School-Based Apprenticeships and Traineeships

Policy

This policy sets out the requirements for schools to run and manage school-based apprenticeships and traineeships for secondary school students.

Summary

• School-based apprenticeships and traineeships (SBATs) are available to secondary school students who are over 15 years old and enrolled in the Victorian Certificate of Education (VCE), including the VCE Vocational Major, or the Victorian Pathways Certificate (VPC).
• SBATs must be established through a training contract between the employer and the apprentice or trainee.
• An Apprenticeship Network Provider (ANP) will facilitate the signing and registration of the training contract. The training contract is a legally binding contract registered with the Victorian Registration and Qualifications Authority (VRQA).
• The SBAT training plan is developed by the Registered Training Organisation (RTO) and endorsed by the school. Submission of the school endorsed training plan is required for the apprenticeship or traineeship to be registered as an SBAT.
• The minimum number of employment and training hours for SBAT arrangements is 13 hours per week and must include a minimum 7 hours per week of paid employment and 6 hours per week of training. This requirement is calculated as an average for 3 periods of 4 months in the year.
• Head Start staff support students to do an SBAT while completing their senior schooling. Head Start staff also support schools and employers to maximise the benefits of SBATs.
• SBATs are regulated by the VRQA.
• Schools must comply with this policy and the guidance on the Guidance tab.

Details

School-based apprenticeships and traineeships

School-based apprenticeships and traineeships (SBATs) are available to secondary school students who are:

• over 15 years old
• enrolled in Years 10, 11 or 12
• Australian citizens or permanent residents.

Non-citizens may be eligible under certain circumstances. To learn more, speak with your school or Head Start coordinator.

SBATs offer students the option of combining:

• part-time employment
• school
• training.

An SBAT runs under a training contract between a student and an employer. The training contract and training plan are registered with the VRQA. The SBAT training must lead to a nationally recognised VET qualification.

The vocational training components of SBATs also contribute credit towards a student’s VCE, including the VCE Vocational Major, or VPC. Many students move on to a full-time contract with their employer after leaving school, while others choose to continue their education and training at an RTO or university.

Head Start apprenticeships and traineeships

Head Start is a program of support for SBATs across Victorian government secondary schools with a focus on the flexible delivery of the VCE, including the VCE Vocational Major, and the VPC.

Head Start is available in all government schools to support all SBATs.

Schools that employ Head Start staff will receive funding for those staff through the Student Resource Package – Targeted Initiatives. Head Start hub operational costs can be reimbursed through the Schools Targeted Funding Portal (staff login required).

Further information about the Head Start program is available on the Resources tab and at: Head Start apprenticeships and traineeships.

Apprenticeships and traineeships that are not integrated into a learning program

Students who undertake an apprenticeship or traineeship that is not integrated into their learning program and study timetable will undertake a part-time apprenticeship or traineeship instead.

This type of arrangement will still provide credit for the VCE (including the VCE Vocational Major), or the VPC if it is recorded on the Victorian Assessment Software System (VASS). These arrangements do not require school endorsement. These arrangements are at an individual student’s discretion and do not attract targeted VET funding subsidies.

Although part-time apprenticeships or traineeships are undertaken outside of school hours, they are likely to impact a student’s ability to successfully meet their school study objectives. Schools are recommended to encourage students to consult their school, parent or guardian prior to entering into a part-time apprenticeship or traineeship training contract. Given the importance of encouraging all students to complete Year 12, career advisers are expected to work with students to identify all pathway options. This includes exploring the benefits of a school-based apprenticeship or traineeship.

Definitions

Apprenticeships
Structured training arrangements of usually 3 or 4 years’ duration (full-time). The training combines practical experience in paid employment with off-the-job training with an RTO. Apprenticeships mostly provide training in a skilled trade such as building and construction, hairdressing, cooking, electrical and automotive.

Child Safe Standards
Compulsory minimum standards for organisations which provide services for children, to ensure they are well prepared to keep children and young people safe and protect them from abuse. Ministerial Order 1359 – Implementing the Child Safe Standards – Managing the risk of child abuse in schools (PDF) provides the framework for child safety in schools, including workplace learning environments.

Head Start
Head Start is a program of support for SBATs which is available across all Victorian government secondary schools. Head Start school-based staff support the student in the SBAT and engage regularly with the employer, school, RTO and other stakeholders.

School-based apprenticeships and traineeships (SBATs)
Apprenticeships and traineeships available to secondary school students who are over 15 years old and enrolled in years 10, 11 or 12.

Traineeships
Structured training arrangements of usually 1 to 2 years’ duration (full-time) which combine paid employment and off-the-job training with an RTO. Traineeships are available in various vocational areas and cover a much wider range of occupations than apprenticeships.

Related policies

• Child Safe Standards
• Purchasing Secondary Courses and Vocational Training from External Providers
• School Community Work
• Structured Workplace Learning
• VCE Vocational Major and Victorian Pathways Certificate Delivered by Registered External Providers (formerly Community VCAL)
• VCE Vocational Major and Victorian Pathways Certificate Provision
• Vocational Education and Training Delivered to School Students
• Vocational Education and Training Delivered to School Students (Reference 143 of the Student Resource Package Guide)
• Work Experience

Relevant legislation

• Education and Training Reform Act 2006 (Vic)
• Ministerial Order 1359 – Implementing the Child Safe Standards – Managing the risk of child abuse in schools and school boarding premises (PDF)

Guidance

Schools must comply with the School-Based Apprenticeships and Traineeships policy and guidance.

This guidance contains the following chapters:

• About SBATs
• About Head Start
• Overview of roles and responsibilities
• Child safety and duty of care
• Student eligibility and readiness
• Identifying a suitable employer, training course and hours
• Required SBAT documentation
• Delivery and monitoring of SBATs
• Completion and transition

About SBATs

What is a school-based apprenticeship and traineeship?

A school-based apprenticeship and traineeship (SBAT) is an employment-based learning pathway that combines completion of secondary school (the VCE, including the VCE Vocational Major, or the Victorian Pathways Certificate (VPC)) with part-time paid employment and training.

An SBAT is a valuable part of a student’s senior secondary or foundation secondary learning program and study timetable. Regular school attendance is combined with a minimum of 13 hours per week of paid employment and structured training (averaged over each 4-month period for the duration of the SBAT).

To be endorsed by the school and registered with the Victorian Registration and Qualifications Authority (VRQA), an SBAT must:

• include employment under a training contract with an approved employer
• include regular paid work carried out under an appropriate industrial instrument that endorses part-time apprenticeships or traineeships
• include work relevant to the qualification undertaken by the student
• feature a school-endorsed training plan lodged with the VRQA
• feature training, under an approved training scheme, that leads to a nationally recognised qualification at the certificate II, III or IV level
• be integrated into the student’s school-based learning program, study timetable and career plan
• be enrolled in the VCE, including the VCE Vocational Major, or the VPC.

SBATs do not have to be completed before the student completes school. Many SBAT students complete the remaining portion of their training and employment hours as a full-time apprentice or trainee after successfully completing their senior secondary or foundation secondary certificate.

SBAT qualifications

SBATs may be available at certificate II, III or IV levels for courses within an approved training scheme. For more information, visit approved training schemes.

There are specific qualifications which are not available for SBATs. For more information, visit the VRQA’s website.

Best practice principles

Before establishing an SBAT, schools must ensure that:

• they develop a pathway plan to be agreed by the student, parent/carer (for students under 18 years of age), school, employer and RTO before a training contract is entered into
• the SBAT is consistent with the student’s career action plan
• student readiness and needs are assessed ahead of sign up, including whether the student has the maturity, potential and genuine interest to successfully complete all elements of the SBAT
• the student, employer and RTO are committed to continue training and paid employment after successful completion of school if necessary to complete the apprenticeship or traineeship
• proposed work arrangements are appropriate to allow the student to successfully undertake all elements of the SBAT
• they confirm with the employer there is a genuine staffing need and the potential to offer ongoing employment to the student after the SBAT is successfully completed
• paid employment through the SBAT will include a job role that substantially builds competencies within the nominated training program and industry
• SBAT training contracts are registered by the Apprentice Network Provider (ANP) with confirmation that the school has endorsed the proposed SBAT
• the SBAT duration is no less than the prescribed maximum full-time duration for the applicable approved training scheme and qualification
• they refer to SBAT guidance on Identifying a suitable employer, training course and hours before approving the pathway plan
• students access pre-vocational programs in Years 9 and 10, and/or undertake a short work experience, before commencing an SBAT
• completion of the SBAT includes calculation of credit towards a senior secondary or foundation secondary certificate as applicable, and completion of SBAT minimum duration and weekly training and paid employment hours.

About Head Start

Head Start combines secondary school education with an apprenticeship or traineeship.

Head Start operates in 12 hubs across Victoria and is available in every Victorian government school.

Head Start coordinators are based in schools and support students to undertake school-based apprenticeship and traineeships (SBATs), aligned to the student’s preferred pathway. The coordinator liaises with the school, student, parents, employers and training organisations while the student undertakes the SBAT.

Head Start coordinators are employed by the department. Schools receive funding through the Student Resource Package and Schools Targeted Funding Portal to cover costs associated with staffing and delivering Head Start across a group of schools (referred to as hubs).

Schools may refer students wanting to undertake SBATs to the appropriate coordinator for specialist support.

Head Start aims to help students:

• complete their schooling
• remain at school and build numeracy and literacy skills
• increase their future employability and earning potential
• access quality VET courses with an approved training provider
• get the skills, confidence and knowledge needed to succeed in the workplace
• undertake paid employment to build the career they want.

How Head Start works

Career planning

Students work with their school career adviser to explore the right pathway. The career adviser refers the student to a Head Start coordinator.

Meeting

The student meets with the Head Start coordinator to assess readiness for an SBAT.

Pre-work

Working directly with the student and parent/guardian, the Head Start coordinator assesses student readiness and identifies potential pathway opportunities.

Identify opportunity

The Head Start coordinator helps the student find an employer who is ready to commit to mentor an SBAT.

Work-based learning

Before the apprenticeship or traineeship formally begins, the student is supported to assess the workplace, including through completion of work experience or Structured Workplace Learning with the employer. This experience is overseen by the Head Start coordinator.

Personalised timetable

The Head Start coordinator works with the school to develop a flexible, individualised timetable to help the student successfully combine work, training and study.

Develop pathway plan

The Head Start coordinator develops a pathway plan aligned with student and employer needs and available training options.

Complete contract

The Head Start pathway plan and training contract is completed by the student, parent/carer (for a student under 18 years of age), school, employer and RTO.

Start the SBAT

The Head Start coordinator will work with the student during their Head Start journey and support their ability to meet the demands of school study, vocational training and paid employment.

Complete the SBAT

For a student who does not complete their SBAT while still at school, Head Start will support them to continue as a full or part-time apprentice or trainee post-school.

To contact your local Head Start coordinator, visit Head Start apprenticeships and traineeships.

Overview of roles and responsibilities

Schools

Schools play a key role in supporting students to find a quality school-based apprenticeship and traineeship (SBAT) pathway and complete school, training and paid employment. Key roles and responsibilities are to:

• maintain duty of care at all times, noting that locations where SBATs are delivered are considered part of the school environment under Ministerial Order 1359 in respect of Implementing the Child Safe Standards – Managing the risk of child abuse in schools and school boarding premises
• support the student to develop their career action plan
• contribute to determine the student’s readiness to undertake an SBAT
• work with the student, parent/guardian, employer and registered training organisation (RTO) to develop an SBAT pathway plan
• endorse agreed training plans, which meet the requirements for SBATs, prior to student enrolment in training with the RTO
• determine how the proposed training and employment arrangements may affect the student’s eligibility to attain the VCE, including the VCE Vocational Major, or the VPC
• monitor student school learning to keep pace with SBAT training and employment, and support the student where they may be facing learning challenges
• provide an appropriate school staff member to regularly communicate with the student for pastoral or duty of care requirements
• support identification of a suitable school timetable to enable all elements of the SBAT to be undertaken successfully
• inform the employer and RTO of any issues that the student may need addressed to help minimise health and safety risks (in accordance with privacy requirements) during employment or training
• ensure the student is aware of their rights and responsibilities at work in respect of equal opportunity, unlawful discrimination, harassment, bullying and workplace safety
• provide information and support for the student to seek appropriate help or guidance in respect of any issues impacting them in paid employment, structured training or school
• discuss with the student any reported absences from school, training or paid employment.

Students

A student can get the best results from their SBAT if they:

• work with the school’s careers practitioner to develop a career action plan
• determine if an SBAT is a suitable option that aligns with their career action plan
• actively participate in the development of the SBAT arrangements including school timetable, training and paid employment
• commit to undertaking each element of the SBAT as outlined in the pathway plan
• confirm details of any previously completed VET training with the school
• notify the school, employer or RTO of any absences as soon as possible
• notify the school as soon as possible of any issues or concerns which may impact the SBAT
• seek assistance from the school or Head Start Coordinator for any issues arising from or affecting their SBAT.

Parents and guardians

Parents and guardians can improve their young person’s chances of success if they:

• support them to get information and make an informed decision to undertake an SBAT
• provide permission for them to undertake the SBAT as outlined in the SBAT pathway plan and the training plan, including during any holiday periods
• report any absences to the employer, RTO or school as soon as possible
• maintain constructive communication with the school, RTO and employer to support them during the SBAT program.

Employers

Employers play a key role in the development of the skills and experience of apprentices and trainees. Employer roles and responsibilities are to:

• work with the school, student, parent/carer and RTO to develop an SBAT pathway plan before entering into a training contract
• offer paid employment to the student under an industrial agreement that recognises SBATs
• obtain VRQA approval to enter into a training contract
• provide supervision by a ‘fit and proper’ person with the skills and qualifications to support the student to attain the skills outlined in the training plan
• support the student to undertake nominated training and school study
• ensure that any reasonable adjustments as identified in the pathway plan are in place
• ensure the student understands workplace policies regarding bullying, harassment, discrimination and any other behavioural standards or codes of conduct that apply to the workplace
• ensure other employees understand acceptable and unacceptable behaviours in dealing with the student, and provide a safe working environment free from bullying, harassment and discrimination
• ensure the student can readily contact their school and Apprenticeship Support Officer (ASO) if required during the placement
• ensure school staff can readily contact the student during the SBAT placement
• record student paid employment hours and advise the school of student absences.

Apprenticeship Network Provider

Apprenticeship Network Provider (ANP) responsibilities are to:

• administer the signing and registration of the student’s SBAT training contract
• provide assistance to employers, apprentices, trainees and training providers throughout the duration of the apprenticeship or traineeship
• administer incentive payments to employers and apprentices
• work with state training authorities to provide an integrated service
• establish effective relationships with group training organisations (GTOs), RTOs, schools and community organisations.

Registered training organisations

Registered training organisations (RTO) (including TAFEs and other training providers) are responsible for the delivery of accredited training to the apprentice or trainee and to assess whether the apprentice or trainee has met the requirements of the qualification.

The RTO is selected by the employer and starts working with the student after the ANP registers the training contract with the VRQA. RTO responsibilities are to:

• deliver a training program to the student that meets the requirements of the approved training scheme
• implement appropriate processes to ensure student safety
• ensure the training plan is endorsed by the school program
• assess the student and keep the school regularly informed of student progress
• for Learn Local RTOs or TAFE institutes enrolling non-citizens, confirm eligibility by verifying individual’s visa using the VEVO system. The Asylum Seeker Resource Centre can provide guidance if required. Refer to the Student eligibility and readiness guidance chapter for more information
• for private RTOs enrolling certain non-citizens, confirm eligibility by verifying individual’s visa using the VEVO system. The Asylum Seeker Resource Centre can provide guidance if required. Private RTOs may also enrol certain non-citizens if they have been previously referred to them via a valid referral form issued by the Asylum Seeker Resource Centre
• ensure any course fees and costs are clearly communicated to employer, student and parent.

RTOs also have specific child safety responsibilities which are to:

• comply with the Child Safe Standards and have child safety policies and a code of conduct
• provide the student with information and support about the training requirements being undertaken
• ensure all trainers providing training services to the SBAT student have a Working with Children clearance, as required by the Worker Screening Act 2020, unless the RTO is satisfied that such persons are exempt under the Act from a check
• report any student absences to the employer and the school.

The department

The department is responsible for leading policy, key program-enabling activities and governance and evaluation responsibilities. Specifically, this includes:

• support school SBAT staff and regional office staff
• manage the Head Start program (program design, policy operational funding and hub staffing)
• ensure the integration of SBATs with other careers and transitions initiatives
• monitor the performance of SBATs and evaluating the impact of the initiative over time
• work with partner agencies.

Department area and regional teams

Department area and regional teams’ responsibilities are to:

• support schools to understand the reach of their responsibility for SBAT students in the school, at the training provider and in the workplace
• support implementation of minimum standards, compliance and other requirements for SBATs
• identify areas of industry demand and point schools and students towards these, including engagement with industry, employers, TAFEs, LLENs and other SBAT stakeholders.

Apprenticeships Victoria Apprenticeship Support Officer

Apprenticeships Victoria Apprenticeship Support Officer (ASO) responsibilities are to:

• support and guide all apprentices aged 15 to 24 in the first year of their apprenticeship
• offer advice and assistance on personal and workplace issues
• work with RTOs, ANPs and other service providers to deliver an integrated apprenticeship support service.

Local Learning and Employment Networks

Local Learning and Employment Networks (LLENs) responsibilities are to work together with Head Start hubs to support work-based learning for government school students.

Victorian Curriculum and Assessment Authority

The Victorian Curriculum and Assessment Authority (VCAA) provides guidance regarding the integration of the SBAT pathway with the senior secondary and foundation secondary certificate options. In respect of individual SBAT arrangements, the VCAA’s responsibilities are to:

• calculate credit towards the VCE, including the VCE Vocational Major, or the VPC
• issue the VCE, including the VCE Vocational Major, or the VPC at completion.

Victorian Registration and Qualifications Authority

The Victorian Registration and Qualifications Authority (VRQA) regulates apprenticeships and traineeships in Victoria. Under the Education and Training Reform Act 2006, the VRQA authorised officers may enter a workplace at any time to make inquiries and inspect, examine and copy documents relating to an employer’s obligations under the training contract and the Education and Training Reform Act 2006. The VRQA’s responsibilities are to:

• organise regulatory intervention where required
• approve employers
• approve training contracts
• provide ongoing training contract administration
• issue apprenticeship registration completion letters and trade papers.

Child safety and duty of care

The Child Safe Standards are compulsory minimum standards for organisations which provide services for children, to ensure they are well prepared to keep children and young people safe and protect them from abuse.

Ministerial Order 1359 – Implementing the Child Safe Standards – Managing the Risk of Child Abuse in Schools and School Boarding Premises outlines minimum requirements schools and school boarding premises must meet to comply with the Child Safe Standards. The child safety obligations under the Child Safe Standards and Ministerial Order 1359 apply to all school environments, including workplace learning environments where students undertake work experience, structured workplace learning, school community work (volunteering) and SBATs. Schools must develop and implement risk management strategies regarding child safety in school environments.

Specific risks of abuse may arise in the context of SBATs. Child safe strategies, policies and procedures must address and respond to those risks. For example, schools must ensure that:

• there are clear processes for responding to and reporting allegations or disclosures of abuse that affect children participating in the SBAT program (Child Safe Standard 11)
• complaints procedures and processes are accessible, child-friendly and easily understood (Child Safe Standard 7)
• students are informed about their rights to safety and the process for raising concerns or making complaints (Child Safe Standard 3)
• particular risks of child abuse at an SBAT employer’s premises are identified, and strategies are put in place to reduce or remove them (Child Safe Standard 9)
• the effectiveness of risk controls is monitored and evaluated (Child Safe Standard 10)
• record-keeping, reporting, privacy and employment law obligations are met when responding to complaints or concerns (Child Safe Standard 7)
• steps are taken to ensure that SBAT students feel empowered and comfortable raising concerns about their safety (Child Safe Standard 3).

Schools must work closely with SBAT employers to make sure that the employment environment is safe for children. The employer must provide a safe workplace and ensure appropriate supervision of the student.

The RTO must comply with the Child Safe Standards including ensuring all staff meet Working with Children requirements.

Student eligibility and readiness

School-based apprenticeship and traineeships (SBATs) require students to simultaneously undertake:

• the VCE, including the VCE Vocational Major, or the VPC
• accredited vocational training at the certificate II, III or IV level
• paid employment.

Accordingly, schools work with students to decide if an SBAT is the right pathway for them and whether they are ready to commit to each of the 3 SBAT elements.

Undertaking the VCE, including the VCE Vocational Major, or the VPC, is a vital element of the SBAT pathway, with major employers consistently reporting that they are seeking young people with high levels of literacy and numeracy. Schools and students should consider enrolling in subjects that complement the student’s vocational training.

Student eligibility

SBATs are open to students who are:

• at least 15 years of age
• enrolled in the VCE, including the VCE Vocational Major, or the VPC
• Australian Citizens or Permanent Residents.

Eligibility for non-citizens in certain circumstances

Non-citizens holding a Bridging Visa E, Temporary Protection Visa or Safe Haven Enterprise Visa may be eligible to undertake a Victorian Training Guarantee subsidised SBAT.

To enrol with a private RTO the eligible student must have a valid referral form issued and endorsed by the Asylum Seeker Resource Centre or Australian Red Cross.

To enrol with a TAFE institute or a Learn Local RTO, the eligible student must:

• have a valid referral form issued and endorsed by the Asylum Seeker Resource Centre or Australian Red Cross
• hold an appropriate visa verified by the TAFE institute or Learn Local RTO using the VEVO system.

Student career exploration and planning

Matching student needs, interests and preferences with appropriate qualifications and industries is essential to achieving beneficial and successful SBAT outcomes for students and employers.

Schools provide career exploration and planning from Years 7 to 10 to allow students to identify their preferred post-school direction and make more informed choices about possible SBAT pathways. This may include:

• participation in activities, such as industry or TAFE ‘tasters’ in Years 8 or 9
• engaging in existing VET qualifications alongside structured workplace learning in Year 10.

Students with disabilities

Schools must support students with disabilities to engage in SBATs, which includes making reasonable adjustments in the workplace.

Information about supporting students with disability or additional needs is available at: Career education and workplace learning for students with disability.

Parents/carers

Parents and carers have a major influence on their child’s education and career decisions. Opportunities to nurture partnerships between families, schools and relevant organisations must be explored and maximised. The Child Safe Standards also require families to participate in decisions related to child safety and wellbeing.

Engaging Parents in Career Conversations is an online resource that careers practitioners and other school staff involved in establishing SBATs can use to engage parents in students’ career development.

Identifying a suitable employer, training course and hours

Eligible employers

Participating employers must:

• be approved by the Victorian Registration and Qualifications Authority (VRQA) to employ apprentices and trainees
• have a sound regulatory track record, including safety record
• meet the requirements and obligations under the Commonwealth’s Fair Work Act 2009
• have the necessary organisational ability, and a ‘fit and proper person’ with the requisite skills and qualifications, to support and mentor the apprentice or trainee in the identified job role.

Identifying approved employers

Under section 5.5.7 of the Education and Training Reform Act 2006 (Vic), employers of apprentices and trainees must be approved by the VRQA for:

• the premises in which the apprentice or trainee is to be employed
• equipment and methods to be used in training
• whether the supervisor has appropriate qualifications, knowledge and skill, and is fit and proper.

The Apprenticeship Network Provider (ANP) can advise whether an employer is approved by the VRQA to employ apprentices and trainees and can support schools in determining workplace suitability for the individual student and chosen qualification.

The ANP uses its Training and Youth Internet Management System database to determine whether an employer has previously registered an apprentice or trainee. First-time employers of apprentices or trainees make a declaration to the VRQA that they are a fit and proper person to employ an apprentice or trainee.

ANPs can also recommend financial incentives for employers and funds to support apprentices and trainees with special needs.

Matching students to employers

Schools will guide and assist students to find genuine employment arrangements that will lead to strong employment outcomes and that are aligned with the student’s career action plan.

Schools will facilitate the selection and placement of students through targeted engagement with employers, TAFEs, registered training organisations (RTOs), Local Learning and Employment Networks, and ANPs in their region.

In some cases, students may have already discussed a potential school-based apprenticeship and traineeship (SBAT) with an employer through an existing part-time employment arrangement or after undertaking structured workplace learning, referral from family or friends, or by their own research.

The school should ensure that the proposed job role, work tasks and paid employment schedule are aligned to the student’s career action plan and nominated training course and will allow the student to successfully complete all elements of the proposed SBAT.

Identifying training course and provider

The employer has primary responsibility for selecting a suitable TAFE or RTO to contribute to the pathway plan, develop a training plan, and deliver the structured training. In doing so, the employer must consider:

• the qualification to be delivered
• availability of modes of delivery that suit the needs of the student, school timetable and paid employment hours
• whether the RTO is a Skills First contracted provider.

The employer is also responsible for:

• ensuring the student is trained in accordance with the approved training scheme
• providing timely advice to the school regarding the student’s progress, attendance and any issues with training
• ensuring training is completed by the prescribed assessment date and advised to the school.

Training hours

The minimum number of employment and training hours is 13 hours per week, which must include at least 7 hours of paid employment.

These hours may be averaged over 3 periods of 4 months in each year of the training contract.

At least one day during the normal school week must be timetabled to be spent on the job or in training. Schools must only endorse the training program when:

• it forms an integral part of the student’s school learning program and study timetable
• it can be verified that the student’s timetable includes one day of the normal school week in employment or structured training as an apprentice or trainee.

Normal school hours are generally between 8:30 am and 3:30 pm, however schools may set their own normal hours and normal week. For more information, refer to School Hours.

RTOs should consult with the school about their hours and ensure the SBAT program satisfies the requirements above.

Employment outside normal school hours

If the only time a student can obtain employment is outside normal school hours, the student is permitted to be employed then and must also complete at least one day of structured training per week during normal school hours to fulfil the SBAT requirements.

This may happen in an industry that operates early or late, such as bakeries, horse-racing stables or hospitality.

Employment over school holiday periods

A school-based apprentice or trainee’s employment and structured training obligations may be averaged over 3 periods of 4 months in each year of the program. This allows for employment to be undertaken in school holiday periods.

Regardless of the amount of employment undertaken in school holidays, school-based apprentices and trainees must still have at least one day of each school week during normal school hours timetabled to be spent on the job or in structured training.

Required SBAT documentation

There are 3 documents formally required to establish a school-based apprenticeship and traineeship (SBAT):

• the pathway plan details the SBAT arrangements including the employer, registered training organisation (RTO) and training scheme
• the training contract is an employment agreement between the employer, student and parent or guardian (if applicable)
• the training plan sets out the qualification to be undertaken and the proposed study program and duration.

Pathway plan

Once an employer, RTO and training scheme have been identified, the RTO prepares a pathway plan before a training contract begins. The RTO is responsible for providing a pathway plan template for the school to complete.

At a minimum, the pathway plan must include:

• student details:
  • student name, age, date of birth, phone, email
  • parent/guardian name, age, date of birth, phone, email
  • any adjustments or supports required for the student
• employment details:
  • employer business name, address, primary contact, student supervisor, main address where employment will take place
  • job position and roles
  • proposed work hours: regular work times (days and hours), proposed periods of additional hours (for example, school holiday periods), minimum total hours
  • SBAT duration
• training details:
  • RTO name and campus address
  • primary contact
  • qualification
  • proposed study timetable
  • proposed course duration
  • Note: a more detailed training plan must be completed and lodged with the VRQA within 2 months of the SBAT commencement (refer to 'Training plan' section below)
• school details:
  • primary contact and contact details
  • secondary study program: VCE (including VCE Vocational Major) units or VPC units, year level
• stakeholder agreement:
  • student
  • parent/guardian
  • employer
  • RTO
  • school principal or authorised delegate.

Note: The RTO is responsible for updating the pathway plan over the SBAT duration to capture:

• changes in study, training or employment schedules
• student progress in respect of the senior secondary or foundation secondary study program, training or paid employment.

Training contract

The employer prepares the training contract, a legally binding agreement signed by the employer, student, parent/guardian (if the student is under 18).

Once all signatures are received, the employer sends it to the ANP who lodges the training contract with the VRQA.

The training contract must include:

• apprenticeship or traineeship to be undertaken
• training obligations of the employer and apprentice or trainee
• workplace or location where the apprentice or trainee will be employed
• TAFE or RTO that will provide the structured, off-the-job or workplace-based training.

A student may work during weekends and school holidays. The employer, student and parent/guardian should discuss and agree to these arrangements before signing the training contract.

Any reasonable adjustments required for the student are identified and agreed prior to signing of the training contract.

The contract has a probationary period of 1 to 3 months, as specified at: Approved training schemes.

The ANP must enter the training contract on the national database. The VRQA will approve the training contract if it meets the requirements of the Education Training and Reform Act 2006.

The school is required to register the student on the Victorian Assessment Software System (VASS) within 2 weeks of the training contract starting, to record that they are undertaking an apprenticeship or traineeship. This allows credit for the training within the VCE, including the VCE Vocational Major, or the VPC to be awarded to the students.

Any variations to training contracts are managed by the ANP through the VRQA for approval. Further guidance regarding variations to training contracts can be found at: Changing your apprenticeship or traineeship.

Lodgement of an agreed, school-endorsed training plan (see section below) is required for the apprenticeship or traineeship to be registered as an SBAT. Initially, a training contract will be registered as ‘part-time, attending school’ until the training plan is lodged.

Training plan

The RTO is responsible for developing the training plan in consultation with the student, parent/guardian, employer and the school.

The training plan must include:

• RTO details:
  • name
  • nominated campus and address
  • SBAT primary contact
• qualification name and code
• nominated completion date for supervised training
• details of units of competency (UoC):
  • titles and codes
  • scheduled hours and timeframe for each UoC
  • delivery mode for each UoC
• assessment details
• any prior learning or credit transfer granted
• any specific requirements arising to be met in accordance with the approved training scheme, training contract or pathway plan.

The training plan must be signed by the:

• student
• parent/carer (if the student is under 18)
• RTO representative
• employer
• school principal or authorised delegate.

The school principal or authorised delegate must only sign the training plan where:

• they are satisfied that the training plan is:
  • consistent with the agreed pathway plan
  • aligned with the paid employment role and the student’s career action plan
  • well-coordinated with school study (including where appropriate an acknowledgement of prior learning and transfer of credits) and paid employment requirements
  • suited to the student’s needs (including any adjustments and supports required) and capacity to meet all of the SBAT requirements
  • inclusive of any credit transfer arising from prior learning
• the student is enrolled in Years 10, 11 or 12
• the student’s study, training and work commitments form an integral part of that student’s school learning program and study timetable
• it will not be detrimental to the student’s overall education.

The training plan must be signed by an authorised school representative within 2 months of the training contract commencing. The school provides a copy of the signed training plan to the relevant ANP.

The ANP provides a copy of the endorsed training plan to the VRQA which registers the student as an SBAT in the system. SBAT registration facilitates the payment of any SBAT specific financial incentives and subsidies that may apply. Failure to have a training plan registered may result in ineligibility for training fee subsidies and increased costs for the student, and the employer missing out on SBAT specific financial incentives.

Delivery and monitoring of SBATs

Paid employment

Throughout the school-based apprenticeship and traineeship (SBAT) students are required to undertake paid employment as agreed in the training contract and the pathway plan.

The student is expected to:

• have a positive work attitude and willingness to learn and acquire knowledge and skills
• seek help from the employer, school, Head Start coordinator or Apprenticeship Support Officer for any issues or concerns that may impact the SBAT
• maintain a record of their paid employment hours
• notify their employer of any absences as soon as possible.

The employer must:

• pay the student in accordance with the correct classification under an industrial agreement that recognises SBATs
• allow the student to undertake agreed structured training
• ensure the student understands workplace policies regarding bullying, harassment and discrimination, and any other behavioural standards or codes of conduct that apply to the workplace
• make sure that any reasonable adjustments as identified in the pathway plan are in place
• ensure other employees understand acceptable and unacceptable behaviours in dealing with students
• ensure SBAT students can readily contact their school and ASO when required during the SBAT
• support school staff to contact the student as needed
• advise the school of any absences or risks relating to the student as soon as possible.

Progress reporting

The employer is required to keep a record of the student’s paid employment hours and to report to the school at agreed intervals on:

• the student’s hours worked
• learning and work performance
• any issues regarding the SBAT (including student behaviour and suitability of SBAT arrangements).

Averaging hours

The employer provides SBAT students with a minimum of 13 hours per week in structured training and paid employment (which must include a minimum of 7 hours of employment and up to 6 hours of training). This is averaged over each 4-month period to provide the flexibility required to meet periods of higher demand in school study (for example, assessment periods), employment or structured training.

Training

The RTO is responsible for delivering structured training to the student in accordance with the pathway plan and training plan.

The school is responsible for ensuring that the student is enrolled in the agreed SBAT qualification and that this is entered correctly onto VASS.

The student should only be enrolled in units of competency that the RTO expects they will complete in the current year of delivery. Remaining units of competency will be entered on VASS in the year they are expected to be completed.

The RTO must report completion of assessments to the school as soon as possible, and no later than the date required by the Victorian Curriculum and Assessment Authority for inclusion on the student’s senior secondary or foundation secondary statement of results lodged via VASS.

The RTO must advise the school of any absences or risks relating to the student as soon as possible.

For students with additional needs, the RTO should ensure that identified reasonable adjustments are in place.

Attendance reporting

Schools should confer with the employer and RTO to establish appropriate and regular reporting mechanisms for student attendance at structured training.

The school must monitor and report unsatisfactory attendance for other VCE (including VCE Vocational Major) classes or VPC classes, as part of the student’s assessment process.

Student support

The school is required to nominate a staff member as the primary point of contact for any matters related to the SBAT in the pathway plan. The school must notify the student, employer and RTO of any changes (including temporary changes) to the contact as soon as possible.

The nominated school contact may seek information and support from the VRQA, Australian Skills Quality Australia or WorkSafe Victoria.

The school may also refer the student for additional support from the Fair Work Commission or the Victorian Equal Opportunity and Human Rights Commission for issues related to workplace rights, discrimination or sexual harassment.

Apprenticeship Support Officers

Apprenticeship Support Officers (ASOs) may provide additional support to SBAT students on personal and workplace issues. ASOs will continue to offer support if the student transitions to a full-time apprenticeship.

ASOs have an expert and mandated role in supporting apprentices across a wide range of industries and workplaces and can be an invaluable resource for schools offering SBATs. Schools are encouraged to establish constructive relationships with their local ASO and connect individual students with ASO support where this may be helpful. To connect with an ASO, schools can call the ASO Hotline on 1300 311 820 or email apprenticeship.support@education.vic.gov.au

SBAT arrangements review

The school is required to lead a review of SBAT arrangements at least 3 times per year. The review may consider:

• student progress at school, training and employment
• employer feedback
• student feedback
• workload balance
• continuing alignment with student career action plan
• identifying any issues and agreed corrective actions.

A summary of outcomes from the review should be recorded in the pathway plan and should include whether the school endorses continuation of the SBAT.

Changes to the training contract

Changes to the training contract may be required during the SBAT for various reasons including:

• cancellation of the SBAT
• illness or injury
• time off work
• changes to RTO qualifications, units or training packages.

Proposed changes to the training contract may affect other elements of the SBAT. The employer should discuss proposed changes with the student, RTO and school, and agree any required changes to the pathway plan before varying the training contract.

Where a change is required, an application to vary a training contract form must be completed by the employer and student and submitted to the Apprenticeship Network Provider.

Completion and transition

A school-based apprenticeship and traineeship is completed when:

• the student has completed vocational components and achieved the competencies required for awarding of the qualification
• the employer agrees that the training plan has been fulfilled and intended ‘on the job’ competencies have been attained
• credits towards the student’s VCE, including the VCE Vocational Major, or VPC have been determined by the VCAA.

The registered training organisation is responsible for documenting these requirements in the pathway plan.

Resources

Head Start and SBAT explainers

Understand the essential details of Head Start expansion

• Watch What is Head Start? on Vimeo
• Head Start factsheet for students (PDF)
• Head Start factsheet for students (DOCX)
• Head Start factsheet for parents (PDF)
• Head Start factsheet for parents (DOCX)
• Head Start factsheet for employers (PDF)
• Head Start factsheet for employers (DOCX)
• Head Start and SBATs – frequently asked questions for students (DOCX)

Use this tool to better understand the certificate requirements:

SBAT Vocational Major student check list (XLSX)

Child Safe Standards

For more information on how schools can create and maintain a child safe organisation and protect students from all forms abuse, see resources available on the Child Safe Standards policy page.

Useful websites

• Australian Apprenticeships– an Australian Government website with information about apprenticeships pathways, industry updates and government initiatives for apprenticeships and traineeships
• Local Learning and Employment Networks– a website with information about the activities and contact details of the Local Learning and Employment Networks
• Apprenticeship Employment Network – information and contact details for the local Group Training Companies
• Victorian Curriculum and Assessment Authority (VCAA)– information relating to the requirements for completion of the VCE (including the VCE Vocational Major) or VPC and the credit that VET provides
• Victorian Tertiary Admissions Centre (VTAC)– calculating the Australian Tertiary Admissions Rank (ATAR) and information relating to entry to university, TAFE and independent tertiary colleges