This paper reviews a selection of the policy, curriculum, operational and research literature associated with the recognition of Vocational Education and Training (VET) within the Victorian senior secondary certificates; the Victorian Certificate of Education (VCE), and the Victorian Certificate of Applied Learning (VCAL). The central tenet of our paper is that VET in Victorian schools serves multiple purposes and in doing so it offers both risks and opportunities. While the achieved outcomes of the Victorian VET programs achieve national recognition, the recognition of these programs for broader educational certification has become diverse and complex. We use statistical participation data to argue that the incorporation of VET into these senior secondary certificates, appeals to students and offers increased options and pathways in the post-compulsory years of schooling. A range of assessment strategies and procedures have been developed to assist in the recognition of VET within these senior secondary school certificates. In particular, scored assessment and its contribution to national tertiary entrance (ENTER) scores is at the centre of the debates over recognition of VET within VCE. Also in this mix for recognizing VET within the senior secondary certificates are pre-apprenticeship programs, (included as part of the VCE VET suite of programs), school-based apprenticeships and traineeships. The operational, procedural and research literature associated with the complexities of the tandem usage of competency-based and scored assessment are reviewed as they apply in the Victorian context. As with the VCE, VET is also incorporated into VCAL programs through the industry specific and work-related skills streams. VET is mandatory within the intermediate and senior levels of VCAL. Our paper tries to identify and discuss the complexities in this area of VET provision.
This article examines and explains some of the curriculum and assessment practices that allow for VET in schools (VETiS) programs in the state of Victoria, to be recognised and incorporated into the senior secondary school certificates through the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL). It draws on a selection of policy, curriculum, operational and research literature and statistical data on participation to discuss aspects of Vocational Education and Training (VET) in Victorian secondary schools. After setting out the two curriculum frameworks, the article reviews the strategy and processes for the tandem usage of competency-based and scored assessment as they apply in the Victorian context. The purpose of the article is to show the complexities and open up the balancing act that is occurring at the operational and policy levels between equity and quality.