National Trade Cadetships

Schools Vocational Pathways National Trade Cadetships Discussion paper

National Trade Cadetships Background Paper National Trade Cadetships Introduction The National Trade Cadetship offers the potential of an exciting new dimension to the Australian Curriculum operating in Australian schools for students in Years 9 to 12. Students would be able to acquire skills that prepare them for work and, if they choose, they can undertake training that contributes toward a career in the trades or other skilled jobs which require vocational training. Students and parents could be confident that the skill outcomes arising from the curriculum and instruction will be equal in standing to other outcomes from schooling, including traditional academic achievement. More importantly, the cadetship has the potential to offer students clear transition into a career in the field of their school based training and credit toward a vocational qualification which helps them build their career. This paper describes the dimensions of the National Trade Cadetship as announced by the Government as part of the 2010 election and has been prepared as background for participants in Minister Garrett s workshop with school, VET and industry stakeholders. The National Trade Cadetship The cadetship entails three streams of activity. 1. The National Trade Cadetship Foundation focuses on essential work readiness skills laying the foundation for further training with a strong emphasis on work ready literacy and numeracy skills. Pre apprentice may be an option in later years. 2. The National Trade Cadetship Pre Apprentice delivers training in specific vocational skills and competencies within a family of agreed occupations like construction, mechanics, hospitality or IT and incorporates a pathway into an apprenticeship or other vocationally trained occupations and guaranteed credit toward a VET qualification. 3. National Trade Cadetship Work Experience allows cadets to engage in blocks of workplace learning to underpin both the Foundation and Pre Apprentice streams. The level of engagement in the workplace will be tailored for either the Foundation or Pre Apprentice stream. Operating the National Trade Cadetship within the Australian Curriculum signals several critical expectations of the scheme. The curriculum is to be developed for national application and underpinned by the same processes that assure consistent high quality learning outcomes in other areas of the curriculum. In turn, the outcomes are to contribute toward senior awards such as the Year 12 Certificate, but can also contribute to specific awards such as the Victorian Certificate of Applied Learning. The curriculum is also to be developed and delivered from the perspective of the workplace. Industry endorsement of the scheme and training is a key pre requisite to ensure that the cadetship scheme builds the skill level of the workforce and graduating cadets will be work ready. For the National Trade Cadetship Foundation the curriculum is to help students prepare for work and covers important areas such as team work, workplace health and safety, self confidence and personal responsibility. The development of high quality literacy and numeracy skills for students as the basis for 1 P age

success in the workplace is the other key component of this stream. This would entail training in literacy and numeracy approached from the perspective of applying these skills in a work setting. These skills are often referred to as Employability Skills. Embedding employability skills within the curriculum ensures that there is rigour and integrity to school based training so that employers can have confidence in the work readiness of school graduates they employ. The National Trade Cadetship Pre Apprentice stream focuses on preparing students for a career in occupations, including the trades, which are supported by vocational education and training. To ensure students have a range of options for transition into jobs and further training the Pre Apprentice stream would involve training within a family of agreed occupations like construction, mechanics, hospitality or IT. The vocational learning is also to be credited toward VET qualifications. Options are also available to industry sectors to develop their own specific cadetships with agreed articulation arrangements from school into further training and work. A high priority will be given to trade occupations and pathways to an apprenticeship, with options for reduced apprenticeship duration, in addition to credit toward the required vocational qualification. Addressing Skills in Demand In addition to offering work related training options and pathways to students, the National Trade Cadetship presents the opportunity to address the emerging skills needs of the economy, especially in trade related occupations. Industries would be able to develop Industry specific cadetships to support their workforce needs. Skills Australia, the Commonwealth s advisory body on Australia s workforce skills needs, has been requested by the Government to provide advice to the Government on the priority for developing industry specific cadetships. Learning modules in the Pre Apprenticeship stream could also be part of the National Curriculum. Training in the VET sector is based on developing work related competencies, or outcomes. Competencies represent the standard of work undertaken in the workplace. VET qualifications comprise of a number of units of competency. VET training organisations, as part of their registration and accreditation, are responsible for developing curriculum for training that leads to the competency outcomes. This approach offers VET practitioners the flexibility to adapt the training approach to the circumstances of the trainees and particular work contexts in which the competencies are to be applied. School based curriculum assured through Australian Curriculum processes that meets the competencies required by industry, and included in VET qualifications, offers strong educational integrity in the National Trade Cadetship. Options for Students While the election commitment is not explicit in regards to the operation of National Trade Cadetships in schools it is anticipated that it will be able to be undertaken alongside other school programs, or used to fast track training for students who have identified a particular career path, including into a School Based Apprenticeship. The cadetship will be able to be offered by schools as a supplementary or alternative school program to engage young people in schooling so that they can complete Year 12 and then move into productive employment, or onto further training. Students would be able to progress through the cadetship by first developing foundation skills to prepare them for the workplace followed by vocational skills through the Pre apprenticeship. Other 2 P age

options will be available for students, depending upon their circumstances and the program adopted at a school. For example, students could undertake the Foundation stream cadetship, however, if they are considered work ready they could commence directly in the Pre apprenticeship stream. Some schools may choose to offer an extension of the Foundation stream to concentrate solely on preparing students for work, especially in extension work based literacy and numeracy. The Government has also indicated that the cadetship program is able to be delivered by Registered Training Organisations (RTO) within a school setting, or with the RTO itself. The priority is for the scheme to be modular and flexible so that it can be applied in an appropriate way to suit the circumstances of individual schools. Work Experience Industry has long said that there is nothing like exposure to the work place to prepare young people for work. The National Trade Cadetship offers Work Experience placements for Foundation and Pre Apprenticeship stream cadets. A work experience placement is to be facilitated through Group Training Australia and offers students in their cadetship the opportunity to see skills operating in a work setting. Group Training organisations, in facilitating the placement, are also expected to advise students about future employment and training options. Up to 50,000 placements across Australia will be made available during 2012 13 and 2013 14 Financial Years. Outcomes The National Trade Cadetship is a new approach to help young people acquire skills to help them into fulfilling careers and thereby build the skills of the workforce for the benefit of Australia s productivity and economic growth. A practical work focused curriculum and program offers schools strategies to engage young people in learning to encourage them to remain in school to Year 12. Inclusion of cadetship programs as part of the Australian Curriculum assures the rigour of the outcomes from cadetships and leads to strong standing with employers and in the community generally. The cadetship scheme also offers the opportunity to build close cooperation between the school system, industry, local employers and training organisations designed to open up the work options for students and to increase entrants into key industries. The scheme will assist in improving the recognition of vocational education and training as an important and credible education pathway in schools. Teaching Workforce The National Trade Cadetship relies upon delivery by teachers from both the schools and VET sector. 3 P age

As the cadetship entails delivery against the Australian Curriculum it is feasible for delivery to be undertaken solely by school accredited teachers. While this is feasible for the Foundation stream, the use of VET accredited or trained practitioners is an important consideration to ensure credibility of Pre Apprenticeship outcomes. These arrangements operate now for current VET in schools programs. Many schools operate as a Registered Training Organisation (RTO) which enables them to conduct certified VET courses. Some engage an RTO to deliver the training. Delivery Venue It is anticipated that National Trade Cadetships would be delivered in a school setting, including Trades Training Centres and Schools Skills Centres, or through a Registered Training Organisation. Existing recurrent funding would be used to deliver the cadetship training. Specific funding is available to facilitate Work Experience. Improved School based Apprenticeships and Transitions into Apprenticeships Success of the National Trade Cadetship is expected to lead to the improved operation of school based apprenticeships. At present school based apprenticeships are not widely taken up across Australia. The low take up is thought to be because of concern for student safety in the work place, industrial awards which preclude part time or school aged workers in some industries and the difficulty in accommodating on the job training within school timetables. The successful establishment of the cadetship model, especially the Pre Apprenticeship stream, could lay the foundation for refinement of these institutional arrangements to enable school based apprenticeships to operate more effectively for the benefit of Industry and students. The scheme is also expected to enable cadets to articulate into an apprenticeship in the field of their school based vocational learning. Credit for the VET qualification associated with an apprenticeship is a key requirement for the scheme. Whether this also results in shortened duration of the period of indenture for the apprentice is subject to other areas of review. Reform to apprenticeship arrangements and durations will be ongoing within the VET sector as the demand for workers in the trades continues. Development work for the National Trade Cadetship will need to take account of, and help drive, these developments. Extension into Other Industries and Higher Order Occupations The capacity also exists within the National Trade Cadetship framework to develop an Industry specific Pre apprenticeships for those industries with pressing workforce demands. In addition to offering pathways into trades and other vocational occupations, the capacity exists to develop cadetships for other occupations in demand within the economy. The Pre Apprenticeship model can also be used to prepare students for careers in higher order technician and semi professional occupations such as quantity and geological surveying and project management and service sector jobs in information technology. The flexibility within the strengthened Australian Qualifications Framework (AQF) enable qualifications and credit transfer to be developed based on the standards within the AQF. This means that approaches can be developed which benefit industry and/or students and is not constrained by approaches unique 4 P age

to sectors. The Pre Apprenticeship stream could therefore be extended for application to higher order occupations and other industry sectors with delivery from the schools, VET or even Higher Education sectors. Impact of Recommendations from the Report to the Australian Government on Apprenticeships The Australian Government has received the report: A shared responsibility Apprenticeships for the 21st Century Final Report of the Expert Panel. In respect of school based vocational learning, the report makes the following recommendations: Formally regulate the quality of VET in Schools within the VET system to enhance the consistency and quality of training across all jurisdictions and to recognise the potential of VET in Schools as a pathway into an apprenticeship or traineeship. and Increase national consistency in preparatory training by directing the National Quality Council to develop definitions for pre apprenticeship and pre vocational training. The Australian Government is considering its response to the recommendations and will take account of their relationship with the National Trade Cadetship scheme. Overview A summary of the key features of the National Trade Cadetship as outlined in this paper is presented in the following table. 5 P age

National Trade Cadetship Outcomes: Help young people acquire skills to lead to fulfilling careers and build the skills of the workforce Work focused curriculum to offer schools strategies to engage young people in learning to encourage them to remain to Year 12 Educational integrity assured through Australian Curriculum resulting in strong standing with employers and the community Opportunity to build close cooperation between the school system, industry, local employers and training organisations Opens up work options for work ready graduates and entry opportunities to key industries Features: Developed for national application and underpinned Australian Curriculum processes Outcomes can contribute towards senior awards such as the Year 12 Certificate as well as specific awards such as the Victorian Certificate of Applied Learning Curriculum developed and delivered from the perspective of the workplace with industry endorsement a key feature Foundation Pre Apprentice Australian Curriculum Australian Curriculum Help prepare students for the world of work Prepare students for a career in occupations, including the trades, which are support by vocational Develop high quality work related literacy education and training and numeracy skills Training within a family of agreed occupations like Employability skills embedded within the construction, mechanics, hospitality or IT Australian Curriculum Vocational learning credited towards VET qualifications and potentially an articulated pathway Delivery Delivery Secondary schools, especially with Trade Training Centres Secondary schools, especially with Trade Training Centres Registered Training Organisations Skills in Demand Determined by Skills Australia Options for industry sectors to develop their own specific cadetships with agreed articulation arrangements and options to for reduced duration of apprenticeships Work Experience (facilitated by GTOs) Exposure to the world of work More specific focus on workplaces relevant to their Enable students to put their Foundation area of study learning into a workplace context Enable students to experience a structured work placement in their area of study to gain real world experience of their learning Address Industrial Arrangements Enable consistent school based apprenticeships by addressing o Inconsistent awards for employing part time and young people; o Employer attitudes o School timetabling flexibility Address duration reductions when moving into apprenticeship 6 P age

VET in Schools Activity and Outcomes National Trade Cadetships is an ambitious scheme with a rigorous program of training in schools that offers students pathways into fulfilling careers and generates strong signals to parents and employers of the quality and standing of the training and associated work experience. Current approaches along these lines, covering vocational learning in schools, work preparation programs and school based apprenticeships and traineeships are generally recorded as VET in Schools activity. An examination of the rates of participation in VET in Schools and the outcomes for students gives a good indication of the challenges involved in establishing the National Trade Cadetship scheme. Participation rates in VET in Schools programs is high, although the quantum of training per student is low and there is poor take up in employment in the fields of training once students leave school. Participation in school based apprenticeships, as a component of VET in schools, is low and is not consistent across Australia. For example, Queensland enrols 57 per cent of school based apprenticeships in Australia. VET in Schools Since the mid 1990s, VET in Schools has become a core element in secondary schooling in Australia. Over 90 per cent of senior secondary schools offer VET programs. These programs were introduced in schools to provide more diverse educational opportunities for young people, especially in response to Government strategies to lift Year 12 retention rates. VET in Schools is a broad term used to cover the delivery of vocational learning for school students and covers single units of VET competency to full VET qualifications as well as School based Apprenticeships and Traineeships. National data are not available on the approach and participation in work experience or work readiness learning. Participation in VET in Schools Programs While VET in Schools operates in most schools the proportion of enrolling students does not appear to be high. Figures for recent years from the National VET in Schools Collection shows strong growth in VET in Schools students, increasing from 171 700 to 229 500 in 2009 (Table 1). The number of School based Apprentices and Trainees in 2009 is 9.4 per cent of total VET in school students and has varied over recent years. Table 1 Number of VET in Schools students by program type, 2006 09 2006 2007 2008 2009 2008 09 Number Number Number Number % % change School-based apprentices and trainees 12,918 14,960 25,716 21,496 9.4-16.4 Other VET in Schools students 158,739 159,834 194,239 207,979 90.6 7.1 Total 171,657 174,794 219,955 229,475 100.0 4.3 Source: National VET in Schools Collection. 7 P age

Table 2 at Appendix A shows the participation rate for 15 19 year olds in VET in Schools activity compared to other forms of participation, in and out of school. The data shows that: young people commence VET in Schools at age 15, with participation peaking at 26.3 per cent of 16 year olds and 20.3 per cent for 17 year olds. For School based Apprentices, 1.0 percent of 15 year olds participate, 2.5 per cent of 16 year olds and 2.2 per cent of 17 year olds; and for school students, 14 per cent for 15 year olds, 33.5 per cent for 16 year olds and 34.6 per cent for 17 year olds participate in VET in Schools (based on figures in Table 2). Participation in School based Apprenticeships and Traineeships is lower again. Participation in VET in Schools varies by state and territory. Table 3 provided at Appendix A shows that Queensland enrols 56 per cent of school based apprentices and trainees nationally and around 38 per cent of all VET in Schools students. Fields and Level of Training The top six fields of training, as represented by the VET Training Package, are: Training Package VET in School Students, 2009 Tourism, Hospitality and Events 37,218 Business Services 31,547 Information and Communications Technology 25,859 Community Service 10,571 Retail Services 9,760 Construction, Plumbing & Services * 9,637 * Trade qualifications included in this Training Package The majority of training (55 per cent) is conducted at the Certificate II level, 22 per cent at Certificate I and 18 per cent at Certificate III. Of the 20,746 School based Apprentices and Trainees in 2008, 15,774 (72.5 per cent) were enrolled in training in non trade occupations with 9,638 (46.5 per cent) at Certificate II and 5,751 (27.7 per cent) at Certificate III. In 2009 the number of School based Apprentices and Trainees training in non trade occupations was 12,102 compared to 15,774 in 2008, a drop of 23.3 per cent. In Trade occupation areas the numbers dropped by 7.7 per cent from 4,972 to 4,586. Outcomes from VET in Schools In 2008, the latest year that data is available for completions, shows that of the 219,955 VET in Schools students the following qualifications were completed: Certificate IV or higher 302 8 P age

Certificate III 6,333 Certificate II 47,600 Certificate I 33,131 Students enrolled in VET programs but who do not complete a qualification usually undertake only several units of competency rather than the complete qualification, most likely due to other study commitments in school. The extent of post school outcomes from VET in schools is not clear, although general conclusions are: VET in Schools students are more likely to take up further training post school as opposed to university study; VET in Schools often help students at risk of leaving school to stay on; however Transition into occupations aligned with their area of training is low. 9 P age

Key Organisations in Developing the National Trade Cadetship Success Depends upon Agreement with States and Territories States and Territories each have established approaches to vocational learning in schools and workpreparation programs. The approach to formal recognition of vocational learning in schools varies across states and territories. For example, Victoria has developed the Victorian Certificate of Applied Learning which certifies schoolbased vocational learning. South Australia has a similar certification arrangement. Development of the National Trade Cadetship presents an opportunity for a new approach to addressing vocational learning in schools that offers new options for students, new program offerings by schools and higher skilled entry level workers for employers. The following state and territory bodies have a role to play in the development of the cadetship, as outlined in the table below. Entity Sector Contribution to the National Trade Cadetship State and Territory Schools Partners in development and delivery within schools school systems State and Territory VET systems VET Facilitate a consistent approach across states and territories in access to Registered Training Organisations and recognition of Pre apprenticeship cadetship training. Members of the Australasian Curriculum, Assessment and Certification Authorities Tertiary Education Registration and Accreditation Bodies Schools Recognition of National Trade Cadetship learning outcomes within school senior awards. VET Facilitate agreed credit and articulation for Pre Apprenticeship vocational learning outcomes into VET qualifications. Australian Qualifications Framework Council (AQFC) National Quality Council (NQC) The AQFC operates under the auspices of Tertiary Education Ministers and sets the framework for allowable qualifications to operate in Australia across sectors and establishes relativities between qualifications. VET The NQC represents Government, Industry and training organisations and guides the development of VET qualifications, assures the quality of training delivery within the VET sector and guides ISC activity. Engagement with other Organisations required for Success Based on the description of the National Trade Cadetship the following entities play a key role in supporting the development and roll out of the scheme. Entity Sector Contribution to the National Trade Cadetship Industry Skills Councils VET Eleven ISCs represent and work with those industries (ISCs) which require VET trained workers. ISCs develop VET 10 P age

qualifications as part of Training Packages and are key change agents with their industries. The ISCs would need to help develop the family of occupations to be covered by the pre apprenticeship stream. Industry Organisations Some of the key industry organisations with an interest in vocational learning and the supply of skilled workers include: Business Council of Australia Australian Industry Group Australian Chamber of Commerce and Industry National Farmers Federation Minerals Council of Australia Master Builders Association Housing Industry Association Union Organisations Some of the key union organisations with an interest in vocational learning and the supply of skilled workers include: ACTU Construction, Forestry, Mining and Energy Union Communications Electrical Plumbing Union Australian Manufacturing Workers Union United Voice (formerly known as the Liquor, Hospitality and Miscellaneous Union (LHMU)) Australian Workers Union Australian Services Union Transport Workers Union Textile Clothing and Footwear Union National Union of Workers Australian Education Union Independent Education Union Australian Government Bodies (or Joint Government Bodies) will also play a role The organisations outlined in the table below also have important roles to fulfil Entity Sector Contribution to the National Trade Cadetship Skills Australia VET Australian Government statutory authority with responsibilities for providing advice to government on workforce skill priorities. ACARA Schools ACARA has established role in the school sector for national curriculum and reporting 11 P age

Implementation Strategy and Timeline The development and implementation of the NTC will involve close liaison between the schools and VET sector and involvement of industry and union representatives in order to ensure the integrity of the scheme. While these approaches are being set up there is potential for the early operation of cadetships in 2012 to pilot approaches to ascertain areas for refinement. Approaches to 2012 Implementation Foundation Stream The NTC Foundation stream involves the development of curriculum relating to the development of work readiness skills like team work, workplace health and safety, self confidence and personal responsibility. The Foundation stream is also to help students acquire high quality literacy and numeracy skills as a foundation for further training and employment. Many systems and schools are likely to already deliver work readiness curricula. Developing several national learning modules during the remainder of 2011 for trial and roll out from the beginning of 2012 could be taken as a key pilot. The capacity to roll out work related literacy and numeracy as part of the pilot is also worthy of consideration. Pre Apprenticeship Stream VET in Schools operates in around 90 per cent of secondary schools. In addition, from 2012 over 300 individual Trade Training Centres in individual schools will be operational. Consequently, approaches to curriculum design, delivery and accreditation are well developed, although in different ways across Australia. The development of the pre apprenticeship stream entails the following components: Development of school based curriculum which align with the relevant industry related competencies outlined in VET qualifications; Liaison with ACACA bodies to assure certification of VET related curricula outcomes within senior awards; Determining arrangements for pathways from school based VET learning into further training or an apprenticeship. The Pre apprenticeship stream would also entail examination of industrial issues impinging on the effectiveness of school based apprenticeships and credit in an apprenticeship qualification and shortening of the period of indenture. The complexities involved in delivery of the pre apprenticeship stream will involve close liaison between sectors and with Industry. A pilot of different approaches during 2012 would provide valuable insights into the critical success factors for the scheme. Pilots could include: development of nationally consistent curricula leading to achievement in competencies for one or several specified industry sectors through the relevant Industry Skills Councils (ISCs); and/or negotiation of articulation or credit for school based vocational learning outcomes into VET qualifications. 12 P age

Work Experience The work experience component has been announced for commencement in the 2012 13 financial year. This is based on offering work experience places in the latter half of 2012 once the cadetships have commenced. Items for Discussion at the Stakeholder Workshop The Minister for School Education, the Hon. Peter Garrett MP welcomes the opportunity to hear views from participants in the workshop on: the contribution represented organisations can make to the development and delivery of National Trade Cadetships; the key factors for success of the scheme, and challenges to be overcome; and suggestions for approaches to the development and scheduling of the roll out of components. 13 P age

Annexure A Table 2 Estimate of participation of Australians 1 aged 15 to 19 years in education and training by age, sex and education and training activity, August 2009 2, 3 15 years 16 years 17 years 18 years 19 years Total 15 19 years ( 000) % of total ( 000) % of total ( 000) % of total ( 000) % of total ( 000) % of total ( 000) % of total Males Attending school School-based apprenticeship or 1.3 0.8 3.6 2.4 3.5 2.3 1.1 0.7 0.1 0.1 9.5 1.2 traineeship 4 Other VET in Schools programs 18.5 12.5 39.4 26.3 31.3 20.5 7.2 4.6 1.1 0.7 97.5 12.6 School without participation in 121.2 81.6 81.9 54.6 59.8 39.1 16.4 10.4 2.1 1.3 281.4 36.4 VET in Schools 5 Not attending school Higher education 0.1 0.1 0.4 0.2 13.3 8.7 29.8 19.0 31.7 19.4 75.2 9.7 Trade apprenticeship or 0.5 0.3 4.0 2.7 11.3 7.4 20.3 12.9 25.8 15.8 61.9 8.0 traineeship Non-trade apprenticeship or 0.2 0.1 0.7 0.4 1.5 1.0 3.2 2.0 4.2 2.6 9.7 1.3 traineeship Other publicly funded VET 2.5 1.7 5.6 3.8 7.6 5.0 14.1 9.0 14.0 8.5 43.8 5.7 Education and training sub-total 144.3 97.1 135.6 90.5 128.3 83.9 92.0 58.6 79.0 48.2 579.1 75.0 Total males 15 19 years 148.7 100.0 149.8 100.0 152.8 100.0 157.0 100.0 163.7 100.0 772.1 100.0 Females Attending school School-based apprenticeship or 1.5 1.1 3.6 2.5 3.0 2.1 0.7 0.4 0.0 0.0 8.9 1.2 traineeship 4 Other VET in Schools programs 17.2 12.2 37.2 26.2 29.0 20.1 6.0 4.0 1.0 0.6 90.3 12.4 School without participation in 116.3 82.6 84.2 59.3 66.4 46.0 15.4 10.4 1.9 1.2 284.2 39.0 VET in Schools 5 Not attending school Higher education 0.1 0.1 0.6 0.4 19.3 13.4 40.1 27.1 43.6 28.6 103.7 14.3 Trade apprenticeship or 0.1 0.1 0.8 0.6 1.9 1.3 3.0 2.0 3.3 2.1 9.1 1.3 traineeship Non-trade apprenticeship or 0.2 0.1 0.9 0.6 2.3 1.6 6.7 4.5 7.9 5.2 17.9 2.5 traineeship Other publicly funded VET 2.1 1.5 5.1 3.6 7.5 5.2 15.2 10.3 15.0 9.8 44.9 6.2 Education and training sub-total 137.5 97.7 132.3 93.2 129.5 89.7 87.1 58.8 72.7 47.6 559.0 76.8 Total females 15 19 years 140.7 100.0 142.0 100.0 144.3 100.0 148.1 100.0 152.6 100.0 727.7 100.0 All persons Attending school School-based apprenticeship or 2.8 1.0 7.2 2.5 6.5 2.2 1.7 0.6 0.1 0.0 18.4 1.2 traineeship 4 Other VET in Schools programs 35.8 12.4 76.6 26.3 60.3 20.3 13.1 4.3 2.1 0.7 187.9 12.5 School without participation in 237.5 82.1 166.1 56.9 126.1 42.4 31.8 10.4 4.0 1.3 565.5 37.7 VET in Schools 5 Not attending school Higher education 0.2 0.1 1.0 0.3 32.6 11.0 69.9 22.9 75.3 23.8 179.0 11.9 Trade apprenticeship or 0.6 0.2 4.8 1.6 13.3 4.5 23.3 7.6 29.1 9.2 71.0 4.7 traineeship Non-trade apprenticeship or 0.3 0.1 1.5 0.5 3.8 1.3 9.9 3.2 12.1 3.8 27.6 1.8 traineeship Other publicly funded VET 4.6 1.6 10.8 3.7 15.2 5.1 29.3 9.6 29.0 9.2 88.8 5.9 Education and training sub-total 281.8 97.4 267.9 91.8 257.7 86.7 179.1 58.7 151.7 48.0 1138.2 75.9 Total persons 15 19 years 289.3 100.0 291.9 100.0 297.1 100.0 305.1 100.0 316.3 100.0 1499.8 100.0 14 P age

Annexure A Notes: 1. International students were excluded. However, school student counts are inclusive of full fee-paying overseas students (FFPOS) whose Australian resident status may be ambiguous. 2. Where possible, the data were based on students as at 31 August 2009. If this was not possible, the closest date to 31 August 2009 was selected. 3. Students who participated in more than one education and training activity were allocated an activity based on a hierarchy (schooling, higher education courses, apprenticeships or traineeships and VET programs). 4. School-based apprentices and trainees include students who undertook at least one module/unit of competency in a school-based apprenticeship or traineeship. 5. Derived by subtracting the total number of VET in Schools students (excluding those with an overseas postal address) as at 31 August 2009 in the VET in Schools Collection from the total number of school students in the National Schools Statistics Collection. Sources: ABS Schools, Australia, 2009, cat.no.4221.0; National VET in Schools Collection; National Apprentice and Trainee Collection, based on September 2010 estimates; National VET Provider Collection; Higher Education Statistics Collection; ABS Population by age and sex, Australian states and territories, June 2009, table 9.1, revised, cat.no.3201.0. 15 P age

Appendix A Table 3 Number of VET in Schools students by state or territory, 2006 09 School-based apprentices and trainees 2006 2007 2008 2009 2008 09 Number Number Number Number % change New South Wales 1,662 1,684 2,172 2,159-0.6 Victoria 5,500 6,178 7,238 4,618-36.2 Queensland 4,074 4,988 14,007 12,204-12.9 South Australia 598 564 503 572 13.7 Western Australia 762 863 842 1,055 25.3 Tasmania 1 126 204 519 475-8.5 Northern Territory 130 86 64 62-3.1 Australian Capital Territory 66 393 371 351-5.4 Total 12,918 14,960 25,716 21,496-16.4 Other VET in Schools program students New South Wales 50,677 51,785 52,755 52,910 0.3 Victoria 32,600 34,417 36,116 39,792 10.2 Queensland 38,099 38,143 64,345 73,886 14.8 South Australia 12,256 11,286 11,974 11,329-5.4 Western Australia 16,388 15,432 20,751 22,393 7.9 Tasmania 1 2,539 2,635 2,678 1,723-35.7 Northern Territory 1,711 2,123 1,967 2,213 12.5 Australian Capital Territory 4,469 4,013 3,653 3,733 2.2 Total 158,739 159,834 194,239 207,979 7.1 Total VET in Schools students New South Wales 52,339 53,469 54,927 55,069 0.3 Victoria 38,100 40,595 43,354 44,410 2.4 Queensland 42,173 43,131 78,352 86,090 9.9 South Australia 12,854 11,850 12,477 11,901-4.6 Western Australia 17,150 16,295 21,593 23,448 8.6 Tasmania 1 2,665 2,839 3,197 2,198-31.2 Northern Territory 1,841 2,209 2,031 2,275 12.0 Australian Capital Territory 4,535 4,406 4,024 4,084 1.5 Total 171,657 174,794 219,955 229,475 4.3 Note: 1. Data from Tasmania for 2009 is not comparable with previous years due to changes in training arrangements implemented in the Tasmania Tomorrow initiatives. These initiatives included senior secondary colleges and TAFE being replaced by the Tasmanian Academy, the Tasmanian Polytechnic and the Skills Institute. The 2009 VET in Schools data excludes students in the Tasmanian Academy, the Tasmanian Polytechnic and the Skills Institute. Source: National VET in Schools Collection. 16 P age