Trade Training Centres

Policy

This policy sets out requirements for Trade Training Centres (TTCs) and Australian Technical Colleges (ATCs) located on Victorian government school sites.

Details

TTCs and ATCs are intended to be shared with schools in the VET cluster network to increase local school students’ access to VET. Host schools must work with their VET cluster and/or area-based regional pathways team to determine a suitable approach to share access of these facilities. Sharing facilities within a cluster provides equitable access to VET.

Key requirements:

• TTC and ATC facilities must be prioritised for VET delivered to school students.
• Host schools must work with their VET cluster and/or area-based regional pathways team to develop a plan for expanding local students’ access to VET.
• Schools must report enrolment and utilisation data for their TTCs and ATCs each semester to the department through their VET cluster. The department will use this data to develop a systematic approach to any future investment in TTCs and ATCs.

All schools with a TTC or ATC building on their campus will receive Maintenance and Minor works (MMW) funding through the Student Resource Package (SRP) for the maintenance of these facilities.

To help schools navigate shared access options, guidance has been developed based on best practice (refer to the Guidance tab).

Trade Training Centres

TTCs are specialised VET facilities located on Victorian government school sites intended to be shared with a network of schools and have suitable equipment and facilities to deliver VET to year 11 and 12 students.

TTCs were established through the Trade Training Centres in Schools program to improve school students’ access to VET. The key objective of the program was to help improve Year 12 attainment and enhance pathways into vocational careers. TTCs are sometimes referred to as Trade Skills Centres.

The Department of Education (the department) is responsible for overseeing management of TTCs that are located on Victorian government school sites.

For the purposes of this policy, not all facilities/equipment upgrades funded through the Trade Training Centres in Schools program are for a TTC.

Australian Technical Colleges

ATCs are buildings for the delivery of VET to school students that were previously funded by the Australian Government. ATCs are now integrated into state and territory education and training systems.

There are 4 ATCs located on Victorian government school sites:

• Hamilton District Skills Centre, Baimbridge College
• Harvester ATC, Sunshine College
• Ringwood ATC, Ringwood Secondary School
• Warrnambool ATC, Brauer College.

Host schools

A host school is a school that has a TTC or ATC building on its site. It is the legal entity that owns the TTC or ATC facility and is responsible for the day-to-day operations, maintenance and upkeep, utilities, purchasing and contracting VET, and operational compliance and risk management of the facility including compliance with the Child Safe Standards.
For detailed information of roles and responsibilities relating to TTCs and ATCs, refer to Roles and responsibilities on the guidance tab.

Related policies

• Asset Information Management System (AIMS)
• Child Safe Standards
• Student Resource Package – School Infrastructure
• Vocational Education and Training Clusters
• Vocational Education and Training Delivered to School Students

Contact

For government schools

Schools can contact the Jobs Skills and Pathways Manager in their regional office.

For Catholic schools

Contact the relevant Diocese representative.

Carmel Clark
Ballarat Catholic Education
pathways@dobcel.catholic.edu.au

Jenny Wilson and Merry Young
Melbourne Archdiocese Catholic Schools
pathways@macs.vic.edu.au

Sam Franzi
Sale Catholic Education
pathways@doscel.catholic.edu.au

Barry Norton
Catholic Education Sandhurst
pathways@ceosand.catholic.edu.au

For Independent schools

Independent Schools Victoria
Maria Floudiotis
Education Consultant – Careers
maria.floudiotis@is.vic.edu.au

Guidance

The following guidance outlines best practice and contains the following chapters about shared access of Trade Training Centres and Australian Technical Colleges:

• Funding through the Student Resource Package
• VET clusters
• Centre managers
• Roles and responsibilities
• VIT registration for VET trainers
• Attracting and retaining VET trainers
• School student prioritisation
• Timetabling
• Strategy and commercial use
• Child Safe Standards

Funding through the Student Resource Package

All government school site Trade Training Centres (TTCs) and Australian Technical Colleges (ATCs) are recorded in the department’s Asset Information Management System (AIMS) which facilitates management and maintenance of the sites.

From 2025, TTCs and ATCs registered in AIMS will be fully entitled spaces that:

• receive Maintenance and Minor Works (MMW) funding through the Student Resource Package (SRP) – School Infrastructure
• will not be penalised for having excess space, and depending on the school campuses’ capacity may receive additional MMW funding for their overall school campus. This acknowledges that TTCs and ATCs are shared facilities and enrolment can’t be captured in the same way as for other curriculum buildings.

Schools must use their MMW allocation for the ongoing maintenance of facilities. This is vital to prevent asset degradation and potential health and safety issues.

The first payments of the SRP to host schools with registered onsite TTCs and ATC will occur in February 2025.

Host schools can confirm registration with their Planning and Provision Manager.

VET clusters

A VET cluster is a network of government and non-government schools that collaborate with VET providers, employers and industry in the local area to improve student access to VET. They are often supported by a Local Learning and Employment Network (LLEN).

VET clusters underpin effective use of Trade Training Centre (TTC) and Australian Technical College (ATC) facilities.

Host schools must use their VET cluster to plan and share access to their TTC or ATC, for example by:

• centrally coordinating key activities, such as transport for students to the TTC or ATC, or VET trainer recruitment and workforce planning
• finding efficiencies to reduce costs associated with delivering VET, such as achieving economies of scale by expanding delivery to a group of schools, sharing registered training organisations (RTOs), and provision planning across a network of schools
• using an online portal to manage enrolment and administrative functions for shared provision of VET within the cluster.

Documenting and agreeing to roles and responsibilities is an important step for schools to be able to effectively share access of TTCs and ATCs within a VET cluster.

For case studies of how VET clusters are successfully utilising TTCs and ATCs to improve school students’ access to VET, refer to Case Studies – Trade Training Centres and Australian Technical Colleges on the Resources tab.

For broader detail on VET clusters, refer to the Vocational Education and Training Clusters policy.

Centre managers

Host schools are recommended to employ a centre manager to make the most of their Trade Training Centre (TTC) or Australian Technical College (ATC) facilities.

Centre managers report to the host school principal. They play an important role in maintaining a productive relationship between the TTC or ATC, the host school and other VET cluster members. They do this in partnership with the VET cluster, VET coordinator, other VET providers and local employers.

Key responsibilities for centre managers usually include:

• managing the day-to-day operations of the facility
• ensuring high-quality delivery, coordination and timetabling of VET programs for schools
• promoting strong relationships and liaising with key stakeholders including schools, the VET cluster, VET providers, industry and the broader community
• developing a strategic plan for the centre, including potential commercial use of the facility when not being used for delivery of VET to school students
• supporting staff and students to enrol in and attend courses and use the facilities.

For a full list of recommended responsibilities that can be used when developing a position description for a centre manager, refer to Suggested roles and responsibilities of a centre manager on the Resources tab.

Centre managers may also choose to establish networks, such as a community of practice, to connect with other centre managers to share challenges and learnings.

Centre manager funding

There are several options available to fund a centre manager. It is recommended that any funding arrangements are documented in the VET cluster’s Memorandum of Understanding.

Option 1: Shared funding

In this model, schools in the host school’s VET cluster pay a fee per student enrolment to fund operations of the facility. A portion of this funding is used to fund management of the centre. The centre manager reports to the principal of the host school.

This approach puts less financial burden on the host school by spreading the cost across all schools accessing the facility.

Option 2: Host school funded

In this model, the host school takes full responsibility for employing a manager responsible for operation of the facility. The centre manager reports to the host principal. This approach ensures the host school has clear oversight and control over management of the facility.

Option 3: Self-funded through operating revenue

In this model, the TTC or ATC funds employment of a manager by generating revenue from commercial use of the facility when it is not in use for VET. For example, operating revenue could be generated by enrolling adult VET students for evening or weekend classes, or hiring out the centre for other commercial purposes to private registered training organisation. For more information, refer to Strategy and commercial use.

Option 4: No centre manager

In some cases, hiring a centre manager may not be a viable option for a school. For example, it may not be possible for a small facility that delivers a single VET course or in a rural setting with low enrolment volume.

If the TTC or ATC does not have a centre manager, clearly defining and documenting roles and responsibilities is critical. This is covered in the Roles and responsibilities guidance.

For case studies of how centre manager roles can be funded, refer to Case studies – Trade Training Centres and Australian Technical Colleges on the Resources tab.

Roles and responsibilities

The host school’s VET cluster must agree on the roles and responsibilities for Trade Training Centre (TTC) or Australian Technical College (ATC) management, operations and student enrolment. All members of the cluster must have a clear understanding of their obligations and how students access VET at the facility.

It is strongly recommended that roles and responsibilities:

• are documented in the VET cluster’s Memorandum of Understanding
• pay particular attention to the role of the host school
• vary from those of other TTCs and ATCs to account for local circumstances and requirements
• are updated regularly to reflect learnings and changes to circumstances and requirements.

For more detail on the roles and responsibilities of cluster members, refer to the Vocational Education and Training Clusters policy.

Host schools

The host school holds decision-making authority over the facility but is encouraged to consult with the Cluster Governance Group on key decisions, such as an expansion of facilities or upgrade of equipment.

The host school is responsible for the day-to-day operations, maintenance and upkeep, utilities, purchasing and contracting VET, and operational compliance and risk management of the facility including compliance with the Child Safe Standards.

The host school may delegate these responsibilities, for example by employing a centre manager (DOCX) to oversee operations. The principal or delegate of the host school is responsible for reporting to the Cluster Governance Group.

Host schools are encouraged to document all staff responsibilities. This is crucial if the TTC or ATC does not have a centre manager. For example, there may be responsibilities assigned to the campus principal, assistant principal, business manager and VET coordinator.

Cluster coordinator

Each VET cluster has a cluster coordinator, who is employed by a Local Learning and Employment Network (LLEN) or a school, to build relationships and work with member schools to share delivery of VET.

The cluster coordinator works closely with the host school delegate to:

• facilitate shared provision of VET between member schools including through shared use of the TTC or ATC
• source VET trainers and providers for the TTC or ATC
• coordinate VET programs, availability and timetabling
• promote VET to students, parents and guardians
• manage a fair enrolment process, for example through a priority placement policy or negotiation process
• collect data and address barriers to support schools to access VET.

TTCs and ATCs in Cluster Governance Groups

Each VET cluster has a Cluster Governance Group that consists of the cluster coordinator, the cluster lead school principal and principals or delegates from other member schools. It may also include TTC or ATC centre managers or LLEN executive officers.

This group is responsible for strategic planning of VET delivery, and this should include considerations and planning for the use of TTCs and ATCs. The group monitors and responds to student demand, local industry needs and opportunities to increase VET options, places and student access.

This group may also assist the TTC or ATC in negotiating with VET providers (for example, TAFEs, RTOs).

The Cluster Governance Group can’t make decisions on behalf of the host school about the operations, maintenance, upkeep or expansion of facilities, the upgrade of equipment, or purchasing and contracting of VET. However, the host school is encouraged to consult with the group on key decisions.

For more information about VET cluster governance and operating model, refer to Vocational and Education Training Clusters policy.

VIT registration for VET trainers

All VET trainers teaching in a school, or in a Trade Training Centre (TTC) where the school retains control of the TTC, must either be VIT registered or have a Permission to Teach (PTT).

Where a school has leased the TTC for use to a Registered Training Organisation (RTO), the RTO is responsible for ensuring that VET trainers are appropriately qualified and are VIT registered or have a PTT. Registration of VET trainers for PTT needs to be linked to a host school. This registration is for administrative purposes. Responsibility for these VET trainers and their PTT requirements lies with the RTO that has employed them. Any communications regarding any of these VET trainers can be forwarded onto the relevant RTO.

TTC has been leased to an RTO for exclusive use

Where an RTO has exclusive use of a TTC, RTOs are required to ensure that all VET trainers are VIT registered or have a PTT if relevant legislation or regulation requires this. Specifically:

• RTOs established for the main purpose of providing education to students in Years 11 and 12 must ensure that all VET trainers hold a VIT registration/PTT.
• VET trainers teaching in an RTO are not required to hold VIT registration where:
  • at least 85% of the RTO’s students or those receiving its education or training programs are above the compulsory school age
  • the RTO is established for the main purpose of providing education or training to students above the compulsory school age.

Schools must ensure that RTOs are aware of this policy and the legal requirements, to support the school’s compliance with Minimum Standards for school registration about qualifications of teaching staff in a school.

Attracting and retaining VET trainers

Host schools are encouraged to invest time and effort into VET trainer attraction, development and retention.

When VET delivery is limited by VET trainer availability, fewer students benefit from Trade Training Centre (TTC) and Australian Technical College (ATC) facilities.

Host schools are encouraged to maximise use of their TTC and ATC facilities and lift availability of VET in their local area by:

• enabling access to the Certificate IV in Training and Assessment (Cert IV TAE) course, targeted at local teachers, Education Support staff and other community members
• supporting teachers in host and surrounding schools to undertake the Cert IV TAE
• finding opportunities when planning and timetabling VET delivery to offer additional hours or full-time employment to VET trainers
• registering for the WorkSafe Incentive Scheme for Employers (WISE) to access funding and support to recruit injured skilled professionals as VET trainers
• investing in staff development and providing clear career pathways for VET Trainers.

In line with recent changes to the current standards for RTOs, teachers who wish to upskill through the Cert IV TAE are now only required to undertake one Skillset, rather than the full Cert IV TAE course. Teachers can do so through TAFEs and RTOs delivering the relevant skillsets required to complete the course.

Education Support staff considering the Cert IV TAE can access a Free TAFE program to complete the qualification.

Free TAFE is a Victorian Government initiative providing access to more than 80 Free TAFE qualifications and short courses in high priority areas without the cost of tuition fees. Enrolment into courses via Free TAFE is ongoing and information about the Cert IV TAE can be found on the Victorian Skills Gateway page.

The department continues to provide Professional Learning and Workforce Support initiatives for Vocational Education and Training Delivered to School Students (VDSS) Staff and Victorian schools.

More information on how to attract and support your VET workforce is available at Professional learning programs: Vocational and applied learning.

School student prioritisation

Having an agreed and documented enrolment prioritisation policy for managing Trade Training Centre (TTC) or Australian Technical College (ATC) capacity and maximising access for students is highly recommended. This should be developed in partnership with, and agreed between, host schools and VET cluster member schools.

Once agreed, the host school may assign ongoing maintenance and oversight of the policy to the cluster coordinator.

The approach to managing enrolment capacity and maximising school students’ access to VET at the facility will vary depending on the needs and demands of local students and help to make sure high-priority students don’t miss out. Example approaches include prioritisation by student year level, suitability or school, with a ballot process or with first-in first-served allocation.

By level or program

The host school prioritises applications by considering the student’s year level or overall study program. For example, priority may be given to second-year VCE Vocational Major students, students intending to undertake scored assessment, Year 12 students or Victorian Pathways Certificate students.

By student suitability

The host school makes assessments of a student’s commitment, capability or overall goal alignment in allocating enrolment places. The host school may also consider the engagement and progress of first-year students before offering a second-year enrolment.

This may be done in partnership with VET coordinators or career practitioners, to understand the student’s career aspirations and their alignment with the VET course.

By school

The host school prioritises enrolments from its own students, followed by students from schools in its VET cluster and then other schools.

By ballot process

The host school uses a randomised process to allocate enrolments among high-priority or all interested students. This can be used when there is over-subscription of student enrolments in a course.

First-in first-served

The host school offers enrolment to students in the order that their expressions of interest were received, until capacity is reached. This approach may be challenging if the TTC or ATC is at capacity.

Waiting lists and reallocation

The host school places students who are not successful in initial enrolment on a waiting list. While students are on this list, the VET coordinator discusses and explores alternative VET courses for the student for enrolment if a place in their primary preference does not become available.

Example prioritisation approach – mixed prioritisation

A TTC could work with the VET cluster to develop a prioritisation policy by year level or VCE VET program, by school, by student suitability and ballot process. The policy would ensure student enrolments and facility capacity are managed fairly and transparently.

1. Applications for enrolment in VET are open to students in the VET cluster.
2. If applications for a VET course exceed capacity, the VET cluster coordinator explores the potential for an additional class to be delivered by the existing or a new provider.
3. If an additional class cannot be delivered, then the agreed priority placement protocol is applied to manage school student enrolment in VET.
4. Enrolments are prioritised in the order of:
   1. Second year applications
   2. Year 12 students
   3. Year 11 students (who are not second year applicants)
   4. Year 10 students.
5. After enrolment applications close, the VET cluster coordinator tells schools which of their students have applied for a course with applications exceeding capacity.
6. Schools then determine if any students who have applied are unsuitable for the VET course. The VET cluster coordinator then uses a ballot system to determine the suitable students that are successfully enrolled in the VET course.
7. Other students are then put on a waiting list for that course, or choose an alternative VET course that has a vacancy.
8. VET coordinators discuss alternative VET courses and pathways for study with all students placed on a waiting list.

For case studies of how schools prioritise enrolments, refer to Case Studies on the Resources tab.

Timetabling

Trade Training Centre (TTC) and Australian Technical College (ATC) host schools and VET coordinators are strongly encouraged to work with their VET cluster to determine the most appropriate timetabling arrangements for VET delivery that maximises the use of the TTC or ATC facilities.

Effective timetabling will reflect the needs and preferences of students in the VET cluster, along with available facilities and VET trainers.

Common approaches to timetabling include block timetabling, spread timetabling, and integration of VET classes into school timetables. In some cases, a hybrid timetabling approach can be taken.

Block timetabling

Block timetabling is the scheduling of all VET delivered to school students on a set number of days each a week. These days are agreed by the VET cluster schools and align their timetables to enable VET participation. For example, VET may be scheduled only on Tuesdays and Thursdays.

Advantages of this approach may include:

• delivering VET in longer sessions with time for the introduction and consolidation of skills
• simplifying the coordination of VET access and transport across a network of schools
• enabling delivery of other learning at the facility on days not designated for VET, such as Year 9 and 10 classes that let students explore vocational pathways.

Host schools are encouraged to work with their VET cluster to determine when the facility can be used on days it is not used for delivery of VET to school students.

Spread timetabling

Spread timetabling is the scheduling of VET delivery to school students on most or all weekdays. This requires agreement between VET cluster schools, who adjust school timetables to suit VET availability. For example, different schools may use the facility on different days to deliver VET courses.

The TTC or ATC may use a learning space booking system to manage this approach.

Advantages of this approach may include:

• allowing for flexible timetabling to increase use of the facility
• accommodating schools with diverse approaches to timetabling, students undertaking a variety of senior secondary programs, and a need for a wide range of available slots
• allowing for flexible or additional VET trainer hours to support staff attraction and retention.

Challenges may include securing the necessary commitment from VET cluster schools to adjust timetables and release students to attend the facility at a variety of days and times.

Integrated timetabling

Integrated timetabling is the scheduling of VET delivery to suit available spaces in school timetables. Schools work together to determine times for VET delivery that align with student availability.

An advantage of this approach may be that it provides flexibility in when VET is delivered, to suit a variety of school and students.

However, it presents challenges for schools with a timetable that is not easily aligned with other schools to enable participation in a VET course. This can potentially restrict student access.

Hybrid timetabling

Hybrid timetabling incorporates a mix of block, spread or integrated timetabling. In some cases, this helps the facility overcome challenges and makes the most of opportunities to increase delivery of VET to school students, generate revenue, manage its workforce or lift engagement.

For example:

• a combination of block and spread timetabling
• a combination of block and integrated timetabling, with VET available in a variety of periods on a block day
• a combination of spread and integrated timetabling, such as encouraging schools to schedule VCE VM Literacy at the same time as VCE English to ensure availability for VET in a given period.

For case studies of how schools can manage timetabling, refer to Case Studies on the Resources tab.

Strategy and commercial use

Trade Training Centre (TTC) and Australian Technical College (ATC) host schools are strongly encouraged to manage the facilities in a way that maximises its benefit to school students. This may include setting goals for financial viability, delivery of VET to school students, workforce attraction and retention, commercial opportunities and industry partnerships.

Developing a strategic plan

The host school is strongly encouraged to work with other VET cluster schools to develop a strategic plan for the facility that:

• includes a joint mission statement
• describes strategic issues, objectives, priorities, governance and a budget plan
• covers multiple years, and describes how the facility will look and perform at the end of that period
• describe the roles of strategic partners in its activities and initiatives.

This will support clear direction and continuity over the period. It will also provide transparency on the purpose and intended actions of the TTC or ATC for schools and other stakeholders that use its facilities.

Additional guidance for developing a strategic plan for a TTC or ATC can be found at: School Strategic Plan: Guidance.

Commercial use

Host schools can generate income to reinvest in the facility and operations through commercial use of TTCs or ATCs. The school must prioritise the delivery of VET to school students before permitting third party use of the TTC or ATC.

For example, the host school may lease an unused part of the facility to a business that also provides opportunities for work-based learning to school students – such as a commercial bakery, automotive mechanic or cabinet maker. It could also lease facilities on weekends to private registered training organisations for delivery of VET to adult students.

These arrangements are subject to the policy for Community Use of Schools – Hiring and Licensing, and may require ministerial approval.

Child Safe Standards

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 TTCs.

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

Resources

• Suggested roles and responsibilities of a centre manager (DOCX) – to assist schools when developing a position description for a centre manager who will manage a Trade Training Centre (TTC) or an Australian Technical College (ATC)
• Trade Training Centre case studies (DOCX)