET Coordinator, Shenton College
Lynn Francis, VET Coordinator, Thornlie Senior High School
Sharon Gilgallon, EVE Coordinator, John Forrest Senior High School
Joan Grieve, Regional Coordinator, SEITA
Trevor Henderson, EVE Coordinator, Kimberley District Education Office
John Heyward, Safety and Health Consultant, Employee Support Services
Lynn Hughes, Senior Policy Officer, VET in Schools
Maryanne Hughes, EVE Coordinator, KIEP
Marie-Louise Hunt, Awards Coordinator, Westscheme
Graham Hunter, VET Coordinator, Rockingham Senior High School
Matthew Jones, R/Principal Policy Officer, VET in Schools
Steve Kitching, EVE Coordinator, Fremantle-Peel Education District Service Centre
Andrew Lindjem, Research Officer, Information, Electrotechnology and Utilities ITC
Robin Lukosius, Assistant Publications Officer, Communications and Public Relations
Iain McDougall, General Manager, Hospitality Group Training
Barrie McMahon, Manager Post Compulsory, Curriculum
Helen Maitland, VET Coordinator, Sevenoaks Senior College
Mark Meacham, HR Project and Policy Officer, Strategic Human Resources
Maureen Michell, Regional Coordinator, SEITA
Sue Millard, A/Research Analyst, Apprenticeship and Traineeship Branch
Louise Morrison, Senior Project Officer, 15-19 Year Olds Working Group
Maggie Mortimer, CAVE Coordinator, Eastern Goldfields Senior High School
Marilyn McCutcheon, Lecturer/WPA Office Administration and Technology, Challenger TAFE WA
Jenny Morup, Manager Certification and Examinations, Curriculum Council
Gastone Mucciarone, Senior Policy Officer, Strategic Human Resources
Alf Mungioli, VET Coordinator, Kwinana Senior High School
Tony Nikola, VET Coordinator, Geraldton Secondary College
Rod Nunn, CAVE Coordinator, Ballajurra Community College
Celia Richards, Publications Officer, Communications and Public Relations
Sandra Robinson, EVE Coordinator, SWAN District Education Office
Peter Rudrum, A/Curriculum Manager VET and Technology and Enterprise, Curriculum Council
Suzanne Seinor, Curriculum Officer, Central CSSN – Arts
Fred Selley, Consultant, AMA New Apprenticeships Centre
Jo Shiels, Registrar, Apprenticeship and Traineeship Branch
Faye Sivwright, Regional Coordinator, SEITA
Marnie Smith, Coordinator Indigenous School Based Traineeships, SMYL Community Services
Beverley Sykes, Project Officer, Waroona Harvey Education Business
Transport and Storage Industry Training Council
Kingsley Tringas, A/Senior Personnel Officer, Staffing
Don Tuxford, Program Manager, Fremantle TAFE WA
Judith Uren, Manager VET System Planning, SPIA Directorate
Marilyn Yates, Senior Curriculum Officer, Technology and Enterprise
Lien-na Wai, A/Business System Officer, HR Systems
2
Your Feedback on
The Guide to School Based Traineeships
for Western Australian Government Schools
Your constructive comments/ suggestions as a practitioner are valued. Please complete and
return this page marked ‘Private and Confidential’ to:
Zoe Stanley
A/Senior Policy Officer
VET in Schools
Department of Education and Training
151 Royal St
EAST PERTH WA 6004
or
email: [email protected]
Contact Person:
Position:
School:
Phone:
email address:
Additional information required in the guide:
Areas requiring clarification:
Other:
3
Background
School Based Traineeships have been designed to allow high school students to
commence paid employment based training while completing their school education.
The implementation of School Based Traineeships provides students with real and
relevant education and training experience. Students enter into a Training Contract,
earn a training wage and develop competency on the job over a set period of time.
School Based Traineeships are one of the key strategies of achieving the State
Government’s stated aim of 90% of high school students in Western Australia
participating in formally recognised education and training to the end of Year 12 or
its equivalent.
The State Training Strategy, www.training.wa.gov.au/stsweb, provides background to
current training priorities in Western Australia. Knowledge of this framework may
serve to ensure employment pathways are provided to School Based trainees should
they so desire a future in the industry area chosen.
4
The State Training Strategy – Consultation Framework
The State Training Strategy is a framework through which the Department of
Education and Training consults with key stakeholders and the general public on
vocational education and training issues. The framework includes a web based forum
where information and data is brought together, evaluated and analysed to inform the
training priorities of Western Australia and the strategies required to address them.
The key output of the State Training Strategy is the State Training Profile. The Profile
provides a summary of State-wide skills priorities and shows what types of training
the Department intends to provide over the next three years.
The State Training Strategy (STS)Web at www.training.wa.gov.au/stsweb can be an
important source of information for teachers in planning their School Based
Traineeship offerings. It outlines the Department of Education and Training’s training
priorities based on input from employers and interested members of the public on
local skills needs.
To ensure students have access to skills currently required, knowledge of current state
training needs is important. If School Based Traineeships are offered in appropriate
industry areas, it follows that students so desiring a future in the industry area chosen
will be prepared for meaningful and real employment opportunities post school.
The website also contains Occupational Fact Sheets that provide a brief overview of
labour market trends and training and employment needs for a wide range of industry
groupings. Each Fact Sheet contains a graph outlining training delivery for the
industry, as well as summaries of occupational facts, trends, training priorities and the
planned training response. An example is provided on the CDROM.
There are also State Training Strategy Regional Snapshots that provide a brief
overview of economic and training activity for each non-metropolitan region in
Western Australia. Each Snapshot provides a graph illustrating a number of key
indicators for each region such as Economic Growth and Employment, expressed as a
percentage of the State total.
5
The Seven Key Stages
of the
School Based Traineeship Process
In this guide, School Based Traineeships are represented as a process, with seven key
stages identified to assist coordination of the process – from planning through to
completion.
This section:
*
presents the roles and responsibilities of key stakeholders at all seven stages
in the School Based Traineeship process;
*
includes a case study of partnerships for School Based Traineeships and
Structured Workplace Learning; and
*
provides a checklist for key stakeholders.
6
Roles and Responsibilities
For student success, all stakeholders need to be aware of the roles and responsibilities
within each stage of the School Based Traineeship (SBT) process. A table of the
process follows. It sets out the roles and responsibilities of:
• the employer;
• support groups, such as Group Training Schemes (GTS), New Apprenticeships
Centres (NAC), the Apprenticeship and Traineeship Support Network (ATSN),
and Registered Training Organisations (RTO);
• the School; and
• the student or School Based trainee (SBt).
Seven key stages have been identified as organisers for the process. This guide has
been organised to provide information and resources as relevant at each stage.
The seven key stages are:
••
••
••
••
••
••
•
PPllaannnniinngg;;
TTrriiaall ((ooppttiioonnaall));;
IIm
mpplleem
meennttaattiioonn;;
IInndduuccttiioonn;;
CCoom
mm
meenncceem
meenntt;;
IInn TTrraaiinniinngg;; aanndd
CCoom
mpplleettiioonn..
Each stage ends with a checklist for each stakeholder.
Important Notes:
When using a Group Training Scheme (GTS), the employer is referred to as the “host
employer”. The term Group Training Schemes is inclusive of Group Training
Companies (GTC).
In this publication, “employer” refers to:
• a direct employer, or
• the Group Training Scheme or Company.
As a Group Training Scheme provides services above that required of a direct
employer, when discussing these, the terms Group Training Scheme and host
employer are used. A school may choose not to use a Group Training Scheme,
although there are several potential advantages for the school, student and host
employer to do so.
While the School Based Traineeship process has been presented in seven key stages,
on the table following, it is recognised that some stages may overlap. Each section of
this guide explains the stage in the process and the associated abbreviations. The
diagram is an overview of the entire process and a Glossary is provided at the end of
the guide to assist interpretation. Please note that the horizontal arrows represent the
degree of collaboration between the key stakeholders within each stage. A broken
arrow represents a possible collaboration if, for example, a Group Training Scheme is
used.
7
Completion
Stage
In Training
Stage
Commencement
Stage
Induction Stage
Implementation
Stage
Trial Stage
(Optional)
Planning Stage
STAGE
SUPPORT GROUPS
ATSN is informed that
Contract is closed.
8
RTO conducts workplace assessments.
ATSN will visit. EVE coordinator includes in
regular Cluster meetings discussion of SBT, SWL.
RTO signs off TRB and issues training
qualification.
GTS informs State Training Authority (ie DET Office of Training) contract is closed.
Monitors student attendance and school
progress.
Develops team coordination within the
school, including mentoring.
RTO provides TRB.
RTO commences off the job training.
GTS liaises to monitor SBt in the workplace. GTS
may organise workplace mentoring.
SBt is assessed in the workplace.
Employer completes TRB for the SBt.
Completes VET census to ensure VET in
Schools funding is received for administration
of the SBT.
Negotiates to visit student at the workplace.
Completes monitoring visit record.
Attends regular VET meetings.
Reports completion of UOC and SWL to the
CC each year. Organises employer thank you.
May nominate student for VET in Schools
Student Awards/ CC Subject Awards.
Inducts students and employers into SBT.
GTS may organise SBT Induction,
business/industry people may also be involved.
GTS ensures all employee entitlements are covered
for the SBt. NAC ensures all incentives are paid to
the employer.
Attends School Based Traineeships
Induction.
NAC will visit employer to assess safety
and training facilities for the on the job
training component. Provides SBt with
all entitlements. Receives incentives
when conditions met.
SBt begins training and training is
monitored.
NAC Mid term visit (6 month point after
1/7/2003).
School completes ETE Schedule per
timetable: signed by School Based trainee,
Parents, School Principal, RTO.
School rep may attend NAC sign up with
ETE Schedule. Enrols student in UOC and
SWL with Curriculum Council as per TPO.
Negotiates MoU with RTO.
NAC prepares Training Contract with signed ETE
Schedule from the school and lodges both with
ATSN. Training Contract is registered by ATSN
on receipt of TPO (14 days). RTO provides MoU.
RTO signs TPO and ETE Schedule.
Sign TPO.
Identify eligible student. Gain parent consent.
Enrol student in SWL with the Curriculum
Council. Induct new employers into SWL
process. Provide SWL logbook and grade
student achievement after 120 hours.
Organise timetable for student. Gain parent
consent. Liases with RTO on TPO.
Signs the Training Contract. In
consultation with the school, signs ETE
Schedule.
RTO negotiates TPO with school and employer.
In consultation with the school, the RTO
is chosen.
GTS provides support for matching students with
appropriate employers. EVE Coordinators may
provide SWL log book for Cluster.
SCHOOL COORDINATOR
Complete Checklist for Workplace Learning.
Choose models to source employer.
Identify industry areas of need.
Promote SBT to students and parents.
Provide Work Readiness programs for
students.
Assist with sourcing employers.
May have set Certificate qualifications for
VET students.
May work with an RTO and GTS.
May be a TPS.
School Based Traineeship Process
Seek assistance from industry groups (relevant
ITAB) or GTS or school.
GTS
Advertise need for a SBt.
Select the qualification and elective in
consultation with the
school and GTS.
Interviews applicants.
Selects applicant.
Completes Skills List in SWL log
book over 120 hours.
NAC, GTS
EMPLOYER
Gain advice on the process.
The Seven Key Stages of the
Completes on and off the job training
and assessments for school subjects,
UOC, SWL. Monitors entries in TRB.
Retains copy of verified TRB. Receives
Statements of Results from CC each year
and Record of Achievement listing
UOCs achieved and Certificate from
RTO on completion. Thanks employer.
Notifies school, employer/ GTS of
sickness/ absence from workplace/ or
withdrawal. Maintains TRB.
Student with parents attends SBT
Induction.
Student becomes SBt.
Signs TPO and retains own copy.
Signs ETE Schedule and retains own
copy.
Student and parents sign the Training
Contract with the employer. Student
retains own copy.
Agrees to undertake SBT with parent
consent.
Completes application process.
Enrolled in SWL. Undertakes SWL trial
period. Maintains SWL Log Book.
STUDENT
Attends SBT information meeting with
parents.
May Undertake Work Readiness
program.
May be a SWL student or part time
worker.
May be studying
•
a discrete VET program off grid; or,
•
an on grid school program.
Checklist
The following brief checklist may be used for each individual School Based trainee. The table on
p8 contains more detail. Unless otherwise indicated (), the School has responsibility for
coordinating the following.
Completion of the Checklist for Workplace Learning. (Copy provided on CDROM.)
Marketing of School Based Traineeship Industry areas. (p26.)
Student/ parent attendance at information meeting. (p29.)
Student participation in work readiness program (as appropriate).
Availability of Student SWL/School Based Traineeship Application Forms. (p32.)
Student interviews and completion of the School Based Traineeship Selection Interview Form. (p38.)
Completion of the Student Interview Feedback Form. (p39.)
Match of eligible student to employer. (Employer may interview student. p40.)
Parent consent for Workplace Learning. (p44.)
Enrolment of SBt in Structured Workplace Learning. (p44.)
The design of student’s individual education program. (p56.)
Parent consent for SBT. (p59.)
Completion of the Education, Training and Employment Schedule. (School and NAC) (p63.)
Completion of the Training Contract. (NAC) (p64.)
The lodgement of the Training Contract and Education, Training and Employment Schedule with the
Apprenticeship and Traineeship Support Network. (NAC) (p64.)
Enrolment of SBt with the Curriculum Council in Units of Competency as per the TPO. (p65.)
The delivery of the Training Program Outline to the ATSN. (RTO) (p65.)
The registration of the Training Contract. (ATSN) (p66.)
Negotiation of the Memorandum of Understanding. (School and RTO) (p69.)
Participation of stakeholders in the SBTs Induction. (Employer and School) (p79.)
Inclusion of SBT information in the relevant VET in Schools VET Census. (p104 & p110.)
Check VET in Schools funding is received in the next funding gateway. (p87.)
UOC and SWL results forwarded to Curriculum Council. (p110.)
Reviews as appropriate (School/RTO/GTS):
Three-month review.
Six-month review. (NAC)
Twelve-month review.
Twenty-four month review.
Curriculum Council Statement of Results received with Units of Competency listed each year.
School Based Traineeship completed. (SBt, RTO and employer)
Qualification and Record of Achievement issued. (RTO) (p108.)
Contract closed. (Employer) (p109.)
9
Partnerships for Structured Workplace Learning and School Based Traineeships
Effective partnerships are essential throughout each stage of the School Based Traineeship process,
as indicated in the table and checklist. To assist School Coordinators to maintain successful
partnerships they may wish to refer to the policy document, Bright Futures for Young Australians,
(Harris van Beek and Eric Sidoti, 2000) available from
http://www.veco.ash.org.au/guest/brightfutures. This document specifies five key principles that
underpin effective partnerships.
•
All parties share a core purpose.
•
All parties are involved in management.
•
All parties share a commitment to benefits and clearly measurable outcomes.
•
All parties own a strategic plan.
•
All parties continuously review, monitor and evaluate.
It should be noted that in cases where schools decide to organise the employer for the student, that
should difficulties arise, the school is obligated where necessary to find alternative employment for
the School Based trainee. A potential solution in such a case is for the school to work through a
Group Training Scheme at that point to find an alternative employer.
The Hospitality Group Training Case Study typifies these principles in its dealings with schools to
provide a coordinated approach to Structured Workplace Learning and School Based Traineeships.
The Hospitality Group Training VET in Schools Case Study on the CDROM is also available from
www.eddept.wa.edu.au/vet. See also p26 for details of how to obtain print copies.
10
Planning Stage
An employer, the Group Training Scheme, the school student or the School Coordinator, may
initiate School Based Traineeships.
EEEllliiigggiiibbbllleee
ssstttuuudddeeennnttt
G
G
GTTTSSS
H
H
Hooosssttt
eeem
m
mpppllloooyyyeeerrr
SSSccchhhoooooolll
EMPLOYER
This first stage in the process involves:
•
making decisions about the model/s adopted to source employers. These models can be
presented in flowcharts such as those created by a working party within the Swan
Education Industry Association (SEITA) and modified in this section;
•
ensuring students are work ready, including resume and interview preparation for students
(examples from SEITA have been modified in this section); and
•
promoting School Based Traineeships to students, parents, employers .
11
School Based Traineeship Models
Finding employers is a shared responsibility with many sources:
•
•
•
•
•
•
•
Students’ part time employment (usually retail or hospitality industries).
Students’ Structured Workplace Learning employer.
Registered Training Organisations’ employer networks.
Yellow Pages.
Group Training Schemes.
Chamber of Commerce and Industry.
Industry Training Advisory Bodies, for example, the Transport and Storage Industry
Training Council (ITC) has been instrumental in establishing a strategy to foster a
succession planning approach to recruitment, education and training. The ITC has
approached Education to explore opportunities to engage youth in traineeships to help meet
industry needs.
It is recommended that School Coordinators, where possible, meet employers face to face to
explain the program. Additionally, it may be necessary to research job availability in the chosen
area (industry or region) to ensure post school options are real and the School Based Traineeship is
relevant. The State Training Strategy (p5) and Industry Training Advisory Bodies (p94) provide up
to date employment and labour market details.
A selection of models is included in this section. It is recognised that there are many ways in which
employers can be sourced and it would be impractical to include all types here. It is also recognised
that a combination of models may be used, as in the case of the Department of Education and
Training being the employer. The common ways in which employers are sourced for School Based
Traineeships may include:
1
The school or cluster canvassing employer/industry groups for individual School Based
Traineeships;
2
The school or employer working with a Group Training Scheme to assist in managing the
School Based Traineeships;
3
Conversion of a student’s Structured Workplace Learning placement; and
4
Schools, District Education Offices or Central Office as the employer.
1
Individual Model
The following diagram represents the flow for the School Based Traineeship process when the
school is coordinating a unique program for an individual student or group of students. For
example a large employer may take a number of students completing a Certificate in Retail
Operations. Waroona-Harvey Education Business (WHEB) uses a coordinated approach to
canvassing of employers. A sample letter and expression of interest similar to those produced by
WHEB for its member network is included here and on the CDROM.
The following flowchart represents the School Based Traineeship process when the individual model is used.
12
Student completes
Application form
and provides resume
•
•
•
•
•
•
Develop local youth in your community
Raise awareness of your industry in the community
Raise staff awareness of industry skill levels
May be a valued training role for staff
Receive Commonwealth incentives for each successful School Based trainee
Higher completion rate than full time traineeships
13
On and off the
job training
Continues during
school years
Paid employment
Contributes to
Western
Australian
Certificate of
Education
Certificate II
Qualification
Credits for entry to
Colleges of
Technical and
Further Education
School Subject and
Units of Competency
•
•
•
•
•
•
Develop your career portfolio
Receive paid employment and training for a known period of time
Develop your employability skills
Receive Certificate II qualification on completion
Advanced standing into a related TAFE course or higher level traineeship
Work and training contributes to Western Australian Certificate of Education
WHAT ARE THE BENEFITS FOR STUDENTS?
Induction completed
and
Training Contract
signed
Student completes a
Structured
Workplace Learning
trial period
WHAT ARE THE BENEFITS FOR EMPLOYERS?
Parents
informed
about School
Based
Traineeships
and procedures
Information
about
availability
sourced by
cluster/other
INDIVIDUAL SCHOOL BASED TRAINEESHIP MODEL
SAMPLE LETTER TO CLUSTER GROUP
Dear future participant
The <insert organisation/cluster> is now seeking commitments by regional industry companies to
identify various means of practical support.
We are at a stage where vacancies for School Based Traineeships need to be identified so this project can
be elevated to the next phase ie implementing comprehensive school to work transition programs for
senior secondary students in the <insert district> district.
Industry commitment to these School Based Traineeships will allow processes to be established for
schools, Group Training Schemes, and Registered Training Organisations to prepare for the new school
year.
Please find attached a sample outline of the <industry area> School Based Traineeship for your perusal.
The basic elements of the School Based Traineeship include:
•
Two days per week industry based training for students, where industry pays the School
Based trainee an agreed industry wage for the two days of work.
•
Industry enterprises identify the Workplace Supervisor for the School Based trainees.
•
The Registered Training Organisation will liaise with the host employer to determine the most
appropriate means of assessing the on the job training, manage the gathering of evidence and
identify opportunities for off the job training.
•
The Group Training Scheme provides the selection and recruiting service, monitors the
School Based trainees’ progress and administers the School Based Traineeship.
•
The school provides a pastoral care and program delivery role, and monitors the School Based
trainees’ progress at the school level.
•
This process will be prefaced with a School Based Traineeships Induction for employers and
School Based trainees, organised by the Group Training Scheme.
Please complete and return the attached Expression of Interest form to:
<Name and address, phone, email of Coordinator> or
bring the form to the next <organisation/cluster> meeting.
Yours sincerely
<organisation/ cluster> Steering Group
<date>
14
EXPRESSION OF INTEREST
Provision of School Based Traineeships
We _______________________________________(Company Name)
have identified the following School Based Traineeship vacancy/ies to support the
<organisation/cluster>.
Industry Contact Person: _________________________________
Phone numbers: ________________________________________
<industry area> School Based Traineeship
Number of vacancies: ___________________________________
<industry area> School Based Traineeship
Number of vacancies: ___________________________________
<industry area> School Based Traineeship
Number of vacancies: ___________________________________
Please contact any of the following people to seek further clarification of your
commitment:
<list name and contact numbers/ email>
The <organisation/cluster> appreciates and recognises the outstanding commitment
your organisation is making to our communities.
15
2
Group Training Scheme Model
The employer may choose to carry out the process of finding a School Based trainee himself or herself;
however, there are support agencies that can assist with the process. An employer may choose to:
•
use a government-funded Job Network provider (www.jobnetwork.gov.au);
•
use an online recruitment service (www.monster.com.au); or
•
use a Group Training Scheme (www.grouptraining.com.au).
While there are advantages and disadvantages of each, the benefits of working with a Group Training
Scheme for School Based Traineeships is their knowledge of criteria for traineeship appointments. Their
constant exposure to the relevant processes of recruitment and matching to employer requirements
enables them to expertly identify suitable candidates whose resume they forward to their host employer
clients.
The Advantages of Using a Group Training Scheme from a Group Training Scheme perspective
Benefits to the employer
The Group Training Scheme:
•
•
•
•
•
•
•
•
is responsible for all of the normal tasks related to employment;
selects and recruits School Based trainees on behalf of the employer;
carries out all of the paperwork for state and federal government agencies;
pays wages, superannuation, workers compensation and entitlements to the School Based trainee;
administers all workplace matters;
provides support and monitoring;
assists with the selection of the Registered Training Organisation and ensure training is being
delivered to industry standard; and
liaises between the employers, school, School Based trainee and family when required.
Benefits to the school and students
The Group Training Scheme Field Officers:
•
•
•
•
•
•
provide ongoing mentoring and support in a range of ways – appropriate to the particular School
Based trainee needs;
maintain contact via visits and phone at least every six weeks;
carry out all of the paperwork for state and federal government agencies;
ensure continuity of employment should difficulties arise;
liaise with the employers, school, School Based trainee and family when required; and
organise School Based Traineeships Induction.
The following flowchart represents the School Based Traineeship process where a Group Training Scheme is used.
16
Parent
Information
Evening
Students complete
a
Structured
Workplace
Learning trial
period
Students
interviewed by
GTS and matched
to host employers
•
•
•
•
17
Professional recruitment
GTS is the employer
GTS completes all administration related to the School Based Traineeship
GTS pays wages, superannuation, workers compensation, and all entitlements
On and off the
job training
Continues during
school years
Paid employment
Contributes to
Western
Australian
Certificate of
Education
Certificate II
Qualification
Credits for
entry to
Colleges of
Technical and
Further
Education
School Subject
and Units of
Competency
•
•
•
•
Teachers can focus on teaching
GTS field officers provide ongoing mentoring and support to suit
you
GTS field officers maintain phone and visit contact every six weeks
GTS coordinates SBT Induction
BENEFITS FOR STUDENTS OF USING A GTS?
Training Contract
and Induction
coordinated through
Group Training
Scheme
BENEFITS FOR HOST EMPLOYERS OF USING A GTS?
Students
complete
application forms
and provide
resumes to GTS
Information
about availability
provided to
schools from GTS
GROUP TRAINING SCHEME (GTS) MODEL
3
Conversion of Structured Workplace Learning
Structured Workplace Learning (SWL) is an accredited Curriculum Council subject that
requires formal assessment. Successful completion leads to recognition in the Western
Australian Certificate of Education. School Coordinators must make themselves aware of
the requirements of the Department of Education and Training’s Workplace Learning
Procedures and Guidelines, 2003 available at
www.eddept.wa.edu.au/regframe/index.cfm.
Students who are undertaking Structured Workplace Learning as part of their secondary
studies, may find that the business is willing to employ them as a School Based trainee.
This can occur when the business is aware of the benefits to themselves and the student
and must be a mutual undertaking.
The School Coordinator may provide information to the employer using some of the
promotional material provided by the Central Office of the Department of Education and
Training or through their association with Enterprise and Vocational Education
Coordinators in their VET Cluster.
Usually a Structured Workplace Learning trial period occurs with School Based
Traineeships, whereas in this instance, the student has proved their suitability through
their placement. It will be necessary, however, for the School Coordinator to ensure that
the student is enrolled in the Structured Workplace Learning subject with the Curriculum
Council and the Skills List is still completed and recorded in the Structured Workplace
Learning Log Book. The student must be graded for Structured Workplace Learning after
110-120 hours in the workplace. (See p50).
Additionally the School Coordinator must ensure that the student is enrolled with the
Curriculum Council in any additional Units of Competency as per the Training Program
Outline, to ensure that the student receives credit for up to two subject equivalents each
year on successful completion of the Units of Competency.
The following flowchart represents the School Based Traineeship process when Structured Workplace
Learning is converted.
18
Coordinator
negotiates
approval with
parents
and school
Training Contract
signed and
Induction
completed
Council
in Units of
Competency with
the Curriculum
Student enrolled
•
•
•
•
•
19
On and off the
job training
Completion during
school years
Paid employment
Contributes to
Western Australian
Certificate of
Education
Certificate II
Qualification
Credits for entry to
Colleges of
Technical and
Further Education
School Subject and
Units of Competency
•
•
•
•
•
•
Improves career portfolio
Paid employment and training for a set period of time
Experience employee conditions
Attain Certificate II qualification on completion of all components
Receive credits for entry into a related College of Technical and Further
Education course or higher level traineeship
SBT contributes more to Western Australian Certificate of Education
BENEFITS FOR STUDENTS OVER JUST SWL
Student attends
workplace on
nominated days for
the remainder
of school years as a
School Based
trainee
Training of potential employees to your needs for a known period of time
Increase awareness of your industry within the community
Develops a career path from school to high levels in organisation
A valued training role for own staff
Increase staff awareness of industry skill levels
• Receive Commonwealth incentives for each School Based trainee
BENEFITS FOR EMPLOYERS OVER JUST SWL
Employer
indicates
willingness
to
employ a
School Based
trainee
Student
participation
in SWL
Placement
CONVERSION OF STRUCTURED WORKPLACE LEARNING MODEL
4
The Department of Education and Training as the Employer
Introduction
In 2002 the Government announced a commitment to increase the employment of
trainees across the public sector as part of a strategy to provide enhanced
opportunities for young people less than 25 years of age.
To facilitate this the Department of Education and Training has undertaken to employ
a significant number of trainees in the 2002/2003 financial year, a large proportion of
which are anticipated to be School Based trainees. School Based Traineeships
provide students with valuable vocational experiences and prepare them for future
employment in the public and private sector.
To encourage line managers in Schools and District Education Offices to recruit
School Based trainees, the historical requirement to account for trainees from the
section’s Full Time Equivalent (FTE) allocation has been lifted. The line manager
can now employ the trainees on a supernumerary basis making the option of
recruiting a School Based trainee much more attractive.
Main Features
Students work in a section of the educational institution whilst completing their
school studies. The Certificates that may be studied are not limited to Business
Services, but may include a selection from the nineteen industry areas with students
undertaking Certificates in, for example, horticulture and information technology.
School sites may be able to provide employment opportunities for students in areas as
diverse as: farm, gardener or nursery assistant; lab technician; library assistant;
education assistant; office/clerical assistant; computer technician; and home
economics assistant. (See also p22 for rates of pay.)
Establishing a position for a School Based trainee in a School
•
If the student is under 16 years of age then they are required to complete a
Confidential Declaration (of their good character). More detail about the
declaration form on p21, is provided on the CDROM.
•
If the student is 16 years and over, then they are required to obtain a Criminal
Trace Police Clearance at a cost to the individual of $29. The Criminal Trace
Police Clearance Form is provided on the CDROM.
•
A Commencement Form is to be completed along with an Employee Details
Form. A note stating the period that the student will be on probation and when
actual payment should commence must be attached to the Commencement
Form. The Employee Details Form must be attached to the Commencement
Form to create the record. The Employee Details Form is provided on the CDROM.
•
It is essential that the School Based trainee’s bank account information is
provided.
20
DEPARTMENT OF EDUCATION AND TRAINING
151 Royal Street
EAST PERTH WA 6004
Telephone: (08) 9264 4111
CONFIDENTIAL DECLARATION
Please place a tick in one of the boxes below.
1
I declare that I do not have any convictions, circumstances or
reasons that might preclude my working with or near children.
or
2
I declare that I do have convictions, circumstances or reasons that
might preclude my working with or near children. The nature of
these convictions, circumstances or reasons is outlined below.
I certify the accuracy of the above information. I am aware that I may be required to
provide a police clearance if it is considered necessary to verify the information
provided.
Name:
(block print please)
Date:
Signature:
Company:
Address:
Telephone:
School:
21
Procedure for School Registrars
1. Contact the District Office Service Officer at your local District Education
Office for a position number. (If the District Office Service Officer requires
assistance in creating this, the relevant contact is the Senior Personnel
Officer).
2. Provide Personnel and Payroll staff with relevant advice via the
Commencement Advice (on S Drive). This should be printed, details
completed, and signed by the Principal before faxing to your school’s relevant
Central Office payroll officer, as for any other employee. An Employee
Details Form must accompany this form.
Rates of Pay for School Based trainees
Clause 11.7 of the National Training Wages Award (NTWA) 2000 available at:
www.airc.gov.au/asawards/AW790899.htm provides for the standard rates of pay for
all School Based Traineeships to be grouped into one wage level regardless of the
Training Package, with the appropriate wage rate further determined by the year of
schooling. As each of the relevant awards/agreements for those potential school
positions as listed on p20 respond to the NTWA 2000, Central Office has created a
specific field on the PeopleSoft System for School Based Traineeships comprising of
the two rates of pay, one for Year 11 and one for Year 12 students.
For other positions, where the award or agreement does not respond to the NTWA
2000 or otherwise provide for traineeships, the junior wage rate will apply. It is
necessary for the employer to contact wageline on 1300 655 266 to determine the
appropriate wage rate, as wages for trainees are assessed each August, and increments
occur each January. The New Apprenticeships Centre can offer further assistance with
wage requirements.
Leave Conditions
School Based trainees are entitled to the same leave conditions as defined in their
relevant industrial agreement. Personnel and Payroll staff within Central Office
complete Vacation processing so there will be no processing required by school sites
in relation to vacation leave.
It is necessary to ensure that School Based trainees complete the required number of
hours for their School Based Traineeship, regardless of their place of employment.
See also p118. This will also need consideration where the School Based trainee is
employed by a school which offers 41 weeks of work and 12 weeks paid annual leave
as opposed to other industry areas which offer 48 weeks of work and 4 weeks paid
annual leave.
Union Membership
School Based trainees are entitled to join the Union relevant to their industry
placement.
22
Occupational Safety and Health
The Department of Education and Training’s Occupational Safety and Health (OSH)
Policy, Procedures and Guidelines available at
www.eddept.wa.edu.au/regframe/index.cfm, refers to the Principal’s responsibility to
minimise and control hazards in the school. Principals must ensure that all employees,
including School Based trainees, are provided with sufficient information, training
and supervision, to be able to complete their expected duties safely. Part of this
process will include the induction of School Based trainees on matters related to OSH,
determination of the level of supervision required, and identification of training needs.
School Based trainees should also be reminded of their obligation under the OSH Act
to work safely, ensure that their actions do not create a hazard for another person and
report any hazards they see to the Principal and/or safety and health representative.
Induction
It is strongly recommended that all School Based trainees complete their WorkSafe
Certificates (General and relevant industry specific) before their workplacement. See
WorkSafe WA (www.safetyline.wa.gov.au). In addition, the school has a
responsibility to ensure that the School Based trainee, like any other employee, is
provided with an induction to Occupational Safety and Health as it applies at the
school site. A checklist from the Department of Education and Training’s OSH Policy is on p24.
The school’s usual organised inspection programmes are one of the most important
preventive measures that can be taken to ensure safe and healthy working
environments. Part of the function of the school safety and health representative is to
inspect the workplace on a regular basis. (Section 33 OSH Act). Regular inspections
of the workplace allow for discussion with employees on safety and health issues that
concern them.
Professional Development
Schools requiring further information should contact their District Office to find out
about “Managing Occupational Safety and Health of Schools” a two-day professional
development course that includes the provision of checklists for eight areas of the
school:
1
2
3
4
5
6
7
8
General classroom;
Design and Technology, Arts and Crafts and Vocational Areas;
Laboratory/ Physical Science Rooms;
Outside Areas and Play/ Sport Equipment;
Cleaning Facilities;
Gardening;
Home Economics Rooms and Canteen; and
School Office.
Schools must consider the checklists, adding and deleting items as appropriate for the
particular school environment. An example Workplace Inspection Checklist is on p25.
23
Occupational Safety and Health Induction Checklist
Please tick the appropriate boxes and sign at the end of the checklist to indicate that these topics have
been discussed with the School Based trainee. The checklist must be placed on the School Based
trainee’s personal file.
General Safety Information
Inform the School Based trainee
*and provide copies of any work site
developed policies related to safety and
health (for example, evacuation,
excursions, administration of medication,
critical incident response, management of
student behaviour, risk management
plans).
*of the Department of Education and
Training Occupational Health and Safety
Policy.
*of the Department of Education and
Training’s grievance procedure.
*of the identity and role of the safety and
health representative.
Discuss the procedures for reporting
hazards or incidents in the workplace and
of the approved procedure for the
resolution of issues.
Advise the School Based trainee of the
existence of the Employee Assistance
Program and how to access it.
Safety Issues
Discuss
*fire and evacuation procedures (identify
exits and assembly locations as part of
workplace orientation).
*school policies and procedures related to
manual handling practices (for example,
the use of ladders, movement of furniture).
*the procedure for working after hours and
dealing with intruders.
*duties with new Gardeners/Handypersons
and Cleaners and identify training
requirements.
Inform the School Based trainee
*of procedures for addressing playground
hazards.
*of protective clothing requirements and
allowances.
*of any safety issues regarding asbestos,
including the prohibition of walking on
asbestos roofs.
*that chainsaws are only to be used where
approved by Contract and Management
Services.
Advise the School Based trainee on suitable
attire for their particular occupation.
Health Issues
Provide the School Based trainee with
information on all policies and procedures
related to communicable diseases.
Inform the School Based trainee
*of all chemicals held on site and location
*of material safety data sheets.
*about school policy and protective
clothing for protection from sunlight (UV
ray protection).
*of Department smoking policy.
*of procedures for baseline hearing testing
if they are to be exposed consistently to
noise levels above the Action Level
85dB(A).
Indicate where first aid facilities are
located, who is responsible for their
maintenance, and the presence of any staff
members trained in first aid.
Discuss
Student Health Policy and Procedures.
the procedures and actions for dealing with
emergencies.
All the appropriate tasks indicated on
the checklist have been completed.
Principal/line manager or supervisor’s
name:
_________________________________
Signature: ________________________
Date: ____________________________
Staff member’s name:
_________________________________
Signature: ________________________
Date: ____________________________
School/District Office or Department:
_________________________________
Comments:
_________________________________
______________________________
24
Inspection By:
Housekeeping
Ventilation
Physical Condition
ITEM
Waste disposal
Storage of materials
Classroom layout
Heaters
Heating
Air conditioning
Furniture
Ceilings
Verandahs
Walls
Floor coverings
Doors
Windows
PARTS TO INSPECT
____________________________________
Workplace Inspection Checklist
Date:
25
Clear access around the classroom
Mobiles out of the way
Heavy items positioned safely
Display items are secure
Stacking and shelves are secure and safe
Shelves are capable of load
Containers suitable and correctly labelled
Chemicals stored correctly
Students' bags out of the way
Bins adequate and regularly emptied
HAZARD KEY(OK/HAZ)
_______________
CONDITIONS TO INSPECT
Free from breakage
Accessible and lockable
Open and close easily
Free from damage
Open and close without creating a hazard
Solid, stable and free from damage
Intact, no trip hazard, not slippery
Sound condition
Bench seats are secure, no loose components
Vents
Secure
Cracked
Lights secure
Desks (students)
Chair (students)
Desk (staff)
Chair (staff)
Operational and responds to controls
Free from leaks
Adequate tagging/guarding to prevent contact burns
Flue controls operational
Airflow into classrooms when in operation
Date of last inspection
General Classroom
Promoting School Based Traineeships
School Based Traineeships provide new and exciting educational opportunities for students that
have not been available before. School Based Traineeships are a fantastic opportunity for
students to choose their learning pathway and to gain skills for their future. The successful
promotion of this breakthrough in education and training will raise awareness of these benefits.
Resources available:
Central Office
The Department of Education and Training is committed to assisting schools to promote School
Based Traineeships as part of its Retention Strategy. Support from local outside agencies and
the wider community is necessary to meet educational outcomes of the School Based
Traineeship program.
The VET in School’s website www.eddept.wa.edu.au/vet provides access to the following
materials which may be obtained free of charge to schools by contacting their District Education
Office or VET Cluster Enterprise and Vocational Education (EVE) Coordinator.
Case Studies
Presented in a colour glossy format, information on good practice currently occurring in Western
Australian schools and support agencies.
•
Partnerships for School Based Traineeships and Structured Workplace Learning details
examples of the support provided by a Group Training Scheme.
Brochures
Presented in a colour three fold format, information for students, parents, employers and
schools on:
•
School Based Traineeships
•
Aboriginal School Based Traineeships
District Education Office or Cluster
Enterprise and Vocational Education (EVE) Coordinators in each education district have regular
meetings to discuss issues relating to Vocational Education and Training. Participating in your
group will provide opportunities to network with other practitioners and agencies and to modify
and/or develop promotional materials relevant to local needs. For a list of contact names see the
current Implementation document available from your district education office or at
www.eddept.wa.edu.au/vet.
26
Web Reference List
The following resources may provide assistance to schools in understanding and promoting
School Based Traineeships to suit local needs.
Apprenticeship and Traineeship Support Network
www.apprenticeships.training.gov.au
Department of Education and Training
Information about Implementation (updated twice a year)
www.eddept.wa.edu.au/vet/
Regulatory Framework System (policies)
www.eddept.wa.edu.au/regframe/index.cfm
Department of Education, Science and Training
www.dest.gov.au
Department of Employment and Workplace Relations
www.dewr.gov.au
Group Training Organisation
www.gtaltd.com.au
INFORM e-News
www.training.wa.gov.au/sub-sites/stsweb/inform/inform.htm
Job Network Provider
www.jobnetwork.gov.au
New Apprenticeships Centre
www.newapprenticeships.gov.au
Online Recruitment
www.monster.com.au www.seek.com.au www.careerone.com.au
Registered Training Organisations
www.ntis.gov.au
State Law Publisher (Acts and Regulations)
www.slp.wa.gov.au
State Training Strategy Web
www.training.wa.gov.au/stsweb
Vocational Education Community Online
www.veco.ash.org.au
Wage Line
www.wagenet.gov.au
WorkSafe WA
www.safetyline.wa.gov.au
27
New Employers
Under the Department of Education and Training’s Workplace Learning Procedures and
Guidelines, 2003, the School Coordinator must establish the suitability of a workplace taking
into account the nature of the business and the history of involvement in training programs with
young people by:
•
making contact with the prospective employer;
•
assessing the premises in which the student is to be placed to ensure that there are no
obvious safety hazards; and
•
assessing the employer’s suitability to be entrusted with supervision, taking into account
work practices and safety procedures (for example, use of protective clothing).
When inspection of a workplace is not possible the School Coordinator must be satisfied as to
the credentials of the employer by reference to certificates of competency, references,
interviews, past experience and reputation to confirm the suitability of the placement.
Examples of where inspection is not possible:
•
placement with employers who are peripatetic such as plumbers and electricians who
cater for domestic clients; and
•
placement at significant distance from the school.
NOTE
The New Apprenticeships Centre will visit the workplace to assess safety and training
equipment during the School Based Traineeship period.
28
Work Readiness of Students
An information meeting for parents and students will assist in preparing students for the
requirements of workplace learning to meet employer expectations. It will also make parents
aware of their role in workplace learning (see also p44). Students and will then undergo an
application process to determine the student’s suitability for workplace learning ie their work
readiness. Resources, such as the Work Readiness Kit (available at www.eddept.wa.edu.au/vet)
may be useful when devising a Work Readiness program for students who may require
additional preparation.
Information for Parents and Students
The length and depth of the information meeting will depend on individual students or groups of
students’ needs. Typically students are motivated and have an interest in the industry area, but
may not have had previous exposure to the workplace. It is important that all students aiming to
become School Based trainees have an appreciation of the competency based assessment
required in the workplace.
If the information meeting occurs at the beginning of the school year, for example, for all
Structured Workplace Learning students, there will be a need for a follow up closer to the
workplacement as School Based Traineeship students require additional knowledge and
understanding. The information meeting may be held outside the school for greater impact and
understanding. It is important to allow time within the agenda to discuss issues and concerns
from students. Students will need:
• Interview skills and general written communication skills.
• Knowledge of common work practices, including an appreciation of client needs.
• Knowledge of the workplace environment.
• Procedures to follow in case of problems whilst on workplacement.
• Reinforcement of common sense attitude.
• Understanding of the Training Record Book.
• Knowledge of their roles and responsibilities to the employer.
• Knowledge of their responsibility to report absences from the workplacement.
• Knowledge of their responsibility to catch up on work, transport requirements.
• Basic Occupational Safety and Health*.
• Roles and responsibilities of the employer.
Guests may include local employers who can lead discussion on:
• The necessity to enquire about and follow workplace dress code and/or standards.
• The importance of punctuality and planning transportation.
• Positive and negative employee examples eg how dishonesty will be dealt with.
• Confidentiality issues.
• Employer expectations and the student/ employer relationship.
• Workplace environment.
• Examples of issues that may arise and how to deal with them quickly and
appropriately.
Other guests may include:
• The school principal.
• Parents.
• VET teachers and other staff, including support staff such as mentors.
* All students should complete their WorkSafe Certificates – general and industry specific prior
to workplacement.
29
Applying for a School Based Traineeship
The Department of Education and Training’s, Workplace Learning Procedures and Guidelines,
2003 provides standard forms for Structured Workplace Learning (SWL) and School Based
Traineeships. Schools should refer to these forms when identifying participants. Note that
parents are required to sign the Application for SWL/ School Based Traineeship Form.
Structured Workplace Learning and School Based Traineeship students are required to go
through an interview process.
The process for student application also involves a letter of application and resume. These
should be customised to meet the requirements of the position being applied for. The students
should reflect on their commitment to and interest in the enterprise and industry. Students can
include information obtained by researching the selected enterprise or industry area.
Hobbies and interests that are related to the skills the student would require in the job may be
included, for example, demonstrating team and leadership skills. Proof reading for spelling and
grammatical errors should not be overlooked, as this demonstrates attention to detail.
The completed letter and resume should be attached to the SWL/School Based Traineeship
Application Form. The sample application letter p31 and resume p34-35 are also provided on the CDROM.
30
SAMPLE LETTER OF APPLICATION
<student address>
<date>
<employer address>
Dear
APPLICATION FOR SCHOOL BASED TRAINEESHIP
I am very keen to be considered for the School Based Traineeship position with your organisation.
I am a Year 11 student from <> School. I have been working part-time at <> on <evenings and
days>. As well I have had a placement at <> as part of my Structured Workplace Learning program.
I am experienced in <skill or task>, and competent in using <equipment/tools>.
My research into your company indicates the <business> is a growing organisation that offers
exciting opportunities for people who wish to have a career in <industry>. I am applying for this
position because I feel there is a great opportunity to utilize and further develop my skills whilst
working in your company.
I am confident I possess the necessary skills and abilities to make a valuable contribution to your
company and have enclosed a copy of my resume and references for your consideration.
I would appreciate the opportunity to discuss my application further and would be available for an
interview at a time convenient to you. I may be contact on mob 9999 999 999 or after hours on 9999
9999.
Yours sincerely
<student name>
enc
31
SWL/SCHOOL BASED TRAINEESHIP APPLICATION FORM
Surname
First name
Address
Suburb
State
Phone
Postcode
Mobile
email
Date of Birth
Gender
Aboriginality
Disability
School
NESB
School Year
Languages
other than
English
Workplace Leaning Coordinator
SPECIFIC SCHOOL PROGRAM (Please specify)
Area of emphasis (e.g.
hospitality)
CONCURRENT INDUSTRY RELATED SUBJECTS
CONTACT DETAILS (Completion of the following is essential in case of workplace emergencies)
Parent/guardian names
1.
2.
Parent/guardian or
emergency contact person
and relationship to student
NAME:
TELEPHONE:
MOBILE:
Doctor
NAME:
TELEPHONE:
RELATIONSHIP:
Medicare number
TRANSPORT (Please indicate details which could affect your placement)
DISABILITY OR PRE-EXISTING ILLNESS (Please indicate details which could affect your placement)
…/2
32
INDUSTRY TRAINING AREAS
INDUSTRY AREA select 3
RANK
WORKPLACE EXAMPLES Circle
1. 2. 3.
ANIMAL CARE
Veterinary Clinics, Wildlife Parks, Animal Havens, Equestrian
AUTOMATIVE
Auto Mechanic, Heavy Duty Mechanic, Panel Beating, Spray Painting
BUILDING & CONSTRUCTION SERVICES
Bricklaying, Wall & Floor Tiling, Plastering, Painting, Roof Carpentry,
Electrical, Plumbing, Maintenance
BUSINESS AND CLERICAL
General Office, Finance, Public Administration, Accounting, Reception
COMMUNITY SERVICE HEALTH AND
EDUCATION
Child Care, Dental, Teacher’s Aide, Nursing, Aged Care
DESIGN
Graphic, Multi-Media, Interior, Printing, Jewellery, Fashion, Photography
ELECTRONIC SERVICING
Electronic Servicing, Refrigeration, Air-Conditioning
FOOD PROCESSING
Butcher, Pastry, Bakery, Catering
HOSPITALITY
Food and Beverage, Functions, Front Office, Room Service, Housekeeping
INFORMATION TECHNOLOGY
Telecommunications, Cabling, Computer Assembly and Maintenance
LIGHT MANUFACTURING
Cabinet Making, General Furnishings, Textile Clothing and Footwear
METALS AND ENGINEERING
Welding, Boat Building, Engineering, Metal Fabrication
PRIMARY INDUSTRIES
Agriculture, Viticulture, Aquaculture, Forestry, Marine, Horticulture
SALES AND PERSONAL SERVICES
Retail, Floristry, Beauty Therapy, Hairdressing
SPORT & RECREATION
Recreation Centre, Fitness Gym, Recreational Grounds
TRANSPORT AND STORAGE
Warehousing/Logistics, Transport, Distribution
TOURISM
Tourism, Travel
FAMILY OR PERSONAL BUSINESS CONTACTS THAT MAY OFFER YOU WORKPLACEMENTS
NAME OF ORGANISATION
TYPE OF BUSINESS
NAME OF CONTACT
ADDRESS
PHONE NUMBER
I certify that the above details are true and correct:
Student Name
(Please Print)
Signature
Date
Parent/Guardian
(Please Print)
Signature
Date
A resume must be attached to this application
33
SAMPLE RESUME FOR <STUDENT NAME>
Name:
<name>
Address:
<street address>
<STATE> <CITY> <POSTCODE>
Contact Number:
<9999 9999>
Email Address:
<needs to be appropriate>
Date of Birth:
<Day> <Month> <Year>
Current Education:
<school and year level>
Achievements:
•
•
•
<Quest for Excellence Award>
<First Aid Certificate>
<2000 Most Improved Player x Netball Club>
Community Work:
•
•
<Member of Perth Salvation Army>
<Collector for the Red Cross Annual Appeal>
Work Skills:
•
•
•
•
•
<Good communication skills>
<Helpful and courteous manner>
<Reliable and trustworthy>
<Able to work under pressure>
<Willingness to learn>
Interests:
•
•
•
•
<Netball>
<Swimming>
<Horse Riding>
<Reading>
34
2
WORK EXPERIENCE
<DATE>
<NAME OF BUSINESS AND LOCATION>
I worked at the <name of business> as part of my work experience for a total
period of 3 weeks to learn how a <business> operates and to see what it would
be like to work in the <industry area> industry.
Duties:
•
•
•
•
•
<Answered telephone and enquiries from
clients>.
Operated the <type of equipment>.
Observed and assisted in providing information
to clients on <service>.
Observed and assisted in organising <service>.
Maintained the general tidiness of the
<workplace environment>.
EMPLOYMENT
<DATE>
<NAME OF BUSINESS AND LOCATION>
I am currently employed by < name of business > on a part time basis
as a <name of position>. I work on <days> and < > evenings.
Duties:
•
•
•
•
•
<Service> to customers.
<Service> to customers.
Assisted in the <name of activity>.
Assisted in <name of activity>.
<Other activities in the work environment>.
REFEREES
<Name of Referee 1>
<Position title>
<Name of business>
<contact number>
<Name of Referee 2>
<Position title>
<Name of business>
<contact number>
<Name of Referee 3>
<Position title>
<Name of business>
<contact number>
35
Interviews
The Department of Education and Training’s Workplace Learning Procedures and Guidelines,
2003 School Based Traineeship Selection Interview Form (p38), may assist in the process of
identifying suitable students. A school interview can be a useful learning process for students
who have not attended a workplace interview previously and this process may therefore be part
of their work readiness. The Student Interview Feedback Form (p39) is also included here to
assist the student to reflect and learn from their mistakes.
Workplace Interviews – Tips for Students
Selected students may also be involved in a workplace interview where preparation and
presentation are very important. There may be a panel of interviewers for each student,
representing a cross section of the work environment including members of both genders where
possible. The actual interview itself can be daunting for students, especially if they are not
confident. Preparation and practice will assist. Sample employer interview questions are on
p40.
•
Arrive 10 minutes early. Give yourself time to gather your thoughts and check your
appearance.
•
Introduce yourself to the receptionist. Give your name, time of the appointment, name
of the person who is interviewing you and speak clearly and politely. The receptionist
will tell you where to wait. Remember to thank the receptionist and wait quietly.
•
Greet the interviewer(s) and introduce yourself.
•
Smile and be ready to shake hands.
•
Enter the interviewer’s office and wait to take the seat offered to you.
•
Maintain eye contact. This shows interest and demonstrates confidence.
•
Keep your hands and legs still. Don’t fidget, fiddle, smoke or chew gum.
•
Answer questions honestly and politely. Consider your answers carefully and speak
clearly. Give brief answers to questions - not just ‘Yes’ or ‘No’.
•
Always try and turn the questions to your advantage. This is your opportunity to show
that the skills, interests and experience you have meet the requirements of the job.
•
When given the opportunity, ask job related questions that are not about salary or
benefits.
•
At the end of the interview, politely thank the employer/interviewer(s).
36
After the Interview
•
After the interview, evaluate your performance. This will help you with future
interviews. Consider the things you did well and the things you could improve on.
•
Each interview is not a win or lose situations. It is an opportunity for you to learn and
gain experience for next time. Usually, you will not know straight way whether you
have been successful in the interview or not. You will be contacted by telephone or mail.
Now you’ll just have to wait.
•
If you find your interview to be unsuccessful, make sure you still look at the experience
positively. It is a learning opportunity for you. Ask for feedback from the interview, it
will help you with future interviews.
•
“Take from it what you can and move on.”
37
SCHOOL BASED TRAINEESHIP SELECTION INTERVIEW FORM
Student
Name:
Interviewer:
School:
Program:
Quality of Response
Unsatisfactory
1
Why have you applied to be part of this Program? What are the
advantages for you? How will your school and study program change
because you are in this Program?
2
Have you ever had a part time job?
YES – What? Where? When? Why? How did you get this job?
NO – What can you do to get a part time job? How could this help you?
3
What is your current career goal? What do you know about this career?
What prerequisites do you need to enter this field?
4
How do you think the workplace differs from school? How well do you
get along with your workmates, classmates and teachers? How do you
make sure you meet deadlines?
5
Teamwork and cooperation in the workplace are essential. What
teams/groups have you been involved in? Are you a good team member?
When team members did not pull their weight, what did you do?
6
As an employee, what are your greatest strengths and weaknesses?
Explain how you are working to overcome one of your weaknesses. How
will an employer benefit by you being at their workplace?
7
Give an example of an important goal you have set and achieved. Explain
how you made sure you were going to succeed.
8
What is the most difficult decision you have ever had to make? What
made this decision so difficult?
9
A “what if…” work situation example.
Students should prepare one or two questions to ask the panel at the end of the interview.
Office Use only
Notes:
38
Satisfactory
Excellent
STUDENT INTERVIEW FEEDBACK FORM
Current
School Year:
Student
Name:
School:
Age:
Program:
Date:
Interviewer:
Quality of Response
Unsatisfactory
Satisfactory
School attendance and punctuality
Appropriate dress and grooming
Enthusiasm, attitude and body language
Confidence, maturity and courteous behaviour
Communication and clarity of speech
Listening carefully to questions
Thoughtful and convincing answers
Program knowledge and understanding
Work readiness
Career planning and industry understanding
Decision making and goal setting
Teamwork and interpersonal skills
Supporting documentation – application, resume,
portfolio
Asked appropriate questions
Summary Comments and Additional Information
Office Use only
Recommendation for the School Based Traineeship
39
YES / NO
Excellent
SCHOOL BASED TRAINEESHIP EMPLOYER INTERVIEWS
Possible Public Sector Interview Questions:
1. Motivation – Why do you want to be part of the traineeship program? What do you
want to achieve from it?
Please detail any relevant work experience.
2. Computer Skills – Describe your computer skills at present?
(Probe – Are you familiar with Word, Excel, Access etc?)
Please provide an example where you have used these packages.
3. Teamwork – Can you describe an occasion when you have had to work as part of a
team? What was your role? What do you feel is important to achieve results in a team?
40
Checklist for
Planning Stage
SScchhooooll CCoooorrddiinnaattoorr,, hhaavvee yyoouu::
•
completed the Workplace Learning checklist?
•
chosen models to source employer – individual, conversion of Structured Workplace
Learning, using a Group Training Scheme, schools, District Education Offices or
Central Office as the employer?
•
prepared students by facilitating an information meeting, application and interview
processes?
•
promoted School Based Traineeships?
•
assisted with sourcing employers?
SSttuuddeenntt,, hhaavvee tthheeyy::
•
attended an information meeting and demonstrated work readiness?
•
assisted with sourcing employers?
PPaarreennttss,, hhaavvee tthheeyy::
•
attended an information meeting?
•
signed the SWL/School Based Traineeship Application Form?
EEm
mppllooyyeerr,, hhaavvee tthheeyy::
•
contacted the New Apprenticeships Centre and/or Group Training Scheme for advice on
the process?
•
advertised the need for a School Based trainee?
•
selected the qualifications and elective in consultation with the school? Advice may also
be gained via Industry Training Advisory Bodies and the Apprenticeship and
Traineeship Support Network.
Resources for Schools
•
Work Readiness Kit – available from VET in Schools, Department of Education and
Training. www.eddept.wa.edu.au/vet
•
Workplace Learning Procedures and Guidelines, 2003 replacing the SWL Toolkit – on
Regulatory Framework System at www.eddept.wa.edu.au/regframe/index.cfm
41
Trial Stage
(Optional)
In this second stage, the focus is on:
•
the importance of the trial or probationary period to determine suitability of the selected
applicant;
•
ensuring students and employers are aware of their responsibilities for Structured
Workplace Learning;
•
ensuring that appropriate tools are selected and provided to record skills achieved; and
•
reporting resulting grade to the Curriculum Council which contributes to student
achievement of the Western Australian Certificate of Secondary Education.
42
Structured Workplace Learning
Structured Workplace Learning is the placement of a student in a work environment as part of a
school program. It is an accredited Curriculum Council subject (120 hours) that requires formal
assessment. Successful completion leads to recognition in the Western Australian Certificate of
Education (WACE). This section provides some information on the Skills Lists and grading
requirements for Structured Workplace Learning. It is recommended that students undertaking
School Based Traineeships be enrolled in Structured Workplace Learning.
Structured Workplace Learning during the Trial or Probationary Period
Students may complete a ten-week unpaid trial period before signing up for the School Based
Traineeship. It is a model not a set policy because there are many variables that come into play
and it allows for flexibility. When students begin in February or early March the trial period fits
nicely with the end of Term One and the School Based Traineeship can begin in Term Two.
Some agencies will be able to make a judgment on the student’s suitability before ten weeks and
others may require more time but usually unless there are other complications ten weeks is
usually the limit.
The student is not entitled to any compensation during the trial period because this is a
Structured Workplace Learning placement until they are signed up and there is no payment for
Structured Workplace Learning. In fact if they are paid then it affects the insurance cover in the
workplace for that period. During the trial period the student has not lost anything, even if the
School Based Traineeship does not go ahead, because they are being assessed on the Structured
Workplace Learning subject just the same as if they were in any other placement and will
receive credit for the skills that are signed off.
Provide Employers with Information
The following extracts are from the Department of Education and Training’s Workplace
Learning Procedures and Guidelines, 2003.
The School Coordinator must conduct an information session with the employer to:
•
•
•
•
outline how workplace learning fits into the school program;
explain the necessity for the completion of the Confidential Declaration form by the
employer and possibly others at the work site;
explain procedures to be followed in the case of student absence from the workplace; and
explain the procedures to be followed in case of an accident to the student.
The information session will be necessary to:
•
•
•
•
explain competency based training;
explain the role of the Workplace Supervisor in training and assessing the student;
identify the skills that can be assessed in the workplace; and
describe a systematic way of delivering and assessing the skills.
For employers who have not been involved previously in Structured Workplace Learning and
School Based Traineeships it will be necessary to provide follow-up sessions. This can be
combined with a monitoring visit during the placement.
43
Parent Information
Under the Department of Education and Training’s Workplace Learning Procedures and
Guidelines, 2003 prior to participation by a student in a workplace learning program, the School
Coordinator must inform students and parents of:
•
•
•
•
details of the workplace learning program and how it fits into the student’s total school
program;
details of the process for identifying students who are ready for work placements;
benefits for the student; and
details of post school options.
Parent Consent
Parents must sign the Parent/Guardian Consent Form for Workplace Learning form. (See also
p59, 60, 61).
Enrolment with the Curriculum Council
School Coordinators need to ensure students are appropriately enrolled in Structured Workplace
Learning. If students are undertaking SWL with a Unit of Competency (UOC) – see p87, then
School Coordinators are required to:
*
register the appropriate UOC with the Curriculum Council; (see p55.)
*
enrol the student in SWL and the UOC with the Curriculum Council (via computer disk
provided by the Curriculum Council); and
*
notify the Curriculum Council of the grade for SWL and the results of the UOC (via
computer disk provided by the Curriculum Council).
Skills Lists
The Introduction to Structured Workplace Learning Skills focus on the development of 27
entry level skills which are based on the Key Competencies: Collecting, Analysing and
Organising Information; Communicating Ideas and Information; Planning and Organising
Activities; Working with Others and in Teams; Using Mathematical Ideas and Techniques;
Solving Problems and Using Technology.
The Industry Specific Structured Workplace Learning Skills provide a framework for the
development of skills specific to a broad industry sector in the workplace. Each skills list
comprises a minimum of 20 skills, 15 common core skills and 5 industry skills to the particular
industry area.
The School Coordinator will need to determine the most appropriate Skills List for School
Based trainees enrolling in Year 12 Structured Workplace Learning. The table following maps
the available Structured Workplace Learning subjects to the Training Packages.
44
Curriculum Council
Government of Western Australia
Types of Work Placements for Structured Workplace Learning 2002/2003
Subject
Name
Animal Care
Automotive
Building
Construction
and Services
Business
and Clerical
Community
Services,
Health and
Education
Design
Electronics
Servicing
Food
Processing
Hospitality
Information
Technology
Light
Manufacturi
ng
Examples
Training
Packages
E817
Persons working in veterinarian clinics and
hospitals, Animal havens and Wildlife sanctuaries.
Also includes people working in agistment industry
or with horses.
Vet Clinic / hospitals
Wildlife Sanctuary /
Park, Animal Havens,
Equestrian
Veterinary Nursing
Components of the
Agriculture Training
Package
E802
Persons working in automotive (eg diesel, petrol,
marine, panel beating, spray painting, small
engines, motorbikes).
Automotive (Retail,
Service and Repair)
E803
Person involved in plumbing, plastering, painting
and decorating, surveying and tiling.
Also includes builders and electricians.
E804
Person working in generic office, clerical and
administration positions regardless of the nature of
the business.
Also includes banking, insurance, small business
management, sales and marketing, accounting,
public relations, human resources and small
business administration.
Public Administration such as local government
and public services.
Automotive, Panel
Beating, Spray
Painting
Electrical, Building and
Construction,
Plumbing,
Maintenance
General Office,Banking,
Public Administration
Child Care, Teachers Aid,
Nursing, Aged Care
Community Services
E807
Persons providing personal services in health and
community related fields ie. Childcare, aged care,
nursing, medical technician, medical doctor, social
worker, pre-school teaching, and teachers aid.
E818
Includes design areas such as fashion, graphic,
industry, jewellery, furniture, advertising, product,
architect, drafting, multi media and interior etc.
Also included person working in publishing,
printing and photography.
Graphic, Multi Media,
Fashion, Interior
Design/decorating,
Publishing, Jewellery,
Photography
Printing and Graphic
Arts
E815
Person working in refrigeration and airconditioning.
Persons working in the service of electronic
products such as videos, radios, mobile phones,
computer boards.
Refrigeration and Airconditioning, Electronics
Servicing
Electrotechnology
Industry
Baker, Butcher, Seafood
processing
Food Processing
E811
Persons directly involved in large-scale food
production such as a baker.
Not food preparation at point of sale although does
include a butcher.
Waiters, chefs, food preparation at point of sale,
housekeeping, porters and other hotel specific
worker.
Food and Beverage,
Kitchen, Front Office,
Room Service, House
Keeping, Porter
Functions
Computers,
Telecommunications,
Cabling
Hospitality and
Tourism
Cabinet Making, General
Furnishings, Textile
Clothing, Footwear
Textile Clothing and
Footwear
Code
Types of Workplacements
E812
E808
Person working in information technology in such
areas as software development, web development,
computer networks, maintenance, computer
assembling etc.
Person working in telecommunications in such
areas as mobile phones and cable installation.
E805
Persons working in the direct production of small
items, such as furnishings, cabinet making,
fibreglass, textile clothing, foot wear and
electronics.
Persons working in the direct manufacture of large
items such as machinery.
45
General Construction
Administration and
Business Services
Information
Technology
Information
Technology
Plastics, Rubber and
Cable Making
Subject
Name
Examples
Training
Packages
Welding, Boat Building,
Engineering
Metal and
Engineering
E809
Person working in direct production of metal (ie
smelting, fitting and machining, welding and metal
fabrication).
Person working in engineering including civil,
structural, marine, and aircraft mechanical
maintenance.
Also includes boat building.
E816
Persons working in the direct production of
mineral resources such as ore, oil, coal, gas etc.
Mining
Extractive Industries
Agriculture, Viticulture,
Aquaculture, Forestry,
Fishing & marine,
Horticulture
Horticulture
E813
Persons working in areas directly related to the
production of primary resources. (eg viticulture,
horticulture, rural industries, forestry workers).
Persons working in the direct production of
aquatic resources such as fishing and aquaculture.
Retail, Hairdressing,
Floristy, Beauty
Therapy
Retail
E814
Persons selling goods or selling and providing
services. (Eg sales assistant, hairdresser,
beautician, florist).
Persons working in the fitness industry such as
gym instructors and trainers.
Person working in recreational facilities such as
recreation centres, cricket association, football
club.
Also includes park workers such as rangers and
recreational greenkeepers.
Recreation Centre,
Fitness Gym,
Recreational Grounds
National Sport
Industry
Persons working in tourism and travel offices.
Tourism, Travel
Hospitality and
Tourism
Persons working in the storage and transport of all
types of goods (eg Road transport and sea
transport).
Person working in the distribution of goods,
including warehouses.
Logistics / Warehousing,
Sea Transport, Road
Transport
Transport and
Distribution
Code
Types of Workplacements
Metals and
Engineering
Mining
Primary
Industries
Sales and
Personal
Services
Sport and
Recreation
E801
Tourism
E810
Transport
and Storage
E806
46
General Construction
Agriculture
National Beauty
Floristry
National Outdoor
Recreation
The Structured Workplace Learning (SWL) Log Book
The school student’s SWL Log Book may contain the following:
SECTION 1:
Your Log Book and the Workplace
Introduction
Terms you should know
The Skills Lists
Accident Procedures
Emergency Contact
School Structured Workplace Learning Contract
SECTION 2:
Using Your Log Book
How to Use Your Log Book
Workplacement Details and Checklist
Attendance Record
Daily Training Schedule
SECTION 3:
Assessment of Structured Workplace Learning Skills
Introduction to Structured Workplace Learning
Evidence of Skills Achieved
SECTION 4:
The Grading of Structured Workplace Learning Skills
Grading Structured Workplace Learning
Introduction to SWL Student Performance Profile
Industry Specific Student Performance Profile
SECTION 5:
Evidence Guide for Unit of Competency
School Unit of Competency
Competency Plan
Unit of Competency Evidence Log
Recording Results
For a student to be given credit for Structured Workplace Learning, the Skills List in the SWL
Log Book must be signed off by the employer. If the student is also completing a Unit of
Competency as part of Structured Workplace Learning, then a Registered Training Organisation
or its equivalent must be involved in verifying the delivery and assessment of that Unit of
Competency in the workplace.
Sample Skills Lists for Year 11 and Year 12 Structured Workplace Learning are on p48-49. These are provided
on the CDROM in Word format for those School Coordinators who may wish to add their school logo and other
information.
47
D962-STRUCTURED WORKPLACE LEARNING
Students must achieve all skills to pass
Student Name:
C
Please place a tick b in the appropriate box:
NMT
COLLECT, ANALYSE & ORGANISE INFORMATION
1.1
1.2
1.3
Read and interpret rosters/manuals/plans/charts/diagrams
Follow verbal instructions
Follow written instructions
COMMUNICATE IDEAS & INFORMATION
2.1
2.2
2.3
Pass on information and ideas (orally and/or in writing)
Complete forms and checklists
Use language appropriate to the workplace
PLAN & ORGANISE ACTIVITIES
3.1
3.2
3.3
3.4
3.5
3.6
Follow organised work schedules to complete tasks
Act on feedback provided by the trainer
Under instruction, plan and organise a daily work routine
Manage own time productively
Demonstrate reliability to workplace standard
Maintain an orderly workplace environment
WORK IN A TEAM
4.1
4.2
4.3
4.4
4.5
4.6
Identify the role of individuals and teams within the organisation
Show understanding, tolerance and respect for colleagues and clients
Demonstrate appropriate dress, personal grooming and hygiene
Exhibit motivation and enthusiasm for the job when working individually
Work co-operatively with others
Demonstrate an appropriate code of conduct
USE MATHEMATICS
5.1
5.2
Demonstrate appropriate mathematical skills needed to complete tasks
Use estimation in a variety of situations
SOLVE PROBLEMS / MEET CHALLENGES
6.1
6.2
6.3
6.4
Identify a problem and apply given procedures to solve it
Use common sense and initiative to complete tasks
Seek information and / or assistance when unsure
Show determination to achieve when faced with problems or challenges
USE TECHNOLOGY
7.1
7.2
7.3
Use workplace equipment following manufacturer’s and/or trainer’s instructions
Care for equipment following manufacturer’s and/or trainer’s instructions
Apply safe working practices
C = Competent
Mastered the skills to the standard
expected of a young person at a basic
or junior student trainee level.
Workplace Supervisor Signature
NMT = Needs More Training
Covered the skill but more time is
required to master it to the expected
standard of a junior student trainee.
Date
N/A = Not Assessed
Did not cover it or chose not to assess it.
School Coordinator Signature
48
Date
N/A
E808 – Information Technology
STRUCTURED WORKPLACE LEARNING
Students must achieve all skills to pass
Student Name:
Please place a tick bin the appropriate box:
C
NMT
UNDERSTANDING OF THE WORKPLACE
1.1
1.2
1.3
Personal presentation meets workplace requirements
Identify the main purpose and products of the company or organisation
Demonstrate a positive attitude to the work environment
AWARENESS OF OSH ISSUES
2.1
2.2
2.3
Apply safe working practices according to OSH
Apply correct procedures when using and operating equipment
Maintain work area according to workplace requirements
WORKPLACE PERFORMANCE
3.1
3.2
3.3
Complete work-related tasks individually or as part of a team
Recognise the perspective of all people in the workplace
Demonstrate correct processes when responding to colleagues, clients and/or customers
COMMUNICATION SKILLS
4.1
4.2
4.3
Use oral language appropriate to the workplace
Demonstrate relevant writing skills
Interpret and convey relevant information
RESPONSIBILITY & SELF MANAGEMENT SKILLS
5.1
5.2
5.3
Apply effective time-management skills
Demonstrate self-management skills
Recognise opportunities to improve workplace performance
INFORMATION TECHNOLOGY SKILLS
6.1
6.2
6.3
6.4
6.5
Connect hardware peripherals under supervision
Install software or software upgrade under supervision
Use a network under supervision
Carry out basic repair work under supervision
Follow procedures for reporting faults
C = Competent
Mastered the skills to the standard
expected of a young person at a basic
or junior student trainee level.
Workplace Supervisor Signature
NMT = Needs More Training
Covered the skill but more time is required
to master it to the expected standard of a
junior student trainee.
Date
N/A = Not Assessed
Did not cover it or chose not to assess it.
School Coordinator Signature
49
Date
N/A
Grading of Structured Workplace Learning
Upon the completion of all work placements the School Coordinator, using the following
Curriculum Council guide, calculates the student’s grade for Structured Workplace Learning:
Introduction to Structured Workplace Learning Skills List (Year 11)
A grade:
B grade:
C grade:
D grade:
E grade:
All 27 skills achieved
rated at very high for 50% or more on the performance criteria
at least high for the remaining performance criteria
All 27 skills achieved
rated at high or better for 50% or more of the performance criteria
at least satisfactory on the remaining performance criteria
All 27 skills achieved
At least 16 – 26 of the skills achieved
Less than 16 skills achieved
Industry Specific Skills List (Year 12)
A grade:
B grade:
C grade:
D grade:
All 20 (15 core and 5 industry specific) skills achieved
rated at very high for 50% or more on the performance criteria
at least high for the remaining performance criteria
All 20 (15 core and 5 industry specific) skills achieved
rated at high or better for 50% or more on the performance criteria
at least satisfactory on the remaining performance criteria
All 20 (15 core and 5 industry specific) skills achieved
At least 12 –19 of the skills achieved with no more than 5 industry
specific skills included
50
Checklist for
Trial Stage (Optional)
SScchhooooll CCoooorrddiinnaattoorr,, hhaavvee yyoouu::
•
provided information session/s for employers?
•
gained parent/guardian consent?
•
prepared and provided each student with an appropriate and comprehensive SWL Log
Book?
•
graded students on SWL skills achieved and submitted results to the Curriculum Council
with any UOC completed?
SSttuuddeenntt,, hhaavvee tthheeyy::
•
undertaken a SWL trial period?
•
completed relevant details in their SWL Log Book?
•
made the SWL Log Book available to their Workplace Supervisor each work day?
PPaarreennttss,, hhaavvee tthheeyy::
•
provided written consent for Workplace Learning?
EEm
mppllooyyeerr,, hhaavvee tthheeyy::
•
attended Structured Workplace Learning (SWL) information session/s?
•
completed relevant details in the SWL Log Book?
•
selected a competent Workplace Supervisor who regularly records skills achievement in
the SWL Log Book?
Resources for Schools
The Enterprise and Vocational Education (EVE) Coordinator in your VET Cluster may provide
a localised SWL Log Book for use by your school. The Curriculum Council website contains
copies of SWL skills lists.
51
Implementation Stage
Now that the employer and student have been matched, in this third stage the focus is on:
•
student graduation;
•
school organisation;
•
parent consent;
•
registration of the School Based Traineeship; and
•
the Memorandum of Understanding with the Registered Training Organisation.
52
Student Graduation
Achieving the Western Australian Certificate of Education
School Based trainees complete a specified number of hours in work and training. Units of
Competency completed either at school or other training institution must be from a nationally
endorsed Training Package. The Units of Competency may be grouped together to make a VET
subject equivalent.
It is recommended that School Based trainees also be enrolled in Structured Workplace Learning,
as this is an accredited Curriculum Council subject. The hours for Structured Workplace Learning
will count towards the School Based Traineeship hours, regardless of whether the student is paid.
For example, if a School Based trainee commences the School Based Traineeship without a trial or
probationary period, they accrue their Structured Workplace Learning hours concurrently over the
School Based Traineeship period.
A student undertaking a School Based Traineeship may be enrolled in:
Year 11
Structured Workplace Learning
VET Subject Equivalent
VET Subject Equivalent
English
Subject
Subject
Year 12
Structured Workplace Learning
VET Subject Equivalent
VET Subject Equivalent
English
Subject
Subject
A student undertaking a School Based Traineeship will have, in Year 12, at least 3 subjects which
are graded. One of these will be Structured Workplace Learning; and one must be Year 12 English.
All three must be Curriculum Council accredited courses. A repeated subject can only count once
towards Secondary Graduation, and results may be accumulated over six years.
Eligibility for Western Australian Certificate of Education
The Curriculum Council requires students to complete the following over to achieve the Western
Australian Certificate of Education:
•
Completion (achievement of a letter grade of A, B, C, D or E) of 10 full year CC subjects
of which 4 may be VET subject equivalents.
•
English Language competence, students must complete an English subject each year (2
subjects);
•
Attain C or better grade in 8 full year subjects, at least 4 of which must be Year 12 and 2 of
which may be VET subject equivalents.
Sample timetables (p56) take into account the above requirements, and essentially may fall into
two categories – on grid or off grid.
53
The length of the School Based Traineeship will also affect the School Based trainee’s timetable,
depending on whether the School Based Traineeship is completed entirely in Year 12 or completed
over Year 11 and Year 12 ie two years.
Enrolment with Curriculum Council
To enrol students, the School Coordinator will need to:
1
2
3
register with the Curriculum Council, the Units of Competency offered by the school
(sample form follows);
enrol the School Based trainee with the Curriculum Council, in the Units of Competency
(via computer disk from Curriculum Council); and
notify the Curriculum Council of the results of each Unit of Competency for each School
Based trainee (via computer disk from Curriculum Council).
The Units of Competency may be grouped by nominal hours (‘stand alone’ not ‘integrated’) to
make up VET subject equivalents as illustrated below. VET subject equivalents cannot be used in
the calculation of the C Grade or better average for Secondary Graduation but do affect the number
of Year 12 subjects included in the average. VET subject equivalents provide only a credit towards
Secondary Graduation.
NB VET subject equivalents only apply to ‘Stand Alone’ Units of Competency.
Nominal hours – Stand
Alone Units of
Competency
Subject Equivalent
Number of Subjects
used in C Grade
calculation
Minimum number of
Year 12 subjects
included in calculation
Less than 55 hours
0
8
4
55 to 109 hours
½
7½
4
110 to 164 hours
1
7
4
165 to 219 hours
1½
6½
4
Greater than 219 hours
2
6
3
For queries about VET registration, please contact Mr John Reid by telephone (08) 9273 6316,
facsimile (09) 9273 6360 or email [email protected].
An example of the Curriculum Council registration of Units of Competency follows. In the example the school
offers School Based Traineeships in Information Technology and School Based trainees in Year 12 have the
opportunity to complete one subject equivalent (130 hours of stand alone Units of Competency).
54
XXXX
RTO
code
School Code:
ICAITU013B
ICAITS014B
ICAITS015B
ICAITS017B
ICAITS121A
Integrate commercial computing packages
Connect hardware peripherals
Install software applications
Maintain system integrity
Administer network peripherals
Code for UOC
ICAITU012B
Name of Unit of Competency (UOC)
Contact Telephone Number:
Design organizational documents using commercial computing packages
SHS
20
20
10
10
30
40
Nominal
Hours
VET Equivalent
VET Equivalent
VET Equivalent
VET Equivalent
VET Equivalent
VET Equivalent
Curriculum Council code and
subject
Industry Area CO
130 hours = I subject equivalent for Year 12s.
Principal’s Signature:
Date:
55
I have checked that the scope of the Registered Training Organisation (RTO) covers the competencies that are listed.
XX XXXX
RTO
Name of Contact Person:
School Name:
Registration of Competencies from Approved List of Nominal Hours for 200x being delivered in 200x
School Organisation
Sample Timetables
In order to ensure requirements for the Western Australian Certificate of Education it will be
necessary to consider the student achievement for the length of the School Based Traineeship.
In this example the student completes the School Based Traineeship in Year 12. In Year 11 the
student completed 6 subjects to allow for student graduation in Year 12 under the following
structure.
Tutorial and Private Study time (7 periods) may be partly used for catch up on Option 1 (1 period),
Maths (1 period), and English (1 period).
Year 12 Grid Lines
Monday
Option
Period 1
Tuesday
Maths
Line 1
Option
Line 5
Thursday
Private Study
SWL
Line 6
SWL
Line 3
Period 3
Tutorial 1
English
English
SWL
Line 4
Line 2
Line 2
Line 5
Period 4
Tutorial 1
English
Tutorial 2
SWL
Line 4
Line 2
Line 3
Line 1
English
Period 5
Line 2
Maths
Period 6
Tutorial 2
Maths
Line 3
Option
Line 5
Student Load (6 subjects)
English (Line 2)
1 period English
Maths (Line5)
1 period Maths
Option (Line 1)
1 period Option
SWL + 2 subject equivalents
Line 6
SWL
Line 1
SWL
Line 4
Line 1
SWL
Line 6
Tutorial 1
SWL
Line 1
Line 4
Subjects missed
Line 6
SWL
SWL
Line 5
Friday
Line 3
Private Study
SWL
Line 6
Line 5
Period 2
Maths
Wednesday
Line 4
SWL
Line 2
Line 3
Catch up times
Tutorial 4 periods (Line 3 and 4)
Private Study 3 periods (Line 6)
56
Year 11 Timetable
At Geraldton Secondary College, students from the main grid are counseled as to how they will
accommodate the School Based Traineeship requirements around their current schoolwork load. It
can be seen that Private Study is on the timetable to allow some time for catching up on missed
periods.
Period
Monday
1
Accounting
2
Accounting
3
Work Studies
4
Work Studies
5
Private Study
6
English
Tuesday
Wednesday
English
Line 4
Thursday
Friday
English
Line 6
Line 6
Metals
Technology
Line 2
Line 4
English
English
Metals
Line 6 Technology
Line 6
Line 2
Private Study
Metals
Technology
Line 1
Private Study
Work Day
Line 1
Foundations of
Maths
Line 2
Metals
Technology
Line 3
Foundations of
Maths
Line 2
Accounting
Foundations of
Maths
Line 3
Accounting
Line 4
Line 4
Line 3
Accounting
Line 6
Foundations of
Maths
Line 4
Work Studies
Line 1
Line 3
Subject Load (7)
Will miss
Accounting
Work Studies
2 periods Work Studies
English
Foundations of Maths
1 period Foundations of Maths
Metals Technology
1 period Metals Technology
Structured Workplace Learning
VET equivalent
Subject dropped
Physical Science
For further information on this program, refer to the School Case Studies section p123.
57
Eastern Goldfields Senior High School’s School Based Traineeships are offered to a discrete
group off the main grid. The program ensures that students complete the requirements for
Secondary Graduation over the two years. For more details of the program, see the School Case
Studies section p121.
YEAR 11
PERIOD
1
7.30 – 8.30
MON
TUES
2
9.00 – 10.00
Voc English
D002
3
10.00 –11.00
Voc English
D002
Business
Financial
Management
D727
Keyboarding
D743/4
4
11.30 –12.30
Business
Financial
Management
D727
Voc English
D002
5
12.30 – 1.30
Keyboarding
D742/4
Voc English
D002
6
2.00 – 3.00
Keyboarding
D743/4
Keyboarding
D743/4
WED
THURS
Term 1 - Specially
devised program
including interview
skills, telephone
technique, Senior First
Aid, MARCSTA, Fire &
Rescue, Portfolio and
résumé preparation,
Image Power.
FRI
Curtin University’s
VTEC studying
Certificate II in
Business 8.30 – 12.30
(175 hours)
Term 2 –
SWL/Traineeship
YEAR 12
PERIOD
1
7.30 – 8.30
WED
THURS
Business Financial
Management D727
Computer
Fundamentals E705
Computer
Fundamentals E705
Computer
Fundamentals E705
Computer
Fundamentals E705
4
11.30 –2.30
Vocational English
E002
Vocational English
E002
5
12.30 – 1.30
Business Financial
Management D727
Vocational English
E002
2
9.00 – 10.00
3
10.00 –1.00
MON
TUES
SWL industry specific
skills/Traineeship
School closes 1.30
6
2.00 – 3.00
58
FRI
Vocational English
E002
Curtin University’s
VTEC 12.30 – 5.00
pm studying
Certificate II in
Business + 2 UOC’s
from Certificate III
in Business
(195 hours)
Parent Consent
Under the Department of Education and Training’s Workplace Learning Procedures and
Guidelines, 2003 parents must consent to workplace learning (see p44). School Coordinators are
required to provide a letter to parents covering workplacement details once a suitable placement
has been identified (see p60). Parents/guardians are required to sign the Consent for Workplace
Learning Form (p61) in order for the student to be involved in workplace learning.
If there are inherent dangers in the workplace, the School Coordinator must document these on the
form and also discuss these with the student and with his or her parent/guardian so that the
parent/guardian can give informed written consent to the workplacement.
Student Health
Parents/guardians must be reminded to provide information about changes to their children’s health
or fitness over the period of the School Based Traineeship. The standard form for collecting health
data is included in the Department of Education and Training’s Workplace Learning Procedures
and Guidelines, 2003.
Employment Confirmation
When the School Coordinator is satisfied that the workplace is suitable for a student to undertake a
workplacement the School Coordinator must confirm the placement in writing to the employer
stating:
•
student details;
•
details of school contact person;
•
days and dates of student attendance at the workplace; and
•
insurance cover/public liability details.
Insurance
All government school students on a workplace learning placement are covered by the Department
of Education and Training for the recovery of the ‘gap’ in medical expenses when the workplace
learning placement is organised by the school. This means that the workplace learning placement
has gained appropriate approvals as defined in the Excursions: Off School Site Activities Policy,
2003 (see p1).
Under the Department of Education and Training’s Workplace Learning Procedures and
Guidelines, 2003 when a student is undertaking Structured Workplace Learning, the School
Coordinator must provide an Insurance Details letter to the employer and an Acknowledgement of
Insurance Details must be signed by the employer and returned to the school.
Once students receive payment for their School Based Traineeship, they are not covered by the
Department of Education and Training’s insurance policy. Parents must be informed that the
School Based trainee is covered under the employer’s insurance from this point forward.
59
PARENT/GUARDIAN INFORMATION LETTER FOR WORKPLACE LEARNING
Dear ___________________
Workplace learning placement has been organised for __________________________ as
follows:
Venue: ________________________________________________________________
Dates: ________________________________________________________________
Contact person: _________________________________________________________
Address: ______________________________________________________________
______________________________________________________________________
Telephone number: ______________________________________________________
Special requirements (eg, steel capped boots):_________________________________
Special considerations (eg, vaccination required): _____________________________
______________________________________________________________________
All government school students on a workplace learning placement are covered by the Department
of Education and Training for the recovery of the ‘gap’ in medical expenses when the workplace
learning placement is organised by the school.
Your consent is required for your child to be placed on this workplace learning placement. Could
you please sign and return the attached parent/guardian consent form to me as soon as possible.
If you have any queries please contact me during school hours on ________________.
Yours sincerely
___________________________________
School Coordinator
enc: Parent/guardian Consent Form
60
PARENT/GUARDIAN CONSENT FORM FOR WORKPLACE LEARNING
I have read and understood the attached information regarding the workplace and give my consent
for my son/daughter ………………................................. to participate in the workplace learning
program.
I give my consent for my son/daughter to use the identified transport for travelling to and from the
workplace.
I am aware that the employer provides insurance cover for my son/daughter, which does not
include cover for loss or damage to my son/daughter’s personal belongings.
In an emergency I or.........................................can be contacted on telephone number
ph.............................................. mob……………………………………………………
My son/daughter has the following medical conditions/allergies (please include asthma)
........................................................................................................................………….
............................................................................................................................……….
........................................................................................................................………….
and/or requires the following medication
..........................................................……………………………………………………
.............................................................................................................………….............
.............................................................................................................………….............
Name of Parent/Guardian (please print).......……….........................…………….…….
Signed ...............................................……. (Parent/Guardian) Date.....………………
61
Registration of the Training Contract
Registration of the Training Contract involves the completion of three essential documents
requiring interaction and approval by the School Based trainee (SBt), the parents/guardians, the
Employer; the School; the New Apprenticeships Centre (NAC); the Apprenticeship and
Traineeship Support Network (ATSN); and the Registered Training Organisation (RTO). The
documents are:
1
2
3
The Education, Training and Employment (ETE) Schedule
The Training Contract, and
The Training Program Outline.
SSSBBBttt
ETE Schedule
EEEm
m
mpppllloooyyyeeerrr
SSSccchhhoooooolll
NNAACC
RRTTO
O
Training Contract
AATTSSNN
Registers
SBT
62
Training Program
Outline
1
Education, Training and Employment (ETE) Schedule
The ETE Schedule details days on the job, days at school, and any days in off the job training. The
ETE Schedule must accompany the Training Contract and be submitted to the New
Apprenticeships Centre by the school.
The School Coordinator will require the School Based trainee’s timetable, to complete the school
details required on the form.
When completed the ETE Schedule will contain specific details about:
•
•
•
•
•
•
•
•
the student;
the school;
the Registered Training Organisation (RTO);
the employer;
the training qualification;
the school program of study;
work arrangements; and
formal training arrangements.
Signatures required
The ETE Schedule must be signed by all parties, which may include:
•
•
•
•
•
the school principal or authorised delegate;
the student;
the parent/guardian;
the employer; and
the RTO.
It is recommended that the School Coordinator complete the ETE Schedule, and that the RTO
representative’s signature is obtained in advance of the Training Contract being signed ie when
negotiating training arrangements. It is recognised, however, that this will require considerable
planning and may not be possible in all circumstances.
Following this procedure, however, will ensure that the New Apprenticeships Centre can
efficiently lodge the ETE Schedule and the Training Contract with the Apprenticeship and
Traineeship Support Network. Both forms must be lodged with the Apprenticeship and Traineeship
Support Network before the paperwork can be processed further.
A copy of the Education, Training and Employment Schedule is provided on the CDROM.
63
2
The Training Contract
The Training Contract is a legally binding agreement between the employer, the School Based
trainee and their legal guardian to undertake traineeship training and includes a Commonwealth
Incentives assessment.
The School Coordinator or employer will need to contact the New Apprenticeships Centre (NAC).
The New Apprenticeships Centre (NAC)
•
•
Makes provision for a sign up
of the Training Contract. This
may involve the employer,
school representative, student
and parent. The school should
provide to the New
Apprenticeships Centre, at this
stage, a signed copy of the
Education, Training and
Employment Schedule
developed in consultation with
the employer and the
Registered Training
Organisation.
Will forward the completed
Traineeship Contract and
Education, Training and
Employment Schedule to the
Apprenticeship and
Traineeship Support Network.
SSSccchhhoooooolll
Information for ETE Schedule
N
N
NAAACCC
Training Contract
signs
signs
signs
EEEllliiigggiiibbbllleee
ssstttuuudddeeennnttt
EEEm
m
mpppllloooyyyeeerrr
PPPaaarrreeennnttt
It may be prudent to retain a copy of the Training Contract in the school.
Apprenticeship and Traineeship Support Network (ATSN)
•
Before the contract can be registered, the Apprenticeship and Traineeship Support Network
will request from the Registered Training Organisation, a copy of the Training Program
Outline.
•
Training Contracts are not registered until one month after the date of commencement of
the School Based Traineeship. This one-month period is part of the School Based
Traineeship and is included in the nominal training period.
A copy of the Training Contract is provided on the CDROM.
64
3
The Training Program Outline (TPO)
Where a School Based Traineeship is in place or being negotiated, Australian Quality Training
Framework Standard 9.3 requires Registered Training Organisations to ensure that individual
training plans are developed, documented, implemented and monitored for each School Based
trainee, including all relevant formal training ie on and off the job.
In Western Australia, the Training Contract incorporates a TPO, which acknowledges that the
Registered Training Organisation, the employer and the School Based trainee have discussed,
negotiated and agreed to the following:
•
the Units of Competency that form the structured training program;
•
who will deliver the training and how the training will be conducted;
•
where the formal training will take place (on or off the job or a combination of both);
•
the release arrangements for the School Based trainee’s off the job training (where
applicable); and
•
who will conduct the assessment, how and where the assessment will be conducted.
The school will require a copy of the TPO in order to register Units of Competency and enrol the
School Based trainee with the Curriculum Council. (See also p54.)
The School Coordinator, Registered Training Organisation and the employer will decide on the
Units of Competency to be completed for the traineeship qualification. The school may already
have a training plan for School Based trainees that can form the basis of the TPO.
The Registered Training Organisation is responsible for providing completed and signed copies of
the TPO to the employer and School Based trainee, and for forwarding the TPO to the
Apprenticeship and Traineeship Support Network within four (4) weeks of receiving a request
from the Apprenticeship and Traineeship Support Network on behalf of the employer.
The Apprenticeship and Traineeship Support Network will assess whether the employer can
provide the necessary training for the School Based Traineeship, and will register the Training
Contract based on the endorsement of the Registered Training Organisation.
65
The Registered Training Organisation (RTO)
•
Will have the Training Package information – relating to the specific Units of Competency
in the School Based Traineeship.
•
Will ensure the number of training hours allocated to each Unit of Competence meet
program requirements eg articulates to apprenticeships, higher-level traineeships.
•
Is responsible for the training and assessment of the School Based trainee.
•
Lodges within 4 weeks of request, the Training Program Outline (developed in consultation
with the School Coordinator and the employer) with the Apprenticeship and Traineeship
Support Network. This allows the Training Contract to be registered.
SSSBBBttt sssiiigggnnnsss
SBt
R
R
O
RTTTO
O
TPO
EEEm
m
mpppllloooyyyeeerrr
sssiiigggnnnsss
AAATTTSSSN
N
N
R
R
O
RTTTO
O
sssiiigggnnnsss
A copy of the Training Program Outline is on p67-68.
66
Tele:
Fax:
Printed Name: ……………………………………………………………………………….
Date: ……………………………………….
RTO signature (Authorised Rep): ………………………………………………….
67
The RTO must retain its own copy and provide a complete, signed copy of the TPO to the ATSN, the apprentice/trainee, and the employer.
Printed Name: ……………………………………………………………………………….
Date: ……………………………………….
Date: ……………………………………….
Apprentice/Trainee signature: ……………………………………………………………………………………………………………………………………………………………………
The employer ensures that the workplace complies with the relevant legislative requirements, eg., Occupational, Safety & Health regulations and EEO principles.
Employer signature: ………………………………………………………………………
Agreement Declaration
We, the undersigned, have discussed, understand and are satisfied with the attached Training Program Outline arrangements to support
and deliver the required training. Skills Recognition Services have been explained and offered to the apprentice/trainee.
Under User Choice, the employer and apprentice/trainee have the right to negotiate training programs with the RTO. Aspects of training open to negotiation include:
Selection, content and sequencing of units of competency;
Timing, location and mode of delivery; and
Who conducts the assessment and where the assessment is conducted.
Note: For Apprenticeships, RTOs need to be aware of legislative requirements in relation to the above. The delivery of the off-the-job training component must be away from the
apprentices normal place of work.
Acknowledgement of Parties
Contact:
Name of Registered Training Organisation (RTO):
Fax:
Contact:
Tele:
Suburb:
Business Trading Name:
Employer Details
Address:
Tele:
Apprenticeship and Traineeship Support Network
Fax:
Training Start Date:
Training Package: Y/N (pls circle)
National Course Code:
Metro or Regional (please name region):
Nominal Training Period:
Title of Qualification:
DOB:
TRS ID:
First Name:
Trade (include stream)/Traineeship:
Apprentice/Trainee Family Name:
Training Program Outline
January 2003
**DSI
Anticipated start and end month and year of
training and assessment. (these may change
as the apprentice/trainee progress is
reviewed.)
Method
++Assessment
P
PF
PD
KBT
OBS
O
=
=
=
=
=
=
Project
PortFolio
Practical Demonstration
Knowledge Based Test
OBServation
Other
++Assessment Method – can be more than 1
Training Delivery and Assessment Strategy
+Mth & Year of Delivery (start and
end)
+Mth and Year of Training and Assessment
Trainer
EMP RTO
68
All parties please initial: Apprentice/Trainee: _______ Employer: _______ RTO: _______ Apprentice/Trainee Full Name: _______________________________________
Training Program Outline
*Skills
Recog.
L E G E N D
Nom
Hrs
**DSI (Delivery Strategy Identifier)
01 Local Class
06 Workplace
02 Remote Class
08 Channel 31
03 Self Paced – Scheduled
09 Internet Site
04 Self Paced – Unscheduled 90 Other
05 External
Unit of Competency
Once offered, indicate which of the
following, if any, have been sought:
CT = Credit Transfer
RPL = Recognition of Prior Learning
RCC = Recog. of Current competencies
N
= Nil
*Skills Recognition
Unit Code
Memorandum of Understanding
The Memorandum of Understanding is an agreement between the school and the Registered
Training Organisation to provide training for the School Based trainee. Where appropriate,
and depending on the planning model used, the employer will be involved in the selection of
Units of Competency. The employer may then also suggest input into clauses in the
Memorandum of Understanding relating to dates and other relevant details of training.
The following training services apply to training provided by a Registered Training
Organisation. Under the Australian Quality Training Framework, the Registered Training
Organisation must keep an auditable record of the details of the provision of the Training
Program Outline; the delivery of training; and assessment and certification.
For each for each School Based trainee, the employer and Registered Training Organisation
need to share common understandings of:
•
how much training will occur on and off the job?
•
who will provide training and assessment?
•
how will student progress be monitored?
As a minimum, for School Based Traineeships, the Memorandum of Understanding may
include:
•
the particular cohort and industry area group to be covered by the Memorandum of
Understanding;
•
the dates for assessment of the student in the workplace;
•
the dates for validation or other visits to the school;
•
the method of communication and frequency for training or student issues;
•
the Units of Competency as listed in the Training Program Outline, with reference to all
Units of Competency being sourced from a current National Training Package;
•
the provision of a Training Record Book by the Registered Training Organisation before
commencement of the School Based Traineeship;
•
dates for results to be in to Curriculum Council for Structured Workplace Learning and
Units of Competency – these will differ for Year 11 and Year 12;
•
the role and obligations of the school in the process; and
•
details of any other considerations such as mentoring requirements.
A detailed Memorandum of Understanding p70-76 as created in consultation with Challenger TAFE WA is
provided on the CDROM. It may be used as a guiding template and modified to suit the particular needs of
each party.
69
M
MEEM
MO
OR
RA
AN
ND
DU
UM
MO
OFF U
UN
ND
DEER
RSSTTA
AN
ND
DIIN
NG
G
This document represents a Memorandum of Understanding between
<The RTO>
and
<The School>
1
IIN
NTTR
RO
OD
DU
UC
CTTIIO
ON
N
1. This Memorandum of Understanding is designed to provide a framework for the development
of a constructive, cost-effective partnership between <the RTO> and <the School>.
2. It is based on recognition of the responsibility of both parties to contribute to the broad
strategies of a quality assured assessment system as prescribed under the Australian Quality
Training Framework standards for Registered Training Organisations.
3. It should serve the mutual benefit of both parties by providing an agreed understanding of
operating arrangements.
2
SSC
CO
OPPEE O
OFF C
CO
ON
NTTR
RA
AC
CTT
The purpose of this Memorandum of Understanding is to state the terms and conditions under
which:
a)
<The RTO> will provide services in relation to:
i)
ii)
iii)
b)
33
training and assessment;
quality assurance of delivery and assessment to the Australian
Quality Training Framework (AQTF) standards for RTO’s; and
issuance of AQF qualifications and/or Statements of Attainment.
<The School> will provide training and /or assessment in <Qualification> according
to the <name of training package> Training Package implementation guidelines and
in accordance with the Australian Quality Training Framework (AQTF) standards.
TTEER
RM
MO
OFF A
AG
GR
REEEEM
MEEN
NTT
<Number of years>, commencing <month and year>. The contract may be varied at any
time upon the initiation of either party with subsequent mutual agreement:
•
•
•
Duration of Contract:
Start date:
Completion date:
<number of years>
end <month, year>
end <month, year>
(Results are due to Curriculum Council for Year <Year group> by <day/month/year>)
70
44
R
RTTO
O SSEER
RVVIIC
CEESS
<The RTO> will provide the following services:
4.1 Initial consultation
The contract manager will consult with <the School> to:
•
overview the AQTF course delivery and assessment requirements;
•
clarify each partner’s expectations;
•
supply copies of and explain the quality assurance procedures relevant to the delivery
of the <Certificate Qualification> program; and
•
verify the capability of the training provider and the degree of mentoring support
required to deliver the course in accordance with AQTF standards 7.3 and 7.4.
7.3a
The RTO must ensure that assessments are conducted by a person who has:
i
the following competencies from the Training Package for
Assessment and Workplace Training, or demonstrated equivalent
competencies:
A
B
C
ii
4.2
BSZ401A Plan Assessment;
BSZ402A Conduct Assessment;
BSZ403A Review Assessment; and
relevant vocational competencies, at least to the level being assessed.
7.3b
However, if a person does not have all of the competencies in Standards 7.3 a
(i) and 7.3 a (ii), one person with the competencies listed in Standard 7.3 a
(i), and one or more persons who have the competencies listed in Standard
7.3 a (ii) may work together to conduct assessments.
7.4
The RTO must ensure that training is delivered by a person who:
i
has all the competencies in the Certificate IV from the Training
Package for Assessment and Workplace Training (or has
demonstrated the equivalent competencies) or who is under the direct
supervision of a person with these competencies; and
ii
is able to demonstrate vocational competencies at least to the level of
those being delivered.
Delivery Support
The operational officer will provide, as required:
•
orientation training, professional development and mentoring for <school staff
name> in accordance with terms separately agreed in writing between the parties;
and
•
advice, a resource list and an exemplar of training plan currently being used by <The
RTO> staff in the delivery of this program.
71
4.3
Assessment Support
The operational officer will provide, as required, exemplars of an assessment plan,
assessment tools and instruments currently being used by <The RTO> staff in the
assessment of competencies within this program.
4.4
Monitoring and Quality Assurance
The operational officer will:
•
establish an agreed timetable for progress and moderation meetings with <school
staff name> from <school>;
•
establish a system for the interchange of information on candidate progress
(minimum once a semester); and
•
provide Quality Assurance procedures in relation to items listed in 5.3 to this
Agreement.
4.5
Validation
The operational officer will:
4.6
•
establish a timetable for validation meetings with <school staff name>;
•
establish a timeline for results to be submitted to <The RTO>;
•
evaluate the assessment tools, information for assessors and information and feedback
for candidates to ensure that they meet audit and quality requirements;
•
validate the assessment undertaken by the assessors of <school> by examining a 10%
sample of all assessments completed in a calendar year; and
•
provide a final verification report of delivery and outcomes of assessment.
Issuance
Issue the <name of certificate> qualification and /or Statement(s) of Attainment upon
confirmation that the requirements of AQTF standard 10 have been met.
Provide each School Based trainee with a Training Record Book, if a School Based
Traineeship should arise for any student under this Memorandum of
Understanding.
72
4.7 RTO Responsibilities
The RTO accepts responsibility for:
5
•
the delivery of agreed services in a competent, ethical and professional manner;
•
seeking at all times to deliver quality and value to <school> on schedule and to budget;
•
participating constructively in the monitoring and quality assurance process;
•
notifying <school> as soon as possible of any major concerns, issues or opportunities
relating to the services provided; and
•
treating in confidence information obtained or provided in the course of negotiating, or
monitoring the arrangements covered in this Agreement and undertaking not to divulge
that information to any parties without prior written authority.
C
CLLIIEEN
NTT R
REESSPPO
ON
NSSIIB
BIILLIITTIIEESS
<The school>, will provide the following:
5.1
Training and Assessment
Provide training and assessment in the following competencies in <certificate> according to
the Training Package (or curriculum document) guidelines outlined in <training package
code> and in accordance with the AQTF standards 8 and 9.
Integrate the following competencies <Vocational Program for Year group in Year>.
Semester One and Two:
Nominal hours
MEM2.5C11A
MEM18.1AA
MEM18.2AA
5.2
Measure with graduated devices
Use hand tools
Use power tools/ hand held operations
18
20
18
Curriculum Delivery Support
Provide Challenger TAFE with the training plan or written strategy used to integrate the
<certificate> and its competency development with learning outcomes equivalent to the WA
Curriculum Council subject: <subject>.
Provide each student with the delivery strategy and assessment plan for the <certificate> at
the commencement of each semester
Consult with <program manager> of <The RTO> and at subsequent at meetings with
<name of operational officer/moderator> in respect to the delivery of these national Units
of Competency, in particular the integration of field trips and industry site visits with
classroom theoretical and practical work.
73
5.3
Quality Assurance Deployment
Deploy the quality assurance procedures as provided by <The RTO> in relation to:
• verification of capability of training provider,
• managing student VET inquiry,
• enrolment,
• student orientation,
• student and staff induction,
• staff development,
• delivery,
• monitoring,
• resource management,
• assessment and records,
• reporting.
In particular, provide a system of document control and record keeping to:
• Keep students’ Curriculum Council subject assessments separate to
<certificate> assessments for the purposes of verification, validation and
TAC audit.
• Supply CBT evidence of learning outcomes to <The RTO> at moderation
visits and for final verification of delivery and assessment.
5.4
Moderation
Conduct internal moderation of strategies used to deliver <certificate> at least once a
semester where more than one teacher is conducting delivery.
Conduct internal moderation of assessment strategies used to assess Units of Competency in
all <subjects, at least once a semester where more than one teacher is conducting
assessment.>
Conduct external moderation with <The RTO> at least once a semester when <The RTO> is
delivering the same course.
Make available to <The RTO> details of tools and techniques used in assessing student
performance.
5.5
Other Responsibilities
Provide timely and detailed forward planning to maximise the cost and other benefits from the
quality assured training and assessment system.
Regularly share the outcomes of this planning with <The RTO> to enable them to plan ahead
more effectively and better serve clients.
Acknowledge any non-compliance orders and consider professional advice given by <The
RTO>.
Notify <The RTO> as soon as possible of any major concerns, issues or opportunities
relating to the services provided.
Participate in the agreed timeline for the monitoring and quality assurance processes.
Record all assessment results and maintain candidate records on its usual system for recording
applications for assessment and awards.
74
6
R
REEPPO
OR
RTTIIN
NG
G
<The School> will forward all candidate results and details of assessment to <The RTO> for
recording and reporting in line with the agreed timeline, policy and procedures.
7
EEVVA
ALLU
UA
ATTIIO
ON
N
7.1
Timeline for Evaluation
During the life of the Agreement, the partners to this Agreement will meet to review
the partnership at the following times:
7.2
Interim Evaluation:
Date:
Final Evaluation
Date:
Evaluation Tools
The following will be evaluated:
a) feedback from candidates;
b) feedback from assessors;
c) communication strategies;
d) all aspects of the quality assurance process;
e) administrative issues; and
f) other issues as identified.
7.3
Modifications
As a result of the evaluation and where agreed by the partners, modifications will be
made to the working arrangements and contract management of this Memorandum of
Understanding.
75
8
C
CO
OSSTTSS
Initial Consultation with Contract Manager
Delivery and Assessment Support
Monitoring and Quality Assurance
Validation and Issuance Service
Skills Recognition Services
x hours @ $x per hour
x hours @ $x per hour
GST payable
$ 00.00
TOTAL:
9
$000.00
$000.00
$000.00
W
WO
OR
RK
KIIN
NG
GA
AR
RR
RA
AN
NG
GEEM
MEEN
NTTSS
Operational officers will be nominated by each of the partners to implement the
Memorandum of Understanding. They will be responsible for the delivery of agreed services
within this Memorandum of Understanding and for establishing agreed timelines and
communication systems:
<The RTO>
<The school>
Name:
Name:
Title: For example, Lecturer
Title: Teacher
Ph:
Ph:
Signature
Signature
Date:
Date:
Contract managers will be nominated by each partner with responsibility for the overall
effective functioning of this Memorandum of Understanding. This includes: performance
delivery, review, problem resolution and evaluation of the arrangements in this Memorandum
of Understanding. Contract managers are responsible for all variations to this Memorandum
of Understanding.
<The RTO>
<The school>
Name:
Name:
Title: Program Manager
Title: Vocational Education & Training
Coordinator
Contact Details
Contact Details:
Signature
Signature
Ph:
Ph:
Date:
Date:
76
Checklist for
Implementation Stage
SScchhooooll CCoooorrddiinnaattoorr,, hhaavvee yyoouu::
•
identified eligible student and gained parent consent?
•
organised timetable for student with consideration of their opportunity to attain the
Western Australian Certificate of Education?
•
completed and signed the ETE Schedule, as per student timetable?
•
attended Training Contact sign up? (if possible)
•
negotiated TPO for student with the RTO?
•
enrolled student with Curriculum Council in Units of Competency as per TPO?
•
negotiated Memorandum of Understanding with the RTO?
SSttuuddeenntt,, hhaavvee tthheeyy::
•
signed the ETE Schedule?
•
signed the TPO?
•
signed the Training Contract with parents?
•
received their Training Record Book?
PPaarreennttss,, hhaavvee tthheeyy::
•
Given written consent for student participation in Workplace Learning?
EEm
mppllooyyeerr,, hhaavvee tthheeyy::
•
selected applicant/s?
•
in consultation with the school, selected the Registered Training Organisation (RTO)?
•
in consultation with the school and RTO, signed the Education, Training and
Employment (ETE) Schedule?
•
in consultation with the school, completed the Training Contract and signed the
Training Program Outline (TPO)?
77
Checklist for
Implementation Stage (cont)
RRTTOO rreepprreesseennttaattiivvee,, hhaavvee tthheeyy::
•
signed the ETE Schedule?
•
organised the TPO in consultation with the school and the employer.
•
signed the TPO?
•
delivered TPO to the ATSN within 4 weeks of request and sent copies to parties
including the school?
•
organised the Memorandum of Understanding with the school, including the
providing the relevant Training Record Book, and Skills Recognition services?
NNAACC rreepprreesseennttaattiivvee,, hhaavvee tthheeyy::
•
organised Training Contract sign up with student, the employer and school
representative?
•
lodged the Training Contract and Education, Training and Employment (ETE)
Schedule to the Apprenticeship and Traineeship Support Network (ATSN) within 5
days of sign up?
AATTSSNN,, hhaavvee tthheeyy::
•
received the ETE Schedule and Training Contract from the New Apprenticeships
Centre?
•
requested the Training Program Outline (TPO) from the Registered Training
Organisation (RTO)?
•
registered the Training Contract on receipt of TPO from RTO (within one month of
commencement)?
GGrroouupp TTrraaiinniinngg SScchheem
mee
The Group Training Scheme has responsibility for all of the employer administration duties
and will assist with collaboration necessary to complete the above and all other employer
points.
78
Induction Stage
In this fourth stage, the focus is on the School Based Traineeships Induction to:
•
ensure the School Based trainee and the employer are aware of their contractual
obligations; and
•
ensure participants, including support agencies, understand their roles and
responsibilities for the maintenance of the School Based Traineeship as implemented.
79
Legal Obligations
Both the employer and the School Based trainee are bound by the legal obligations set out in
the Training Contract. They must commit to mutual respect, honesty and fairness. Both the
employer and the School Based trainee must agree to the qualification and Units of
Competency, duration of training, dispute resolution avenues, and termination arrangements
at this time.
New Apprenticeships Centre
Is responsible for preparing the Training Contract and will:
•
Visit the employer’s premises, including on-site as necessary, to provide assistance in
completing the paperwork to commence a School Based trainee.
•
Provide information on various employer responsibilities and options, including
workplace agreements, wage rates, superannuation, etc, and ensure employers are
aware of who to contact for detailed advice on these issues.
•
Provide a copy of the National Code of Good Practice for New Apprenticeships to the
School Based trainee and employer at sign up.
•
Provide support services in case of an unresolved issue or problem.
The employer
Is bound by the Training Contract to:
•
Meet legal obligations according to Commonwealth and State legislation, including
wages.
•
Provide a safe working environment.
•
Support structured training.
•
Provide supervision and support.
•
Advise the School Based trainee of their rights and obligations.
The School Based trainee
Is bound by the Training Contract to:
•
Be aware of and make a commitment to fulfil work responsibilities.
•
Be aware of and make a commitment to fulfil training responsibilities.
80
School Based Traineeships Induction Format
The School Based Traineeships Induction is held in various forms, however, its purpose is to
ensure participants are clear about the roles and responsibilities of all stakeholders in the
School Based Traineeship program as implemented.
The following outline is a suggested format only - the outline and resources will depend on
local needs and issues.
Outline
Introduction
Outcomes
Initial and Ongoing
Roles and
Responsibilities
Key issues that lead to
success of the program
The School Based
Traineeship program
ETE Schedule
• Program.
• Stakeholders.
• Any visitors/dignitaries.
Outcomes for the program.
• The School Based trainee.
• The host employer.
• The School Coordinator.
• The Registered Training
Organisation.
• The Department of Education and
Training.
• The Group Training Scheme.
• The Apprenticeship and
Traineeship Support Network.
• The New Apprenticeships Centre.
• The parent/guardian.
• What will make this succeed?
• What will the challenges be?
• How can we overcome challenges?
How will the School Based
Traineeship program be undertaken?
What will be the frequency and
purpose of monitoring visits?
Training Program
Outline (TPO)
How does the TPO link to the school
curriculum?
Mentoring
How will mentoring be implemented
for School Based trainees?
• Hours of employment.
• Attendance.
• Payment.
• Sick Leave Entitlements.
• Holidays.
• Rosters.
• Occupational Safety and Health.
• Termination.
What is the importance of keeping the
TRB?
How is the TRB used?
Field questions from the audience.
Employment related &
Industrial Relations
issues and entitlements
The Training Record
Book
Question time
81
Time
Example of Resources
Past successful students.
Checklist p9.
GTS/ employer/ Workplace
Supervisor to explain the
on the job training
component.
RTO to discuss the formal
training component p65.
ETE Schedule p63.
Monitoring Record p102.
Calendar p103.
School Coordinator
discusses SWL p43, UOC
and all subjects p53.
Mentoring p99.
Refer to National Training
Wages Award 2000 at
www.airc.gov.au (p22).
Training Record Book p95.
See FAQs p114.
Using a Group Training Scheme
Where the School Based Traineeship program uses a Group Training Scheme, the Group
Training Scheme:
• Inducts the trainee, school, the host employer, and parent/guardian on their roles and
responsibilities.
• Documents the roles and responsibilities.
G
G
GTTTSSS
R
R
O
RTTTO
O
PPPaaarrreeennnttt///
ggguuuaaarrrdddiiiaaannn
Induction
SSSBBBttt
SSSccchhhoooooolll
H
H
Hooosssttt
eeem
m
mpppllloooyyyeeerrr
•
Provides ongoing support to trainee and the host employer; and liaises with the School
Coordinator.
• Monitors, assesses, evaluates, reviews, and adjusts training arrangements when necessary.
• Provides a forum at EVE / VET/ steering committee meetings for school members to
discuss:
o School Based trainees exit/ entry and reasons;
o other issues/ concerns; and
o issues arising from program fundamentals.
In cases where a Group Training Scheme is not used, these responsibilities will need to be
addressed by other stakeholders involved in the School Based Traineeship process.
Registered Training Organisation
•
Provides Training Record Book (TRB) to each School Based trainee within one month of
commencement, to record attainment of Units of Competency at host employer’s
workplace.
•
Verifies competency of School Based trainee in formal training.
Host Employer
•
•
Provides workplace to complete on the job quality training.
Provides a competent Workplace Supervisor to oversee the School Based trainee.
School Based trainee
Informs Group Training Scheme, school and the host employer of sickness/ absence/
withdrawl from the workplace.
82
Checklist for
Induction Stage
SScchhooooll CCoooorrddiinnaattoorr,, hhaavvee yyoouu::
•
organised School Based Traineeships Induction (in consultation with key
stakeholders)?
SSttuuddeenntt,, hhaavvee tthheeyy::
•
attended School Based Traineeships Induction with parents?
EEm
mppllooyyeerr,, hhaavvee tthheeyy::
•
attended School Based Traineeships Induction?
83
Commencement Stage
This fifth stage involves:
•
ensuring the employer is aware of incentives;
•
the important first visit by the New Apprenticeships Centre; and
•
VET Census and funding arrangements for schools.
84
Employer Incentives
The Commonwealth Department of Education, Science and Training (DEST) makes
incentives available to eligible employers to help reduce the cost of training. See the New
Apprenticeships Centre website at www.newapprenticeships.gov.au/employer/incentives.asp.
Commencement Conditions (see also Commonwealth Assistance for Disabled New Apprentices p105)
•
School Based trainee has an approved Traineeship Contract.
•
School Based trainee is engaged in training.
•
School Based trainee is employed for at least 3 months.
Amounts
•
$2200 direct to the employer or Group Training Scheme ($1375 + $825 from the
Commonwealth Department of Education, Science and Training (DEST) for each School
Based Traineeship) on commencement.
National Traineeship Award Wage
A training wage must be attached to a parent industrial award eg WA Engineering Award
(depending on the industry area). For School Based trainees the National Training Wage
Award for 2000 sets the wage rates for School Based trainees. See also p22.
Training Contract notes
•
To avoid delays in processing ensure the Training Contract is completed correctly. The
New Apprenticeships Centre can assist here.
•
Ensure the Education, Training and Employment (ETE) Schedule is signed by all
necessary parties and is included in the application to the New Apprenticeships Centre.
The School Coordinator can assist with the completion of the ETE Schedule. (See p63.)
•
The New Apprenticeships Centre has a 5-day turn around once all paperwork is received
and a copy will be posted to parents.
Registration Notes
•
To avoid delays in processing, ensure the school, the employer and the Registered
Training Organisation are involved in negotiating the Training Program Outline.
•
The Training Contract will not be registered until the Registered Training Organisation
sends the Training Program Outline to the Apprenticeship and Traineeship Support
Network. This should be no more than 14 days from time it is requested.
85
New Apprenticeships Centres
New Apprenticeships Centres provide integrated and streamlined apprenticeship and
traineeship services to employers, prospective trainees and apprentices. New Apprenticeships
Centres are Commonwealth funded to promote and give general information on School Based
Traineeships and Registered Training Organisations; help complete and lodge the Training
Contract; and screen claims for employer incentives and School Based Traineeship
allowances.
Part of the New Apprenticeships Centre role is to conduct a First Contact visit to provide
information to employers and School Based trainees at the workplace and assesses the safety
conditions and training facilities for the on the job component of the School Based
Traineeship.
The First Contact visit involves the New Apprenticeships Centre leading discussion on:
•
The role and responsibilities of the New Apprenticeships Centre.
•
The role and responsibilities of the Apprenticeship and Traineeship Support Network.
•
School Based Traineeship Training Contract Probation Application and its purpose.
•
User Choice and the Registered Training Organisation’s training arrangements.
•
Obligations of all parties (Training Contract Obligations for School Based trainees).
•
National Code of Good Practice.
•
Industrial arrangements.
•
Commonwealth Incentives, processing of claim forms and time frames.
•
Additional Incentives – eg Disabled Apprentice Wage Support (DAWS), Living
Away From Home Allowance (LAFHA) and Indigenous Wage Subsidy.
•
New Apprenticeships Centre Complaints Process and Code of Conduct.
86
VET Census and funding arrangements for School Based Traineeships
The VET Census must be completed twice a year – in February and August. The information
provided by the School Coordinator will include how many School Based trainees are in the
school, the industry area and number of hours of off the job training involved.
This information alerts VET in Schools to the number of School Based trainees who have
commenced, however, schools cannot be provided with funding until the School Based
Traineeship is registered. Registration validates that the School Based trainee is in training.
This is verified through the Department of Education and Training’s Training Record System
(TRS).
The amount of funding received depends on the method of training provision for the off the
job component of the School Based Traineeship.
Where training is outsourced
Under the recently approved new funding arrangements, public funding will be available to
government schools only. The Department will meet the cost of the formal training
component for School Based Traineeships through TAFEs and Private Providers registered
under User Choice arrangements.
This new arrangement means that the Department will transfer the funds to the Provider and
VET in Schools will no longer forward the funding through schools. It is recognised that there
is an administrative cost to schools for students on School Based Traineeships, including
some mentoring of students. For this reason, a payment of $150 per trainee will be paid to the
school once the trainee has been registered.
The exception to the above is when Private Providers are not registered under User Choice
arrangements and in these cases VET in Schools will forward $850 per trainee per year to the
school.
Where training is auspiced
Where a school has negotiated an auspicing arrangement with a Registered Training
Organisation, payment of $850 per student per year will be distributed via VET in Schools.
Administration costs are to be covered out of this amount.
Where the school is the training provider
Payment of $850 per student per year will be distributed via VET in Schools. Administration
costs are to be covered out of this amount.
Delivery of Structured Workplace Learning (SWL)
Schools will only be able to attract VET in Schools funding for SWL if at least one Unit of
Competency is included in each of the SWL Skills Lists. Schools will receive funding based
on the nominal hours of the integrated Unit of Competency plus the hours of SWL. Please
refer to the VET in Schools Implementation document for details of how amounts are
calculated.
87
Checklist for
Commencement Stage
SScchhooooll CCoooorrddiinnaattoorr,, hhaavvee yyoouu::
•
completed the relevant VET in Schools VET Census?
•
retained registered copies of ETE Schedule, Training Contract, and TPO?
SSttuuddeenntt ,, hhaavvee tthheeyy::
•
received registered copies of the ETE Schedule, Training Contract, and TPO?
EEm
mppllooyyeerr,, hhaavvee tthheeyy::
•
received Commonwealth incentives, once conditions are met?
•
been visited by the NAC?
•
received registered copies of the ETE Schedule, Training Contract, and TPO?
•
ensured that the School Based trainee receives all entitlements as an employee?
NNAACC rreepprreesseennttaattiivvee,, hhaavvee tthheeyy::
•
visited the employer and completed First Contact checklist?
•
organised payment of employer incentives?
AATTSSNN rreepprreesseennttaattiivvee,, hhaavvee tthheeyy::
•
provided registered copies of ETE Schedule, Training Contract, and TPO to School
Based trainee?
88
In Training Stage
In this sixth stage, the focus is on:
•
assistance resources, including School Coordination to maintain School Based
Traineeship relationships;
•
the completion of the Training Record Book and other monitoring tools;
•
mentoring of students;
•
duty of care requirements; and where applicable
•
provision for students with disabilities.
89
Assistance Resources
1
Registered Training Organisation
The Australian Quality Training Framework provides the quality assurance arrangements to
underpin the quality of the training delivery, assessment and issuing of qualifications.
Registered Training Organisations are required to meet and maintain the standards within the
Australian Quality Training Framework as per the Apprenticeship and Traineeship Support
Network’s Apprenticeship and Traineeship Policy and Delivery Guidelines, January 2002.
Registered Training Organisations are required to refer to and be familiar with:
1. Australian Quality Training Framework Standards and Evidence Guide
(www.anta.gov.au).
2. Competency Based Assessment Guidelines (www.tac.wa.gov.au).
3. Australian Qualifications Framework Implementation Handbook, 3rd Edition, 2002
(www.aqf.edu.au).
4. Skills Recognition Framework for VET in WA (www.tac.wa.gov.au).
5. Terms and Conditions outlined in the Traineeship Training Contract and Apprentice
Probation Application. (www.apprenticeships.training.wa.gov.au).
6. The Industrial Training Act 1975 and the Vocational Education and Training Act
1975 (www.slp.wa.gov.au).
7. Section 2 and 3 of The Apprenticeship and Traineeship Support Network’s
Apprenticeship and Traineeship Policy and Delivery Guidelines, January 2002.
Training Services – Endorsing the employer
Registered Training Organisations carry the overall responsibility for the delivery and
assessment of the training and must ensure that the employer has the physical and staff
resources to support the training selected.
The Registered Training Organisation, working with the employer will endorse the
employer’s ability to support development of the Units of Competency selected.
The minimum information that a Registered Training Organisation needs to record about the
employer when endorsing the capacity to support the delivery of the required training in the
workplace as per section 4 of The Apprenticeship and Traineeship Support Network’s
Apprenticeship and Traineeship Policy and Delivery Guidelines, January 2002 is:
•
•
•
•
•
•
•
details of the employer;
name and national code of the qualification being undertaken;
date when the employer’s endorsement was provided;
the name of the business employee who will be responsible for supervising and
supporting the on the job training and his/her relevant qualifications and/or
experience;
the necessary equipment and resources for the practice and development of the Units
of Competency in the workplace;
a statement signed by the employer, including name, position and date,
acknowledging and agreeing to the above; and
a statement signed by the Registered Training Organisation, including the name of the
person undertaking the endorsement, their title and date.
90
Registered Training Organisation Supported Training
Supported Training means the majority of the training is provided by the employer with the
support of the Registered Training Organisation, and is a delivery mode available for
traineeships only, including School Based Traineeships. A minimum of four face to face
visits need to be undertaken by the Registered Training Organisation, in addition to the
negotiation of training arrangements and development of the Training Program Outline, to
ensure a quality outcome.
Training and Assessment
The Registered Training Organisations has responsibility to ensure:
•
training commences and training services are provided as per the Training Program
Outline;
•
the School Based trainee has access to Skill Recognition Services;
•
the School Based trainee and the employer are provided with the appropriate records
of training including the Training Record Book and learning materials, within four (4)
weeks of signing the Training Program Outline;
•
the School Based trainee progresses through the integrated learning program and has
opportunities to develop competencies as per the Training Program Outline;
•
a monthly contact with the employer and School Based trainee is scheduled to
monitor the progress or follow up matters, and keep written records of dates and
details of outcomes;
•
the Training Record Book is updated at least quarterly to enable regular feedback to
the employers and School Based trainees;
•
the Apprenticeship and Traineeship Support Network is notified if the School Based
trainee is at risk or it is identified that the School Based trainee is no longer with the
employer;
•
assessment is undertaken or validated in accordance with the Training Program
Outline, including assessment of Units of Competency at the workplace; and
•
where assessment or training is conducted in the workplace:
o that the delivery and assessment strategy with the employer and the School
Based trainee is negotiated;
o that work with the employer to integrate any on the job training and
assessments occurs; and
o scheduled workplace visits to monitor/ review the training and assessment are
documented.
91
2
School Coordination
A School Based Committee is considered essential in maintaining good communication
amongst the School Based Traineeship partners. The following roles and responsibilities
were established and endorsed by the Geraldton Secondary College Committee:
Geraldton Secondary College
•
•
Develops policy and guidelines for the Aboriginal School Based Traineeship program in
accordance with Department of Education and Training guidelines.
Receives reports on the School Based trainees’ formal training progress, and school based
performance, including attendance.
Geraldton Secondary College Principal
•
First point of liaison with the Group Training Scheme.
School Based Traineeship Coordinator
•
•
•
•
•
Responsible for overseeing School Based trainees’ welfare, support and relationships.
Monitors School Based trainees’ school based progress.
Conducts student tutorials.
Coordinates School Based trainees’ learning programs.
Liaises with the Deputy Principal.
Structured Workplace Learning Coordinator
•
•
Matches School Based Traineeship with Structured Workplace Learning list, as
appropriate.
Liaises with the employers regarding Structured Workplace Learning assessment.
Aboriginal and Islander Education Officer
•
•
•
•
Provides School Based trainees with counseling and support.
Provides School Based mentoring role.
Liaises with the community.
Liaises with the School Based Traineeship Coordinator.
Group Training Scheme
•
•
•
•
•
Delivers School Based Traineeships Induction.
Arranges School Based trainees’ workplacements.
Negotiates formal agreements and plans for each School Based trainee.
Liaises with the employers.
Facilitates school/ Group Training Scheme links.
Manager Post Compulsory Education/ Enterprise and Vocational Education Coordinator
•
•
•
Manages finance, grants and budgets.
Prepares submissions.
Ensures Curriculum Council requirements are established and maintained.
92
Regional Employment Coordinator
•
•
•
•
Provides current information and advice.
Liaises with District and Central Offices of the Department of Education and Training.
Establishes systems and processes.
Identifies State trends.
This process removes the onerous administration duties from the employer, and allows for
School Based Traineeship continuity in the event of the employer withdrawing.
3
The Apprenticeship and Traineeship Support Network
The Department of Education and Training provides services to interested stakeholders about
all matters relating to Traineeships, including School Based Traineeships. They develop
policy and guidelines for implementation, and are responsible for registering School Based
Traineeships.
4
Enterprise and Vocational Education (EVE) Coordinator s
The Department of Education and Training, VET in Schools fund EVE Coordinators in each
education district. They provide support services to schools by holding meetings at regular
intervals to discuss progress on the New Framework for Vocational Education, which
includes School Based Traineeships.
The VET in Schools Implementation document lists each EVE Coordinator with their current
location and contact numbers. See www.eddept.wa.edu.au/vet/.
5
Curriculum Support Services Network
Curriculum Support Services Networks (CSSNs) aim to provide opportunities for sharing
support materials and delivery methodology to ensure that the philosophy of a seamless
transition for 15-19 year olds is realised and to provide a useful support service for all
training providers state wide.
The Central Curriculum Support Services Network is within the Central College of Technical
and Further Education Academic Development Centre and the structure of the Curriculum
Services Support Network comprises a Curriculum Management Team and Curriculum
Advisory Groups.
The Curriculum Management Team provides leadership in curriculum issues and Curriculum
Advisory Groups identify and address specific curriculum issues within their sector. Four
meetings are allocated to each major group throughout the year. Moderation meetings are
scheduled in consultation with members.
Plans for the Arts and Business portfolios within Central CSSN include liasing with the
Curriculum Council, District Education Offices and VET Coordinators in secondary schools
to ensure that links are made and maintained between secondary schools and TAFE. School
VET Coordinator involvement provides an opportunity for school staff to discuss with
industry representatives their industry needs.
93
The contact list for each CSSN - Mining, Engineering, Trades and Services; Primary
Industries & Personal Services; and Arts and Business – including their partner colleges and
industry areas, is provided on the CSSN website: www.cssn.training.wa.gov.au.
6
Industry Training Advisory Bodies
Industry Training Advisory Bodies (ITABs) have been a feature of Western Australia’s VET
system since the 1980’s. These bodies have provided Governments with independent
strategic advice on the VET needs of industry, promoted the VET system, and actively
facilitated the development of “training networks” within industry. This advice has been used
by the Department of Education and Training and the State Training Board to inform the
development of VET planning processes.
The State Training Board, under section 21(1)(b) of the VET Act recognises the following
fourteen (14) ITABs, which are funded by the Department of Education and Training:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Arts, Sport and Recreation Industry Training Council.
Automotive Training (WA).
Building and Construction Industry Training Council.
Community Services, Health and Education Industry Training Advisory Body.
Finance, Property and Business Services Industry Training Council.
Food Industry Training Council.
Hospitality and Tourism Industry Training Council.
Information, Electrotechnology and Utilities Industries Training Council.
Light Manufacturing Industry Training Council.
Metals, Manufacturing and Services Industry Training Council.
Primary Industries Training Council.
Process Manufacturing Industry Training Council.
Transport and Storage Industry Training Council.
Wholesale, Retail and Personal Services Industry Training Council.
94
The Training Record Book
The purpose of a Training Record Book is to record and verify the progress and achievement
of Units of Competency agreed to in the Training Program Outline. It enables regular
feedback between the employer, the School Based trainee and the Registered Training
Organisation. It provides evidence that the Units of Competency required for the qualification
have been achieved, including all relevant formal training.
The Registered Training Organisation must provide a Training Record Book to the School
Based trainee within four weeks of signing the Training Program Outline. The School Based
trainee uses the Training Record Book to regularly discuss progress with both the employer/
Workplace Supervisor and the Registered Training Organisation.
The School Based trainee must keep the Training Record Book in their possession except
where it is required by the Registered Training Organisation or the employer to sight and
check the records it contains. The Registered Training Organisation and the employer must
update the Training Record Book at least quarterly.
The School Based trainee will require the book throughout the course of their training
program and for future reference. It serves the following purposes:
•
A guide for the employer, School Based trainee and off the job trainer, in respect to
the training and experience that should occur both on and off the job;
•
A record for the School Based trainee of activities and achievements during the
training program;
•
A record of any credits gained through Recognition of Current Competency;
•
A record of the School Based trainee’s Units of Competency in each required skill/
task, and the on the job assessment of these Units of Competency; and
•
A base document for School Based Traineeship Certification purposes.
There are four sections in the Training Record Book. They are:
•
•
•
•
Responsibilities of the employer, School Based trainee and the off the job instructor;
School Based Traineeships Induction Checklists for the employer and School Based
trainee;
The Training Program Outline; and
Training Record Sheets.
Extract from The Training Record Book - Training Record Sheets
Pages 96-98 contain sample training record sheets from a Training Record Book for a School
Based Traineeship Qualification in Information Technology.
95
Teamwork and Documentation
3. Identify Information
Technology equipment/
software and operating
system supported by the
organisation.
2. Promote the
organisation and the IT
department in a manner
consistent with the
organisational mission.
1. Role of key players of the Information Technology organisation are
determined and briefly explained.
1. Comply with general IT
policies and procedures.
Page 96
2. Equipment, location and service requirements are identified
according to organisational requirements.
1. Information Technology equipment/ software and operating system
supported by the organisation are identified.
2. Organisation is promoted in a positive way.
1. Role of the Information Technology functions within the
organisation is briefly explained.
3. Policies and procedures are complied with, as directed by
supervisor.
2. Career choices and options are determined.
PERFORMANCE CRITERIA
Training
Completed at
School/ RTO
Supported
by
activities in
Workplace
TRAINING COMPETENCY
For training
delivered at
the workplace
The project lifecycle and the IT methodology employed will determine which particular Units of
Competency are relevant to this unit, however Teamwork is relevant to all functional areas.
TThhiiss uunniitt ddeeffiinneess tthhee ccoom
mppeetteennccyy rreeqquuiirreedd ttoo aassssiim
miillaattee iinnttoo tthhee iinnffoorrm
maattiioonn tteecchhnnoollooggyy
ddeeppaarrttm
e
n
t
,
w
h
i
c
h
i
s
f
u
n
d
a
m
e
n
t
a
l
f
o
r
w
o
r
k
i
n
g
i
n
a
n
o
r
g
a
n
i
s
a
t
i
o
n
.
ment, which is fundamental for working in an organisation.
ELEMENT
RELATED COMPETENCY STANDARD:
FIELD:
DDEESSCCRRIIPPTTIIOONN::
School Based Traineeship Record Sheet for Unit of Competency
IICCAAIITTTTW
W000011BB:: W
WOORRKK EEFFFFEECCTTIIVVEELLYY IINN AANN IINNFFOORRM
MAATTIIOONN TTEECCHHNNOOLLOOGGYY EENNVVIIRROONNM
MEENNTT
ICAITTW001B:
WORK EFFECTIVELY IN AN INFORMATION TECHNOLOGY ENVIRONMENT
RANGE OF VARIABLES
S
VARIABLE SCOPE
Key players
May include but are not limited to; Information Technology organisations, vendors of IT
products and services, IT professional bodies, industry publications and Government
Departments involved in IT industry promotion, employer organisations, relevant unions.
Clients
Variables may include but are not limited to; internal and external customers; employers and
employees.
Organisational
Variables may include but are not limited to; Equal Employment Opportunity, Antidiscrimination, Occupational Safety and Health policies; Occupational Safety and Health
procedures, ethical work practices.
Information Technology department
The structure of the Information Technology department may be a separate branch,
department, division or an integrated function of an organisation.
Organisational
Size and type of organisation and organisational values and culture may vary.
Information technology components
Can include hardware, software and communications packages.
Client User
May be a department with the organisation or a third party and so the relation and ease of
access will vary.
Documentation and Reporting
Audit trails, naming standards, version control.
OSH Standards
As per company, statutory and vendor requirements. Ergonomic and environmental factors
must be considered during the demonstration of this competency.
Organisational Standards
May be based upon formal, well-documented methodologies or non-existent. For training
delivery purposes best practice examples from industry will be used.
97
VERIFICATION OF COMPETENCY
ICAITTW001B: WORK EFFECTIVELY IN AN INFORMATION TECHNOLOGY ENVIRONMENT
Signature
Print Name
Organisation
Date
Position
REGISTERED TRAINING ORGANISATION
Signature
Print Name
Organisation
Date
Position
EVIDENCE: Please tick the box corresponding to the type of evidence you used to assess this Unit of
Competence. At least two types of evidence should be provided
Observation of Performance
1
Demonstration
1
Work Samples
1
Training Records
1
Questioning and Discussion
1
98
Mentoring
Mentoring is a partnership between a more experienced person (the mentor) and the mentee, in this
instance, the School Based trainee. The mentor teaches, counsels and provides psychological
support and motivation for their mentee. For further information on mentoring see Mentoring
policy available at: www.eddept.wa.edu.au/regframe/index.cfm and Work Readiness Kit at
www.eddept.wa.edu.au/vet.
Qualities of partners
Effective mentors are those who are considered by the mentee to have specific job related skills
and expertise; highly developed interpersonal skills; and a willingness to spend the time necessary
to teach, counsel and provide support to someone else.
Effective mentees: have a commitment to their own development; and will be prepared to take
risks in their learning and try new approaches to solving problems.
Schools may organise mentoring for School Based trainees, thus creating an important link
between the school and work environment for the student. In most cases it the School Based trainee
should have a mentor – usually being the direct supervisor or someone else the supervisor/trainee
discuss and agree to. It may be most appropriate for the Workplace Supervisor to assume the role
of mentor in the workplace. The Group Training Scheme will be able to provide assistance in
allocating the appropriate person for this role.
Roles of the mentor
The roles of the mentor usually include providing professional and personal support for the School
Based trainee where required; and role modelling.
While many mentoring relationships are informal, there are several potential benefits of structured
mentoring.
Benefits
For the School Based trainee, potential benefits may include:
*
*
*
*
*
an increased likelihood of success in work and study;
an improvement in skills and knowledge;
an increased understanding of the workplace;
developing a sense of perspective; and
gaining access to the mentor’s network.
For the mentor, potential benefits may include:
*
*
*
*
*
*
an increase in job satisfaction and renewed motivation;
developing a close relationship with their School Based trainee;
completion of projects by the School Based trainee;
public recognition;
a sense of being needed; and
the opportunity to positively influence the career development of the School Based trainee.
99
Tips for Workplace Supervisors
To avoid potential confusion in the workplace:
*
*
*
*
always check the School Based trainee’s skill level and build on their existing knowledge;
explain each task in small logical steps using a mixture of verbal and written instructions to
the School Based trainee;
read non verbal language and regularly check for understanding; and
place the skill in the School Based trainee’s context, rather than explaining the skill in
isolation.
Partners can use a number of activities to assist them with the formal mentoring process. Two
sample activities to develop trust, at the beginning of the partnership; and to self appraise, after a
significant period of time; are included here. (Adapted from Kathy Lacey, “making mentoring happen”,
Business and Professional Publishing Pty Ltd: 2000).
Developing Trust
Purpose is for partners to discuss personal information until they find something they have in
common. Partners may pass on any question.
1
2
3
4
5
6
7
8
Describe your different responsibilities.
What gives you the greatest sense of job satisfaction?
What do you regard as your major strengths?
What areas would you like to focus on for improvement?
Describe the area of responsibility that you find most frustrating.
What helps you most in your work?
What hinders you from achieving your goals?
Are you happy in your present job? Why? Why not?
Self-Appraisal
The mentor may use the following statements or similar to discuss with the School Based trainee,
his or her past or future performance. Alternatively, the School Based trainee may wish to use
these statements to reflect on their own school or work performance.
I see my job strengths as…
I could build on this by…
My most significant achievement in the last ___ months is…
My greatest work/ study concern is…
I’ve tried to address this by…
My main work/ study goal for the next ___ months is to…
The aspect of my work/ study that most frustrates me is…
This could be improved by…
The thing that would make the most difference to my work would be…
I would like support to…
I would be able to support others to…
I would like to gain the following skills…
I would like to increase my knowledge of…
100
Duty of Care Requirements
The Department of Education and Training’s Duty of Care for Students Policy, 2003, available at:
www.eddept.wa.edu.au/regframe/index.cfm provides that teaching staff owes a duty to take
reasonable care for the safety and welfare of pupils while students are involved in school activities,
including School Based Traineeships. The School Coordinator should organise at least two visits to
the workplace per year for each School Based trainee.
Important notes:
•
The employer, the Registered Training Organisation and the school are jointly responsible for
duty of care. School Coordinators should document their visits. The sample monitoring record p102
is provided on the CDROM.
•
Note that the Group Training Scheme, the New Apprenticeships Centre, the Apprenticeship
and Traineeship Support Network and Registered Training Organisation are contracted to visit
each School Based trainee each year.
•
It is the responsibility of the host employer to ensure occupational safety and health practices
apply in the workplace*.
•
It would be a good strategy for all parties to coordinate visits to the workplace, taking account
of contracted visits and the Education, Training and Employment Schedule. A calendar for
each School Based trainee may be useful for informing all parties involved. A sample calendar is
on p103.
Department of Education and Training staff seeking further information on any matter associated
with duty of care issues should contact the relevant District Education Office/ EVE Coordinators.
For particular issues relating to workplace learning staff should contact:
VET in Schools
Telephone: (08) 9264 4783
Facsimile:
(08) 9264 4629
*Under the National Code of Good Practice the employer must provide a safe working
environment, and provide supervision and support which involves:
•
•
•
•
•
providing a safe workplace, free from verbal, physical, racial and sexual abuse;
ensuring that all occupational safety and health requirements are addressed;
providing an appropriate introduction to the workplace, stressing those core occupational
safety and health requirements essential to workplace safety;
providing the School Based trainee with a nominated Workplace Supervisor that could
involve a coaching or mentoring arrangement, especially for those School Based trainees
with little experience of work; and
being mindful that School Based trainees under the age of 18 are minors and that their
parents or guardians have legal responsibility for them.
101
MONITORING RECORD
Name of School Based trainee ________________________________________________
Name of Employer Business __________________________________________________
Name of Workplace Supervisor _______________________________________________
Visit Date __________________________________________________________
Good
Satisfactory
Unsatisfactory
Dress and Presentation
Initiative and
enthusiasm
Reliability
Quality of work
Approach to learning
Confidence
Attendance and
punctuality
Other comments ___________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Name and Signature of School Coordinator
_________________________________________________________________
Name and Signature of School Based trainee
_________________________________________________________________
Date of Review ___________________________________________________
Total number of days absent _________________________________________
102
SAMPLE YEAR 11 SCHOOL BASED TRAINEESHIP CALENDAR, 2002
A calendar may be a useful tool for coordinating visits to the workplace. When attached to the
front of the Training Record Book, it is a daily reminder for the employer and the School Based
trainee of when visits will occur.
TERM 1 [4th February-19th April]
JANUARY
S
M
FEBRUARY
S
S
M
MARCH
T
W
T
F
T
W
1
2
3
4
5
9
10
11
12
3
4
5
6
T
F
S
1
2
S
31
M
T W
7
8
9
3
4
5
6
T
F
S
1
2
7
8
9
6
7
8
13
14
15
16
17
18
19
10
11
12
13
14
15
16
10
11
12
13
14
15
16
20
21
22
23
24
25
26
17
18
19
20
21
22
23
17
18
19
20
21
22
23
27
28
29
30
31
24
25
26
27
28
24
25
26
27
28
29
30
M
T
T
F
TERM 2 [6th May-5th July]
APRIL
S
MAY
M
T
W
T
F
S
S
M
1
2
3
4
5
6
7
8
9
10
11
12
13
5
6
14
15
16
17
18
19
20
12
21
22
23
24
25
26
27
28
29
30
T
JUNE
W T
F
S
S
1
2
3
4
30
W
S
7
8
9
10
11
2
3
4
5
6
7
8
13
14
15
16
17
18
9
10
11
12
13
14
15
19
20
21
22
23
24
25
16
17
18
19
20
21
22
26
27
28
29
30
31
23
24
25
26
27
28
29
S
M
1
TERM 3 [22nd July-27th September]
JULY
S
AUGUST
M
T
W
T
F
1
2
3
4
5
6
7
8
9
10
11
12
13
4
5
6
14
15
16
17
18
19
20
11
12
21
22
23
24
25
26
27
18
28
29
30
31
25
S
M
T
OCTOBER
W T
F
S
S
1
2
3
4
5
S
M
T
W
SEPTEMBER
T
F
S
T
W
T
F
S
1
2
3
1
2
3
4
5
6
7
7
8
9
10
8
9
10
11
12
13
14
13
14
15
16
17
15
16
17
18
19
20
21
19
20
21
22
23
24
22
23
24
25
26
27
28
26
27
28
29
30
31
29
30
S
M
DECEMBER
T W T
TERM 4 [14th October-15th November]
NOVEMBER
S M T W T F S
F
S
1
2
1
2
3
4
5
6
7
6
7
8
9
10
11
12
3
4
5
6
7
8
9
8
9
10
11
12
13
14
13
14
15
16
17
18
19
10
11
12
13
14
15
16
15
16
17
18
19
20
21
20
21
22
23
24
25
26
17
18
19
20
21
22
23
22
23
24
25
26
27
28
27
28
29
30
31
24
25
26
27
28
29
30
29
30
31
PUBLIC HOLIDAYS
TAFE DAY
SCHOOL HOLIDAYS
RTO visit
WORK PLACEMENT
NAC visit
School Visits
WORKPLACE
INTERVIEW
School Coordinators are required to arrange at least two visits for each School Based trainee, each year.
103
Provision for Students with Disabilities
Currently the Department of Education and Training provides additional funding to Education
Support schools by subsidising Social Trainer wages for the Structured Workplace Learning
component of VET in Schools programs.
The subsidy is currently $17.00 per hour for a maximum of 60 hours of Structured Workplace
Learning per student (up to a of maximum of $1020 per student). The actual pay rates for
individual social trainers will depend on their current level and qualifications, and will be managed
at the school level.
Structured Workplace Learning is a minimum of 120 hours and it would be expected that an
education support student would be capable of undertaking the placement by themselves towards
the second half of the placement.
Social Trainer Role
Principals must ensure that Social Trainers are only employed to undertake tasks consistent with
the roles and responsibilities for which they are paid. In the case of Structured Workplace
Learning, the skills lists have already been designed by the Curriculum Council and are not to be
modified. The assessment is to be carried out by the host employer, not the Social Trainer.
Social Trainers are not employed to:
•
•
•
transport students in their own vehicles,
coordinate or manage the VET in Schools program in schools, or
accompany or supervise students during their out of school activities.
Any claim for additional payment or liability against the Department of Education and Training
arising from disregard of these limitations on the use of Social Trainers may result in schools being
required to meet any additional costs from their own resources.
The Centre for Inclusive Schooling
Education Support Schools and Centres can use the services of the Centre for Inclusive Schooling
to identify the students capable of enrolling in, and with the potential to complete, Units of
Competency and Structured Workplace Learning. Not all post-compulsory Education Support
students will be able to complete a VET in Schools program.
Once the number of Education Support students has been identified and confirmed, VET in Schools
will provide the funding code to schools to pay Social Trainers employed to assist with the
Structured Workplace Learning component of the VET in Schools program. All other VET funding
entitlements for the school will be forwarded through the school grant gateways.
104
Commonwealth Assistance for Disabled New Apprentices
There are three types of Commonwealth assistance payable in relation to disabled apprentices and
trainees:
•
Disabled Apprentice Wage Support (DAWS) – for apprentices only.
•
Assistance for Tutorial, Interpreter and Mentor Services – for apprentices only.
•
Workplace Modifications – for trainees and apprentices.
Each is intended to help the disabled New Apprentice/School Based trainee reach their full
potential as a skilled worker. For Western Australian School Based trainees, only the Workplace
Modifications assistance is applicable, however the other two are included here to indicate that a
pathway may be provided for students with disabilities post school.
Disabled Apprentice Wage Support (DAWS)
DAWS is the Commonwealth incentive payable to an employer who employs, in a Certificate
Level III or IV apprenticeship, a disabled apprentice assessed as a person who would have
difficulty in obtaining an approved apprenticeship; or currently employs a disabled apprentice who
became disabled during their apprenticeship and has been assessed as a person requiring assistance.
Medical evidence of disability is required from a medical practitioner with expertise in the
apprentice’s disability. This evidence must be less than 3 months old at the time the application for
DAWS is submitted.
An employer of a disabled apprentice who satisfies the eligibility criteria may receive a DAWS
incentive of either $114.73 (including GST) a week, or the weekly award wage for that apprentice,
whichever is the lesser, for the duration of the apprenticeship.
Additional Assistance for Tutorial, Interpreter and Mentor Services
This form of assistance is payable directly to a Registered Training Organisation in respect of a
disabled apprentice medically assessed as being eligible for DAWS support and who requires
additional assistance with off the job training. It should also be noted that a disabled apprentice
may attract this form of assistance regardless of whether their employer receives DAWS.
Financial assistance available for tutorial services for the apprentice is $38.50 per hour, up to a
maximum of $5 500 (including GST) a year.
Workplace Modifications
Benefits may be provided to the employers of New Apprentices (trainees and apprentices) who are
disabled for necessary modifications to the workplace, including the leasing or hiring of
equipment, to help the trainee or apprentice in their work.
The entitlement is payable to the employer of a disabled trainee or apprentice at a maximum
amount of $5 000 for each eligible New Apprentice.
105
Checklist for
In Training Stage
SScchhooooll CCoooorrddiinnaattoorr,, hhaavvee yyoouu::
•
monitored student progress and school attendance?
•
developed team coordination within the school?
•
made provision for school/ work mentor with assistance from the Group Training Scheme?
•
negotiated with the employer to visit the student at the workplace, noting special needs
where necessary?
•
completed monitoring records for the School Based trainee?
•
participated in school VET and external Enterprise and Vocational Education meetings?
•
for School Based trainees with disabilities, investigated Workplace Modifications
assistance with the employer and the New Apprenticeships Centre?
SScchhooooll BBaasseedd ttrraaiinneeee,, hhaavvee tthheeyy::
•
notified the school and the employer/GTS of sickness, absence from workplace or
withdrawl?
•
completed own details in the Training Record Book?
•
completed formal training and assessments?
•
completed school subjects?
•
monitored training in the Training Record Book and Structured Workplace Learning Log
Book?
•
interacted with workplace/ school mentor?
EEm
mppllooyyeerr,, hhaavvee tthheeyy::
•
ensured the Workplace Supervisor records training in Training Record Book and Structured
Workplace Learning Log Book?
•
been visited by New Apprenticeships Centre (at six month point), Registered Training
Organisation, and Apprenticeships and Traineeship Support Network and the School
Coordinator?
•
allowed for mentoring of students in the workplace?
•
for School Based trainees with disabilities, investigated Workplace Modifications
assistance with the New Apprenticeships Centre?
106
Completion Stage
In this final stage, the focus is on:
•
the Registered Training Organisation and the employer’s responsibilities;
•
school reporting of student attainments;
•
acknowledging the employer; and
•
considering recognition of a School Based trainee’s achievements.
107
Certification
The employers of School Based trainees are required to verify that Units of Competency have been
successfully demonstrated at the workplace prior to the Registered Training Organisation issuing
the qualification. The verification process includes the completion and signing of the Training
Record Book by the Registered Training Organisation.
The Registered Training Organisation must provide information to the Apprenticeship and
Traineeship Support Network within four (4) weeks of successful completion, either written or by
email, on the issuing of the Australian Qualifications Framework qualification and the date when
the full requirements of the qualification have been achieved.
TRS-Net
It is recommended that Registered Training Organisations use the “monitoring/notes” option on the
TRS-Net to provide electronic advice to the Apprenticeship and Traineeship Support Network.
Details must include:
•
•
•
•
•
advice that the certificate has been issued;
name of Registered Training Organisation;
name of School Based trainee;
qualification title; and
the date when the full formal training requirements of the qualification have been achieved.
The Apprenticeship and Traineeship Support Network then enters the details of the completion
advice onto the Training Records System. Registered Training Organisations will issue the
Australian Qualifications Framework qualification at the completion of both the on and off the job
integrated training. A Record of Achievement listing the Units of Competency that the School
Based trainee has achieved must accompany qualifications.
Variations to Training Contracts
The terms and conditions of a Training Contract may be varied by agreement between the
employer and the School Based trainee, and their legal guardian where required. The variation
must meet the registration requirements of the Department of Education and Training. Requests
for variations must be in writing and forwarded to the Apprenticeship and Traineeship Support
Network.
Progression
A School Based trainee, after successfully completing a School Based Traineeship, may progress
to a higher level traineeship provided this progression occurs within three months of the successful
completion.
108
Registered Training Organisation Responsibilities
•
It is the responsibility of the Registered Training Organisation to ensure the Training
Record Book is signed off to verify competency.
•
The Registered Training Organisation can then issue a Record of Achievement and the
relevant Qualification.
RT O
Complete
TRB
Employer
School Based
trainee
Employer Responsibilities
It is the employer’s responsibility to inform the Apprenticeship and Traineeship Support Network
that the Training Contract is closed.
109
School Records
On completion of the School Based Traineeship, the School Coordinator will require the results of
the Units of Competency from the Training Program Outline to complete:
•
The relevant* VET Census for the Department of Education and Training;
•
VET Subject Equivalents for the Curriculum Council contributing to the School Based
trainee’s Western Australian Certificate of Education. (See also p54.)
In addition, the School Coordinator will require the results of Structured Workplace Learning from
the Structured Workplace Learning Log Book to complete:
•
Curriculum Council subject grading at the end of each school year. (See also p50.)
*The VET Census is completed in February and August each year. The VET Census will ask for
information to be completed in the School Based Traineeship column on the nominal hours for
each Industry Area’s Units of Competency; and for Structured Workplace Learning, the Industry
Area and number of hours completed.
The School Coordinator will be required to notify the Curriculum Council of the results of any VET Subject
Equivalents at the end of each school year. (See p54).
110
Thanking the Employer
School Coordinators may wish to ensure that the employers are thanked for their participation in
the School Based Traineeship program. Students may wish to write a letter of thanks, and the
school may wish to provide a framed Certificate of Appreciation. The sample certificate is provided on
the CDROM.
<School name and certificate qualification
name>
<School Logo>
Certificate of Appreciation
to
<Name of Employer>
In recognition of their participation
in our School Based Traineeship program
Thank You
for your interest in the education
of
Young Western Australians
School Coordinator
Principal
_________________
_______________
111
Student Awards
Curriculum Council
The Curriculum Council has Exhibitions and Awards to recognise individual excellence at the
upper secondary level of schooling. General education, as well as subject specific excellence, is
recognised. For further information, see www.curriculum.wa.edu.au.
Group Training Schemes
Group Training Schemes operating in Western Australia also have awards for School Based
trainees that can help students develop their confidence. For example, Hospitality Group Training
is involved in User Choice for School Based Traineeships, and presents a School Based trainee of
the Year award at their annual awards evening in August/ September.
Vocational Education and Training (VET) in Schools
VET in Schools Student Awards are for Year 12 students who will complete at least 120 hours of
nationally recognised VET training and complete Structured Workplace Learning. There are 4
categories of awards:
•
•
•
•
VET in Schools Student of the Year.
School Based Trainee of the Year.
Aboriginal and Torres Strait Islander VET in Schools Student of the Year.
Education Support VET in Schools Student of the Year.
Students can nominate in more than one category if they meet the criteria for that category. It is a
good opportunity for students to test their application, resume and interview skills. Contact your
district Enterprise and Vocational Education (EVE) Coordinator for further information.
Westscheme Awards
Western Australian superannuation fund Westscheme sponsors the Beazley Medal:VET as part of
a commitment to acknowledge the excellent work being achieved in Western Australian schools in
the VET area.
Westscheme also provides sponsorship for awards for the top students at Western Australian
schools that have a strong VET program. Eventually Westscheme hopes to be able to offer
involvement to all interested schools. Further information is available from [email protected].
112
Checklist for
Completion Stage
SScchhooooll CCoooorrddiinnaattoorr,, hhaavvee yyoouu::
•
reported completion of Units of Competency and Structured Workplace Learning,
along with other Curriculum Council Subjects to the Curriculum Council at the end
of each school year?
•
organised thank yous for the employers?
•
nominated School Based trainees for VET in Schools Student Awards or other
awards?
•
nominated School Based trainees for Curriculum Council Subject Awards?
SScchhooooll BBaasseedd ttrraaiinneeee,, hhaavvee tthheeyy::
•
received Record of Achievement from the Registered Training Organisation?
•
received Statement of Results from Curriculum Council listing Units of Competency
completed each year?
•
provides thank you to the employer?
•
been involved in VET in Schools Awards or other awards processes?
EEm
mppllooyyeerr,, hhaavvee tthheeyy::
•
informed Apprenticeship and Traineeship Support Network that contract is closed?
RRTTOO rreepprreesseennttaattiivvee,, hhaavvee tthheeyy::
•
signed off on the Units of Competency in the Training Record Book?
•
issued the Training Qualification and Record of Achievement or Statement of
Attainment to School Based trainee?
113
Frequently Asked Questions
What is a School Based Traineeship?
A traineeship that has been designed to allow young people to commence employment based
training while completing their secondary education.
How is a School Based Traineeship different from a “normal” traineeship?
The School Based trainee must attend secondary school and be enrolled in the relevant Units of
Competency with the Curriculum Council. The School Based trainee is also able to do the School
Based Traineeship in less weekly hours than normal part time arrangements. The School Based
trainee is considered a full time student.
Do School Based trainees get paid?
Yes. School Based trainees must be paid at the correct wage rate depending on the industrial
agreement or Award they are working under. See also p22.
How do we address concerns relating to students?
Workplace concerns should be directed to either the School or District Coordinator and/ or the
Group Training Scheme. A regular review involving the employer, the student, the School or
District Coordinator and/or the Group Training Scheme and the parent will be conducted to
address issues.
How do we address concerns relating to students catching up on other subjects when getting
behind when out of class for 1-2 days?
The school will need to manage this process through timetabling study periods with suitable staff
supervision to support students.
What areas of industry need targeting?
The State Training Strategy (p5), and the Industry Training Advisory Bodies (p94) will have up to
date information on skills shortages and potential industry growth areas.
Who consults with the employer for monitoring of the trainee?
The School or District Coordinator and/or Group Training Scheme and Registered Training
Organisation.
Who consults with the school on a regular basis about the trainee?
This is the role of the employer.
Who is involved in School Based Traineeships Induction?
The employer, parents, students, and other interested stakeholders.
114
What will be the number of School Based trainees in each education district?
The number of School Based trainees in each district varies from year to year, but there are
specific state targets for each year.
What is the process for identifying students?
This process varies, however, and example of good practice is to have an interview process at the
school and also with the employer in order to determine a student’s suitability to the industry. The
School Coordinator must follow the procedures in the ‘Workplace Learning Procedures and
Guidelines, 2003’. See also p29.
Frequently Asked Employers’ questions
What does it cost to have a School Based trainee?
The employer is responsible for the wages component. The amount the employer has to pay will be
dependent on the model that is being used ie how many hours of on the job training the School
Based trainee is undertaking. The Department of Education and Training funds the formal training
provided by a Registered Training Organisation to government school students undertaking School
Based traineeships.
How are the wages for a School Based trainee determined?
School Based trainees must be employed under an Award. For more information contact Wageline
on 1300 655 266 or visit the Wageline website at www.wagenet.gov.au. See also p22.
What are the incentives for taking a School Based trainee?
If the employer is using a Group Training Scheme, the incentives will go to the Group Training
Scheme. Any monies passed onto the host employer will be up to the individual Group Training
Scheme. The Commonwealth Department of Education, Science and Training (DEST) makes
incentives available to eligible employers to help reduce the cost of training, including assistance
to employ and train Aboriginal School Based trainees and School Based trainees with Disabilities.
Visit the New Apprenticeships Centre www.newapprenticeships.gov.au/employer/incentives.asp for
further details.
How are supervision staff chosen?
This will vary depending on the employer; however, staffs need to have a genuine motivation and
an interest in training a young person. The Workplace Supervisor will be required to attend a
School Based Traineeships Induction which will outline their particular roles and responsibilities,
however, the Workplace Supervisor will need to have sound communication skills; be available to
train the young person each day; and be diligent in ensuring both the Structured Workplace
Learning Log Book and Training Record Book are completed on an ongoing basis. See also p100.
Do employers have a group of students to choose from?
Yes. If the employer works with a Group Training Scheme, then there is often a pool of suitable
students available.
115
Is there an interview process?
Vacancies may be advertised in the school and a selection process, not unlike a real job interview,
will be conducted. The employer may then select the most suitable student as appropriate for their
business.
What days do School Based trainees work?
This will be negotiated between the employer and the school, taking into account the availability of
the Workplace Supervisor/s and the School Based trainee’s school timetable.
What hours do School Based trainees work? And is this flexible?
The student will complete a minimum of 8 hours paid employment and training per week.
Are School Based trainees to be treated like any other employee?
Yes, one that requires ongoing training.
What if the School Based trainee doesn’t work out?
Students may commence on a trial basis. This may be in the form of a block release from school for
5 or 10 days. If the employer and student are satisfied with the placement then a School Based
Traineeship may be offered. It may be prudent to ensure there is a contingency plan in place.
Can I work them more hours eg weekends?
Yes and the student must be paid, but these hours are not part of the official School Based
Traineeship.
What happens during the school holidays?
You may ask the student to do more hours during holidays, but only the official 8 hours will be
recorded and paid under the School Based Traineeship. During all other hours the School Based
trainee will be considered your employee.
What are my responsibilities to the training and safety?
Usual occupational safety and health practices apply, as for other employees.
Do I have a contact at the school?
Yes. The school will advise you of their School Based Traineeship contact – the School
Coordinator. This may be a staff member or a member of the school’s administration.
Who do I consult with?
The first point of contact will vary according to the arrangement. If you are using a Group
Training Scheme then one of their officers should be consulted, otherwise the relevant School or
District Coordinator will be your first point of contact.
116
What are the benefits to my organisation?
There are many benefits to the employer organisation. By taking on School Based trainees, you
will have dedicated and enthusiastic trainees committed to learning the skills you require of your
workforce. There are also some financial incentives, and training arrangements are flexible
enough to meet the needs of your business and the School Based trainee. See also p13, 17 & 19.
When will the program start?
It is customary for students to start at the beginning of Year 11, part way through Year 11 or by the
end of February if in Year 12. This provides the opportunity for students to fulfil their training
requirements as a School Based trainee.
Can I take on more than one School Based trainee?
Yes, as long as there is a ratio of no more than three School Based trainees to one experienced
staff member – Workplace Supervisor - and the trainees work in close proximity to one another at
a particular work location. The ratio of School Based trainees to experienced staff must enable the
workplace training to be delivered effectively, providing for a safe working environment, which
complies with Occupational Safety and Health regulations of Western Australia.
Can I share a School Based trainee?
Yes, this is possible through a Group Training Scheme. Please contact a Group Training Scheme
for further information.
When do I have to confirm I will be involved?
There is no set timeline, however, a commitment would be required prior to interviewing potential
students.
Which schools are involved?
Any school with students undertaking secondary studies may choose to be involved.
What age are the School Based trainees?
The School Based trainees must be 14 years and 9 months or older to sign a Training Contract.
How long do we employ them for?
The length of the School Based Traineeship will vary depending on the program and the ability of
the School Based trainee to demonstrate competency to workplace standards. A Registered
Training Organisation must verify competency. Generally employment will be between 12 and 24
months.
What if I can only employ a student for 12 months?
Some programs are only 12 months, check with the Group Training Scheme, School or District
Coordinator to select appropriate School Based trainees.
117
How does this fit in with their school curriculum?
The student will study a combination of school based Curriculum Council accredited subjects and
will receive 2 subject equivalents each year (ie up to four over two years) for the completion of the
formal training components of the School Based Traineeship. Successful completion of this
combination will allow the student to complete the Western Australian Certificate of Secondary
Education (WACE) and the School Based Traineeship qualification.
What if I have to close down on the day the School Based trainee is attending the workplace?
The student and the Group Training Scheme/ School or District Coordinator must be advised
beforehand. An alternative day may be negotiated with suitable advanced notice to the school and/
or Group Training Scheme.
Where does the School Based trainee go for that particular day?
The School Based trainee is expected to attend school.
Do I pay them for that day?
The employer is responsible for ensuring all entitlements are provided to School Based trainees as
per the relevant industrial arrangement. New Apprenticeships Centres can provide you with
further advice.
Who is responsible for the School Based trainee’s duty of care?
This is a shared responsibility between the school, the employer, and the Registered Training
Organisation. See also p101.
Do I pay sick leave or other leave?
The employer is responsible for ensuring the industrial arrangement that is put in place or
identified to support the School Based Traineeship is followed in regards to leave.
Is there a minimum training period?
The minimum requirements for School Based trainees are typically 832 hours of paid
employment (inclusive of paid leave entitlements) with a minimum of 8 hours per week. This
may be completed over 12-24 months, depending on the school and program.
118
School Case Studies
During 2003, Enterprise and Vocational Education (EVE) Coordinators were asked to pass on a
template of questions to the schools in their districts about their School Based Traineeship programs.
School Coordinators were asked to comment on their experiences with School Based Traineeships,
including: timetabling, the steps in their School Based Traineeship process, marketing, the
involvement of parents, their partnerships and how any issues are resolved.
School Coordinators from the following schools generously share their experiences in this section:
• Broome Senior High School, which offers Aboriginal School Based Traineeships in many
industry areas, has on grid timetabling organised to suit individual student needs. (p120.)
• Eastern Goldfields Senior High School, which offers School Based Traineeships within a
discrete and unique Business VET program, managed by the School CAVE Coordinator.
(p121.)
• Geraldton Secondary College, which uses a highly coordinated approach to managing
Aboriginal and School Based Traineeships to accommodate individual student needs. (p123.)
• Kwinana Senior High School, which uses a Group Training Scheme to assist with
management of their School Based Traineeship programs, also has support from Kwinana
Industry Council. (p124.)
• Rockingham Senior High School, which offers School Based Traineeships within several
discrete VET programs is managed by their School Coordinator. (p125.)
• Sevenoaks Senior College, which is a Training Provider School, uses a Group Training
Scheme to assist with the management of their School Based Traineeships and offers a flexible
timetable to all students. (p126.)
• Shenton College, which uses a Group Training Scheme that is also the Registered Training
Organisation for its School Based Traineeships. (p128.)
• Thornlie Senior High School, which is a Training Provider School, offers individual School
Based Traineeships managed by the School Coordinator. (p129.)
119
Broome Senior High School uses a Group Training Scheme and a Registered Training Organisation
to assist with the management of their School Based Traineeships.
Timetabling
School Based Traineeships operate as part of the discrete VET in Schools programs, running off the
main grid within the school. Some subjects are on the grid also. This strategy is working well for all
parties concerned.
Students undertaking a new Aboriginal School Based Traineeship for 2003/4 could be considered in
the following areas:
• Sport and Recreation
• Information Technology
• Hospitality
•
•
•
Aquaculture
Business
Tourism
•
•
•
Retail
Automotive
Horticulture
The Process
1
2
3
Program is advertised.
Students and employers are recruited.
School Coordinator liaises with Registered Training Organisation and Group Training
Scheme.
Students complete the Training Contract and School Based Traineeships Induction occurs.
Students commence the School Based Traineeship.
4
5
Timing
• School Based Traineeships are marketed during Term Three and Four.
• Students are interviewed in Term Four.
• Employers are found in Term One, with the School Based Traineeships Induction carried out
by the Group Training Scheme in Term One.
• Parents are involved in the interview process.
Partnerships
School Based Traineeships involve strong working relationships with our partners who include
Kimberley College of Technical and Further Education; Nirrumbuk Community Development
Education Program; Kimberley Group Training; and the Department of Education and Training.
120
Eastern Goldfields Senior High School uses a Group Training Scheme to assist them to manage their
Business School Based Traineeships. The Group Training Scheme is also the Registered Training
Organisation.
Timetabling
The school’s Business School Based Traineeship program is off grid. The Business students have
only one teacher, except for English.
Advantages
•
•
•
•
The students are a cohesive and discrete group.
Students are easier to access for dissemination of information.
Workdays can be the same for everyone without missing out on any subjects.
The students have a dedicated room with relevant equipment.
Disadvantages
• The students sometimes like to be in another environment with other teachers.
• Students have little contact with students in other programs.
• Students are only at school for two days a week and so lose contact with other students.
The Process
1
2
3
Year 10 students are canvassed as a whole group.
Students are counselled and choose Vocational Business with General Studies as a backup.
A panel of three – Career and Vocational Education Coordinator, teacher and relevant industry
person - interviews students.
Year 11:
• Selected students commence program for two days per week at school.
• TAFE begins one day per week.
• Students submit application suggesting preferred industry area for Structured Workplace
Learning or School Based Traineeship.
• A special preparatory program is designed by Career and Vocational Education Coordinator
for delivery over two days in Term One when the student will, in the future, be in the
workplace eg telephone and interview techniques, grooming, First Aid, MARCSTA,
employment portfolios, interpersonal and public speaking skills etc. Much of this is delivered
by the Group Training Scheme and is funded through the Jobs Pathways Program.
• Students are interviewed to ascertain readiness for Structured Workplace Learning.
• Group Training Scheme has written to various industries to secure Structured Workplace
Learning /School Based Traineeships.
• Students commence Structured Workplace Learning in Term Two. The employer must sign
the student as a School Based trainee within a reasonable period of time ie after 120 hours or
soon thereafter. Workplaces are carefully monitored to avoid exploitation.
121
Marketing
• The Enterprise and Vocational Education (EVE) and Career and Vocational Education
(CAVE) Coordinators have a successful on-going program of marketing via posters and press
releases.
• The School markets the program to Year 10’s in June prior to counselling for Year 11 choices.
• The Group Training Scheme (GTS) markets approximately January/February of the
commencement of Year 11 School Based Traineeship program.
Timing
Students are selected by interview by approximately September of Year 10; employers are found in
Term One of Year 11 program; and students are interviewed to enter a vocational program in
approximately August/September in Year 10 and again prior to Structured Workplace Learning in
Year 11.
The CAVE Coordinator organises the School Based Traineeships Induction. School Based trainees
are inducted with all other vocational students during the first week of Term Two, one week prior to
commencing Structured Workplace Learning (SWL). School Based trainees are then trained both as a
whole group and on an individual basis on evidence files and Training Record Books as their School
Based Traineeship eventuates.
Parent Involvement
A Parent Information Evening is held for all Year 10 students who have applied for any vocational
program. Parents are invited to attend a separate meeting on the same day as the student preparation
for Structured Workplace Learning.
Partnerships
The GTS is in constant contact with the CAVE Coordinator as to progress – attendance, performance.
The TAFE Program Coordinator also maintains close contact. Our school stipulates 90% attendance.
The students have the minimum subjects to meet graduation requirements; therefore it is necessary
that the partners are giving the maximum support. The program is also considered quite unique and in
order to maintain our school’s profile and reputation with the employers, responsibility and reliability
on the part of the students is expected. The school partners with Kalgoorlie-Boulder Apprentices and
Trainees; and Curtin University’s Vocational Training and Education Centre (VTEC).
Benefits
The program is unique and in an attempt to give the students the most variety and opportunity, the
school has decided on the three-way partnership. In addition, in accordance with our school’s colocation with Curtin University, pathways after graduation are outlined for the students through this
program. Mentors are employed to assist students with their schoolwork. Any student, who fails a
competency, is reminded to re-enrol at TAFE in a night class. Homework and tutoring classes are
held after school.
122
Geraldton Secondary College uses a Group Training Scheme to help manage their School Based
Traineeships, including Aboriginal School Based Traineeships. The school has a Memorandum of
Understanding with a Registered Training Organisation.
Timetabling (See also p57)
Students in School Based Traineeships can either be in a General Studies program or a VET program,
depending on the industry area the School Based Traineeship relates to.
School Based trainees in VET programs are easiest to manage as they are in an off grid timetable
where all students participate in one day per week of Structured Workplace Learning.
School Based trainees in General Studies maintain a six subject timetable including Structured
Workplace Learning that results in them missing two of five periods in one subject and one of five
periods in another. These missed periods are balanced by three periods of private study with support
from the Post Compulsory Manager.
The Process (See also p92)
1
2
3
4
5
6
School Based Traineeships are marketed to students during subject selection interviews in
Year 10, Term 3, and all year round to employers and the business community.
Parents attend information evenings, and must sign both the application form and the student
letter of application.
Students are required to do a four to six week Structured Workplace Learning trail prior to
sign up.
Employers are found as soon as student interest areas are identified or during general
canvassing visits from the Group Training Scheme and the New Apprenticeships Centre.
Students are interviewed as positions become available, and School Based Traineeships
Induction is organized by the Group Training Scheme and occurs within one to two weeks of
sign up. Students sign up during Term One, Year 11.
Parents participate in familiarisation meetings with the employer, Group Training Scheme,
school and the student prior to commencement.
Partners
•
•
•
•
•
New Apprenticeships Centre.
Apprenticeship and Traineeship Support Network, Mid West.
Employment Directions.
Wila Gutharra Aboriginal Corporation.
Central West College of Technical and Further Education.
123
Kwinana Senior High School uses a Group Training Scheme to assist with the management of their
School Based Traineeships.
Timetabling
The school is flexible and allows students one or two days off a week to complete their School Based
Traineeship. Most students do one day per week. A few do two days a week and a few do a block
release pattern.
Almost all School Based trainees do a VET course and are off the grid. Currently three School Based
trainees are studying general subjects. They are closely monitored.
Having students off the grid and integrated into a VET in Schools program allows more flexibility and
more days for students to attend to their School Based Traineeship without too much interference
towards their schoolwork. Some students find it difficult to cope with the School Based Traineeship if
they do it while doing general subjects.
The Process
• Students wishing to enter the Aboriginal School Based Traineeship program, apply in Year 10.
The Group Training Scheme interviews them.
• Students wishing to enter Kwinana Industry Council Engineering arranged School Based
Traineeship are invited to apply in Term Three and Four each year.
• The school also has Business and Horticulture School Based Traineeships, which students
may apply for by interview.
In each case students are involved in assisting the Group Training Scheme to identify prospective host
employers during Term Four each year.
Marketing
School Based Traineeships are marketed to students in Terms Three and Four each year. Training
Contracts are signed when host employers are found.
Inductions
The Group Training Scheme provides School Based Traineeships Induction for key stakeholders.
Parents
Parents are invited to attend information sessions.
124
Rockingham Senior High School manages their School Based Traineeships (SBTs) using several
Registered Training Organisations (RTOs) and, depending on the industry area, a Group Training
Scheme (GTS).
Timetabling
All SBTs apply to students within the school’s discrete VET programs off the main grid. In this way,
School Based trainees (SBts) do not miss classes, and one School Coordinator looks after each
program. The only issue for timetabling is in the level of complexity in timetabling on thirty-three
bands.
The Process
1
2
The process differs according to the program.
Students choose the VET course in Year 10 and must undergo an interview and selection
process before being accepted.
Some SBts are selected and signed up before commencing their workplacement, while others
convert their Structured Workplace Learning (SWL) into a SBT if the student is suitable and
the employer is willing.
3
Timing
• School Based Traineeships are marketed to students in Term Two of Year 10.
• Students sign up at the end of Year 10, during Year 11, at the end of Year 11 or at the
beginning of Year 12, depending on when employers are found.
• Students are interviewed in Term Three or Four of Year 10.
• The host employer, GTS and the NAC provide SBTs Induction at the end of Year 10, or
before student work placement commences.
• Some employers are established partners with ongoing programs; others are cold canvassed
after they take on a student for SWL.
• Parents attend information meetings, the SBTs Induction, the signing up ceremony, graduation
and presentation of certificates.
Partners
The school maintains strong working relationships with GTSs, RTOs, employers, KIEP, parents,
students and staff through the School Coordinator. School partners during the process of School
Based Traineeships include SMYL Community Services, the Australian Navy, Austal, various
employers, TAFE, and Meeralinga.
Benefits
The school currently has Production Engineering and Business School Based trainees, with
Automotive and Children’s Services commencing this year. The school has a range of workplace sites
taking varying numbers of students. The school selects the RTOs that provide the best service and
opportunities for our students and is mindful of maintaining working relationships between GTSs and
RTOs, when selecting either. The school has a level three Coordinator responsible for CAVE and the
industry specific VET Coordinators look after each VET program. This group works as a close-knit
team, but because of the range of programs, needs to work with a variety of partners.
125
Sevenoaks Senior College is a Registered Training Provider with the Curriculum Council. Presently
the College adopts a range of models to manage the uptake of School Based Traineeships. In 2003,
the following arrangements are in operation:
•
The College uses a Group Training Scheme to assist in managing their School Based Traineeships
program; and
•
The College, as a Registered Training Provider School, manages the off the job training where
appropriate under their Certificate scope with the Curriculum Council.
College Timetabling
Currently all School Based Traineeships are timetabled on the grid. Each School Based trainee’s
timetable is dealt with individually, with students workplacement day/s determined by the employer
or the day/s that the student has fewer classes. With numbers of School Based Traineeships
increasing, the school is exploring the option of creating a grid line that has English, Maths and
Information Technology dedicated for School Based trainees.
All students in the college enrol in six subjects. Once students enter into a School Based Traineeship,
they are counselled about timetable changes and drop one or two subjects to accommodate the best
timetable fit. This arrangement is possible through the support structures in place at the College,
which include on line support; flexible timetable arrangements with students having free sessions on
their timetable; and the support of their advocate teacher in monitoring their progress.
Under this arrangement School Based trainees need to be extremely disciplined in the management of
their time. School Based trainees need to complete at least four and up to seven hours catch up time
per week; and negotiate with each of their teachers to keep up with their learning program.
The Process
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Student Information Session.
Student application and interview.
Students commence Structured Workplace Learning in Term One.
Secure the employer (New Apprenticeships Centre representative signs up employer).
Determine Registered Training Organisation and Training Program Outline (if College,
Registered Training Provider coordinator will conduct sign up).
Training Program Outline is lodged with the Curriculum Council.
Workplacement day/s negotiated (Education, Training and Employment Schedule is sent to
the New Apprenticeships Centre).
Timetable changes made with student (ensure secondary graduation requirements are still
being met).
Student commences School Based Traineeship, all teachers notified.
Monitor student progress.
126
Timing
• School Based Traineeships are marketed to incoming Year 11 students in late Term Four, and
then again during Term One before students commence first Structured Workplace Learning
block. Employers are found during Structured Workplace Learning blocks.
• Students can complete an application form after completing their Structured Workplace
Learning placement. Students are interviewed when they submit School Based Traineeship
application form.
• School Based Traineeships Induction occurs once the student has secured their School Based
Traineeship. The Enterprise and Vocational Education Program Coordinator or the Group
Training Scheme conducts the School Based Traineeships Induction (depends if the school is
the Registered Training Provider, they will conduct the Induction).
Parent Involvement
All parents are sent information about School Based Traineeships, and information is also
disseminated at parent information sessions. Parents need to be present at signing up stage with the
New Apprenticeships Centre.
Partners
When endeavouring to secure a School Based Traineeship the following organisations are contacted:
the New Apprenticeships Centre; Chamber of Commerce and Industry; and TAFE, depending on the
industry area.
Benefits
The College has had a high degree of success with the models in place. The conversion of Structured
Workplace Learning to a School Based Traineeship allows the employer to check out the potential of
the student before entering into the Training Contract.
The College has found School Based Traineeships to be an excellent retention strategy. The College
has had a number of students who would not have remained at school, if not for their School Based
Traineeship, particularly where part time employment has been converted into a School Based
Traineeship.
Issues
A set gridline will be offered for School Based trainees to overcome some of the catching up required
under the current timetable.
127
Shenton College uses a Group Training Scheme to assist them with managing their School Based
Traineeship program. The Group Training Scheme is also the Registered Training Organisation.
The Process
Find a placement; match this with a student; and involve parents and adjust timetable to suit.
Timing
• School Based Traineeships are marketed throughout the year and at parent evenings.
• Students sign up on an ongoing basis.
• Employers are found on an ongoing basis.
• Students are interviewed at time of application.
• School Based Traineeships Induction occurs in February.
• The Structured Workplace Learning Coordinator, CCI Employfast representatives, VET
Coordinator plus paid presenters do the School Based Traineeships Induction.
• Parents are involved in information nights in October each year.
Partners
Strong working relationships are maintained with Perth District Education Office for School Based
Traineeship information, and with Registered Training Organisations for auspicing and assistance
with Units of Competency.
Partners in the process include National Corporate Training; TAFE, New Apprenticeships Centre; and
Hospitality Group Training.
128
Thornlie Senior High School is a Registered Training Provider with the Curriculum Council. Where
a School Based Traineeship has been developed, Thornlie SHS has prepared and implemented the
delivery and assessment plan for the benefit of the students.
Timetabling
Students attend their SBT employer during their SWL day and pick up the required hours outside of
school hours ie weekends, evenings. The SBT program is on the grid – the School Based trainee has
the same number of subjects ie six that every other student has on their timetable.
Students, parents and teachers prefer this method, as the student does not need to catch up with
missed work. They will gain their Certificate as do many other students in the school and have the
added advantage of being engaged in SWL with one employer and being paid – they often will forgo
other part time employment to undertake the SBT.
The Process
1
2
3
4
5
6
7
Student attends SWL with an employer.
The employer is approached to undertake the SBT program. The UOC are discussed to ensure
the employer is able to provide opportunities for on the job learning.
The School Coordinator organises a meeting with the student and their parent or guardian to
detail expectations, commitment, and advantages etcetera of the program.
The School Coordinator contacts the NAC to prepare the necessary paperwork – the school is
the Training Provider with the employer offering on the job experience. A copy of the
Training Contract is kept at the school, as the School Coordinator is required to sign off these
documents. The School Coordinator places students in industries that are within their scope as
a Registered Training Provider.
The school issues delivery and assessment plans – the Training Program Outline.
The student and the employer continue under the new arrangement.
The School Coordinator will do the assessments in the workplace.
Timing and Issues
•
•
•
•
School Based Traineeships are not marketed – individual students and employers are approached.
Students sign up only after a trial with the employer through the SWL program.
Employers are found through the SWL program.
Preparation workshop occurs just prior to signing up to ensure that everyone understands the
commitment and requirements ie working during school holidays, the hours per week etcetera.
Benefits
•
•
•
•
•
The School Coordinator has a thorough understanding as to the requirements and therefore there is
no need for a third party, such as a Group Training Scheme to be involved. Parents and students
are happier to approach the School coordinator as a teacher, rather than a stranger.
The student is assessed at school and the workplace assessment for the School Based Traineeship
allows another opportunity for assessment.
Only one workplace needs to be organised.
Employer is on board as no extra workload and they receive government incentives.
Parent information evenings and discussions with the employer are customised for their needs.
129
Glossary
The following terms are included for their relevance to those working within the VET sector in
Western Australia.
Australian Quality Training Framework (AQTF)
Endorsed by Ministers for VET on 8th June 2001, the Australian Quality Training Framework was
developed by the National Training Authority Board of the Australian National Training Authority to
provide a nationally consistent, high quality VET system. The framework includes mandatory
standards for Registered Training Organisations. An important concept of this framework is Mutual
Recognition, whereby each State and Territory recognises the decisions of all other States and
Territories in registering training organisations and in accrediting courses.
Australian Qualifications Framework (AQF)
The policy framework that defines all qualifications recognised nationally in post-compulsory
education and training within Australia.
Australian National Training Authority (ANTA) www.anta.gov.au
A Commonwealth statutory authority established in 1992 to provide a national focus for Vocational
Education and Training. The Australian National Training Authority reports to an industry based
board and administer national programs and the Commonwealth funding of the national VET system.
The Apprenticeship and Traineeship Support Network (ATSN)
The Apprenticeship and Traineeship Support Network is appointed to provide services to employers,
apprentices and trainees, conducting the administration and monitoring of training arrangements for
apprentices and trainees.
Curriculum Council www.curriculum.wa.edu.au
The Curriculum Council sets curriculum policy directions for kindergarten to Year 12 schooling in
Western Australia and provides for: the development and implementation of the Curriculum
Framework; the development and accreditation of courses of study for post-compulsory schooling;
and the assessment and certification of student achievement. Note: The Curriculum Council is
equivalent to the Board of Study in other States and Territories.
Curriculum Services Support Network (CSSN) www.cssn.training.wa.gov.au
A component of the Academic Development Centre, of Central College of Technical and Further
Education, the Curriculum Support Services Network is coordinated by two Curriculum Officers and
their Curriculum Assistants to provide a state wide support service to review and maintain curriculum
through communication with key stakeholders in the areas of Arts and Business. Sixteen separate
Curriculum Advisory Groups within Central CSSN identify and address specific curriculum issues
within their sector.
130
Department of Education, Science and Training (DEST) www.dest.gov.au
Commonwealth Government organisation that aims to support innovation stimulates business
development and improves workforce productivity through education, science and training policy and
administration of related programs.
Department of Employment and Workplace Relations (DEWR) www.dewr.gov.au
Commonwealth Government organisation, that aims to support strong employment growth and the
improved productive performance of enterprises in Australia. DEWR provides services to job seekers,
employers, employees, researchers and interested members of the public.
Department of Education and Training (DET) www.eddept.wa.edu.au
The newly amalgamated department has responsibility for schools, vocational education and training
and universities. The Office of Government Schools provides a comprehensive school education for
students in schools across Western Australia. The Office of Training is committed to maximising
training and employment opportunities for Western Australian without any perceived age barrier. It is
also responsible for planning the long term development of the vocational education training system
to meet current and future needs of industry, the community and regional areas.
Group Training Organisations (GTO) www.grouptraining.com.au
Known as Group Training Schemes (GTS) in Western Australia and also Group Training Companies
(GTC), Group Training Organisations provide a system whereby trainees are registered to a central
body and placed with host employers who provide workplace-training experience. Whilst the Group
Training Organisation performs the overall employer function, the School Based trainees benefit from
being placed with one or a number of host employers on a rotational basis.
Industry Training Advisory Bodies (ITABs) p 94
Industry Training Advisory Bodies provide Government with independent strategic advice on the
VET needs of industry. The Department of Education and Training funds 14 Industry Training
Councils that promote the VET system and facilitate the development of “training networks” within
industry.
Job Network www.jobnetwork.gov.au
Job Network is an Australia-wide network of employment organisations, called Job Network
members. A Job Network member can be a private or community organisation. Like every business,
they are in competition, and so their success depends on how well they meet customer needs. Job
Network members are experienced recruitment professionals, who can draw on a large national
database of available workers with a wide range of skills and experiences.
131
New Apprenticeships Centre (NAC) www.newapprenticeships.gov.au
New Apprenticeships Centres are ‘one stop shops’ providing integrated and streamlined
apprenticeship and traineeship services to the employers, the prospective trainees and the apprentices.
New Apprenticeships Centres are Commonwealth funded to promote and give general information on
School Based Traineeships and Registered Training Organisations; help complete and lodge the
Training Contract; and screen claims for employer incentives and School Based Traineeship
allowances.
National Training Information Service (NTIS) www.ntis.gov.au
The National register for recording information about Registered Training Organisations, Training
Packages and accredited courses. Information held on the National Training Information Service
website is searchable and publicly accessible via the Internet.
Recognition of Current Competency or Recognition of Prior Learning (RCC/ RPL)
Recognition of competencies currently held, regardless of how; when or where the learning occurred,
for example, through formal or informal training and education, work experience and general life
experience. Evidence may be in the form of certification, references from past employers, testimonials
from clients and work samples.
Regional Employment Coordinator (REC)
Regional Employment Coordinators are based in regional and metropolitan areas to create and
promote employment opportunities.
Registered Training Organisation (RTO)
Registered Training Organisations are Colleges of Technical and Further Education, schools, tertiary
institutions, employers and private or community based training organisations that are approved by
the State Training Authority to deliver nationally recognised courses and/or training programs
School Based New Apprenticeship
Nationally School Based Traineeships are known as School Based New Apprenticeships.
School Based Traineeship (SBT)
A program that allows full time secondary students to be paid for accredited training they receive with
an employer. All training received is recognised by the Curriculum Council as contributing towards
secondary graduation.
School Based trainee (SBt)
A student participating in a School Based Traineeship is referred to as a School Based trainee.
132
School Coordinator
The School Coordinator is the approved school staff member responsible for carrying out the School
Based Traineeship process in line with all relevant Department of Education and Training policy,
procedures and guidelines.
Structured Workplace Learning (SWL)
An accredited Curriculum Council subject that involves workplace learning that is structured,
monitored, regulated and assessed by workplace employees and graded by the SWL Coordinator.
Training Accreditation Council (TAC) www.tac.wa.gov.au
Registers training organisations to provide Nationally endorsed training. TAC makes
recommendations to the Minister regarding the establishment of new apprenticeships/ traineeships
and ensures the implementation of the Australian Quality Training Framework.
Technical and Further Education (TAFE)
Colleges of Technical and Further Education are Registered Training Organisations that provide
nationally recognised training and assessment under the Australian Qualifications Framework.
Training Program Outline (TPO)
Forms part of the Training Contract, and is completed at the commencement of training. The Training
Program Outline details the negotiated agreement between the Registered Training Organisation, and
the employer and the School Based trainee.
Training Provider School (TPS)
A school which is responsible for meeting all the standards of the Australian Quality Training
Framework for Registered Training Organisations in carrying out its delivery of training and
assessment. The Curriculum Council provides the Certificates for successful students. The
Curriculum Council and the Department of Education and Training provide system wide support for
some elements within standards.
Training Record Book [TRB) p95
The Training Record Book is a record for the employer, the School Based trainee and the off the job
trainer in respect to the formal training and experience that should be undertaken by the School Based
trainee during the period of the School Based Traineeship.
Unit of Competency (UOC)
A Unit of Competency is the specification of knowledge and skills to the standards of performance
required in the workplace. A UOC comprises a title, a short description of its purpose and its
elements, together with associated performance criteria. It will also include a range of variables and
evidence guides. Units of competency are available from the National Training Information Service
website.
133