Vocational Education and Training Delivered to School Students

Policy

This policy provides an overview of Vocational Education and Training (VET) delivered to school students, outlining the benefits of VET, available funding, and arrangements to support coordination, delivery and quality.

Summary

• Undertaking VET during school allows students to combine general and vocational education, explore career options and develop skills for further study and employment.
• VET allows students to gain practical and work related skills relevant to a specific industry while contributing towards the completion of the Victorian Certificate of Education (VCE), including the VCE Vocational Major (VCE VM), or the Victorian Pathways Certificate (VPC).
• Students can also study VET through school-based apprenticeships or traineeships (SBATs) or part-time apprenticeships and traineeships. In government schools, all SBATs are supported by the Head Start program.
• Supplementary funding additional to a student’s Core Student Learning Allocation Funding, delivered via the Student Resource Package, is available to address the extra cost of VET course fees, materials and transportation.
• The VCAA’s VCE VET programs have been revised and organised into priority industry areas, integrating and replacing the VDSS Core Offering.
• Schools are encouraged to work with VET providers and their VET cluster to ensure student access to at least one VCE VET program from each of the 6 priority industry areas.
• All government schools and participating Catholic and independent secondary schools have access to a VET cluster that facilitates collaboration to expand access to VET.

Details

VET is nationally recognised training that develops practical and industry-specific knowledge and skills, as well as general skills for employment, training and further education.

Students can undertake VET through:

• VCE VET programs
• school-based apprenticeships or traineeships (SBATs)
• part-time apprenticeships and traineeships
• other VET qualifications not included in approved VCE VET programs or SBATs.

Students can receive credit for VET towards their Victorian Certificate of Education (VCE), including the VCE Vocational Major (VCE VM), or the Victorian Pathways Certificate (VPC). Refer to the guidance on VET credit arrangements.

VET can be enhanced with Structured Workplace Learning, which provides students with the opportunity to integrate practical on-the-job experience and learning in workplaces with VET undertaken as part of the VCE, including the VCE VM, or the VPC.

Students may gain a nationally recognised VET qualification from a registered training organisation (such as a TAFE), in certain circumstances where the full VET qualification can be appropriately completed within a senior secondary curriculum.

VET Delivered to School Students funding

Core Student Learning Allocation Funding, delivered via the Student Resource Package, is the primary source of funding for VET for government schools. Schools also receive Supplementary VET funding, which is determined annually by student VET enrolment data entered by the school in the Victorian Assessment Software System by the enrolment deadline.

For detailed information on funding, including the funding components, refer to VET delivered to school students funding.

VCE VET programs

VCE VET programs are made up of VET qualifications approved by the Victorian Curriculum and Assessment Authority to contribute toward the VCE, including the VCE VM, or the VPC.

The VCE VET programs have been grouped into 14 industry areas, including 6 priority industry areas. These industry areas replace the VDSS Core Offering.

For further information refer to Priority VCE VET programs in the Guidance tab.

VET credit arrangements

Students can undertake nationally recognised VET programs to gain credit towards their VCE, including the VCE VM, or the VPC by undertaking:

• VET certificates, within the VCE VET programs, that have been developed by the VCAA in consultation with stakeholders including industry and vocational professionals. Some certificates offer scored assessment, and most provide structured workplace learning and recognition
• approved apprenticeships and traineeships
• other VET qualifications, which provide credit into the VCE through block credit recognition.

VET clusters

A VET cluster is a network of schools in an area that collaborate, often with the support of a Local Learning and Employment Network (LLEN), to improve student access to VET.

Schools are strongly encouraged to participate in their VET cluster. For detailed guidance, refer to Vocational Education and Training Clusters.

Transport funding

The Senior Secondary VET Transport Fund assists schools and VET clusters to provide greater student access to VET.

The department is working on arrangements for 2026 funding, which will be communicated through your local VET Cluster by 31 October 2025. In the interim, schools can direct queries to their area Jobs, Skills and Pathways team.

Purchasing Vocational Education and Training from registered training organisations

Schools have primary responsibility for the delivery of senior secondary curriculum to their enrolled students. However, in some circumstances, schools may need to enter into contractual arrangements with a registered training organisation (RTO) to deliver part, or all, of a VET qualification.

RTOs include:

• TAFEs
• private RTOs
• registered schools, including both government and non-government, that are also RTOs
• Learn Local providers that are also RTOs.

Schools may need to enter contractual arrangements with RTOs if:

• the school is not an RTO and cannot deliver VET
• the school is an RTO but does not have the VET qualification and/or units of competency listed on their scope of registration
• teachers do not have sufficient training experience or qualifications to deliver the VET qualification and/or units of competency as required under Victorian Registration and Qualifications Authority (VRQA) or Australian Skills Quality Authority (ASQA) standards
• the school does not have the industry standard facilities and equipment required to conduct the training under standards required by VRQA or ASQA.

All government schools entering into arrangements with an RTO must have a valid, signed contract or agreement with the RTO for the delivery of VET. Schools must ensure they continue to meet their responsibilities and accountabilities in accordance with department policy when purchasing VET qualifications and/or units of competency from RTOs.

For detailed direction on the requirements for entering a contractual arrangement with an RTO, refer to the Purchasing Secondary Courses and Vocational Training from External Providers policy.

Trade Training Centres

Trade Training Centres (TTCs) and Australian Technical Colleges (ATCs) located on Victorian government school sites are intended to be shared with schools in their VET cluster 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 sharing access of these facilities. For detailed guidance, refer to the Trade Training Centres policy.

Implementing VET in Strategic Plans and Annual Implementation Plans

All students must be supported to choose and access a senior secondary pathway that best aligns with their strengths, interests and aspirations. All Victorian government schools are expected to provide the VCE VM and VPC where it is a suitable option for students at their school.

As part of the school improvement cycle, school leaders may decide to implement improvements to VET, SBATs and career education within their School Strategic Plan or Annual Implementation Plan.

For further information, including guidance on the measures schools can use to assess vocational and applied learning in schools, refer to the VCE Vocational Major and Victorian Pathways Certificate Provision policy.

Related policies

• Parent Payments
• School Based Apprenticeships and Traineeships
• School Community Work
• Structured Workplace Learning
• Student Dress Code
• Student Resource Package – Targeted Initiatives
  • Career Education Funding (Reference 91)
  • Vocational Education and Training Delivered to School Students (Reference 143)
• Trade Training Centres
• VCE Vocational Major and Victorian Pathways Certificate Provision
• VCE Vocational Major and Victorian Pathways Certificate Delivered by Registered External Providers
• Vocational Education and Training Clusters
• Work Experience

Relevant legislation

• Education and Training Reform Act 2006 (Vic)

Contact

For government schools

Schools can contact the Jobs Skills and Pathways Manager in your regional office in the first instance. The Jobs Skills and Pathways team in each region can provide support and advice to schools on how to provide VET to their students.

For Catholic schools

Simone Best
Victorian Catholic Education Authority (VCEA)
Senior Office, Pathways and Transition
sbest@vcea.catholic.edu.au

Alternatively, contact the relevant Diocese representative:

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

Jenny Wilson
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
Phone: 03 9825 7246
Email: maria.floudiotis@is.vic.edu.au

Guidance

This guidance contains the following chapters:

• VET overview
• VET delivered to school students funding
• Priority VCE VET programs
• VET provision planning

VET overview

Why choose VET

Undertaking Vocational Education and Training (VET) is another option in the array of study choices for students as part of their senior secondary studies. By undertaking VET during school, students can combine general and vocational education, explore career options and develop skills for further study and work.

Students may choose to undertake VET during school for several reasons:

• Broaden horizons – VET exposes students to more options as they acquire transferrable, work-ready skills for various post-school pathways. A student may want to undertake general vocational preparation as they make decisions about what to do after school.
• Learning that engages – VET programs cater to a variety of student interests and learning needs within the senior secondary curriculum, which may enhance a student’s engagement with their education.
• Pathway to employment – VET provides quality, industry recognised training as a pathway to further education and training and/or employment. A student may have a specific career in mind and wish to undertake VET to further their education or preparation in a specific employment pathway.

Choosing the right VET program

To support students with career planning and study options, career practitioners are encouraged to consider a student’s Morrisby profile (completed through My Career Insights) and how the student’s interests, preferences and competencies may align with the priority industry areas (refer to VCE VET programs).

Schools should also discuss with the student whether enrolment in a full or a partial VET qualification is in the student’s best interest.

The Victorian Curriculum and Assessment Authority (VCAA) Shape Your VCE webpage provides information for students and families about the VCE VET programs, and the study and career opportunities VET can lead to.

VET delivered to school students funding

Vocational Education and Training (VET) delivered to school students is a key component of the Victorian Government's strategy to support high-quality vocational pathways, increase student retention, and improve school completion rates by providing suitable options for all students.

Core Student Learning Allocation Funding, provided to schools through the Student Resource Package (SRP) is the primary source of funding for VET. Supplementary VET Funding alleviates the additional costs of participation in VET, compared to participation in academic school-based curriculum.

Supplementary VET Funding

Supplementary VET Funding is provided in 3 components in the SRP:

• VET Delivered to School Students (tuition funding)
• materials
• Small Scale Core Funding Supplement.

Eligibility

Training at Certificate II or III level is eligible for Supplementary VET Funding, unless undertaken:

• as an apprenticeship or traineeship outside of school
• outside of the timetabled school curriculum and not contributing to senior secondary education
• in Certificates in General Education and School-based Support
• by students from overseas and at non-government schools or
• by students outside of the age range 15 to 20 years.

Training at Certificate IV level or above is eligible for funding if it does not meet any of the above criteria, and it has been pre-approved for delivery to VCE students by the VCAA. For more information on VCAA approval, refer to: High level qualifications undertaken as part of the VCE.

School-based apprenticeships or traineeships (including those supported by Head Start) are only eligible for Materials funding.

Allocation

Supplementary VET Funding is provided in quarterly lump sum payments through the Student Resource Package (SRP). A school’s annual allocation of funding is determined by the student VET enrolments entered into the Victorian Assessment Software System (VASS) by the enrolment deadline. Schools must ensure they have the correct enrolment in VASS by the enrolment deadline to receive funding.

This date is usually at the end of April or beginning of May each year. For this year’s date, refer to: Administrative dates and scored assessment schedule.

Schools receive 25% of their annual allocation of funding each term. Funding in Term 1 and 2 is indicative, calculated from the previous year’s enrolments. Following final enrolment at the census date, a school’s annual allocation is recalculated and Term 3 and 4 funding is adjusted accordingly.

Funding calculations

Schools are encouraged to treat VET funding holistically by allocating a pool of funding to VET for all students that includes:

• tuition funding, including VET Delivered to School Students funding and a portion of each VET student’s Core Learning Allocation Funding
• materials funding, which supplements this funding for consumable items
• Small Scale Core Funding Supplement, for schools with 400 or fewer enrolments in years 7 to 12.

The cost of VET varies between providers and delivery models. Schools have discretion to use their overall pool of VET funding flexibly to give all students access to appropriate VET.

Tuition funding

One full-time equivalent (FTE) enrolment in VET is 180 hours of delivery over the year. For each FTE enrolment in VET, schools are encouraged to allocate a portion of a student’s Core Student Learning Allocation funding toward VET. For a 1.0 FTE course enrolment in 2025, this equals $1,293 in mainstream schools and $1,077 in specialist schools.

All eligible VET courses are categorised into 1 of 6 funding bands for VET Delivered to School Students Funding, with different amounts for mainstream and specialist schools. A list of certificates in each of the 6 funding bands is available in the VET Delivered to School Students funding bands (XLSX) (staff login required). Together with the Core Student Learning Allocation, the VET Delivered to School Students funding will approximately cover tuition costs.

Each enrolment in a VET course can receive VET Delivered to School Students funding of up to 1.0 FTE, applied pro rata to the hours of enrolment for the year (for example 0.6 FTE for 108 hours). One student can enrol in and attract funding for enrolment in multiple VET courses. Schools can use the SRP budget planner (available through the SRP Portal (staff login required)) to estimate VET Delivered to School Students funding.

Funding errors

If schools believe there has been an error in the calculation of their VET funding allocation, they are required to submit an application for a funding correction. The process for submitting an application will be communicated to schools in July of each year.

Corrections to funding allocations will be considered if the department has made an error in the calculation of VET funding allocations.

Applications for funding corrections due to late or incorrect VASS enrolments on the part of the school will only be considered in exceptional circumstances that are outside the control of the school. These may include instances where schools have been impacted by natural disasters or other emergency situations, technical outages or the death or serious illness of VASS administrators.

Circumstances that will not be considered exceptional include routine staffing changes, inadequate staffing, lack of succession planning for exiting staff, or miscommunication with VET providers.

If a funding correction is approved, then a correction to the school’s allocation will be made and included in the Term 4 regular SRP cash grant payment.

Schools are required to submit an application for a funding correction form..

Applications for funding corrections close 29 July 2025.

Exceptions

While all eligible training is allocated pro-rata funding for an FTE enrolment of 180 hours per year, there are some exceptions:

• Certificate III in Music: The VCE VET program for this course is equivalent to 4 VCE units per year and attracts funding for 2.0 FTE (360 hours per year), applied pro rata to enrolments of less than 360 hours.
• Certificate II in Cookery: The VCAA has determined that 170 hours of delivery equates to 180 hours of VCE credit. Funding for this course is calculated as 170 hours equating to 1.0 FTE.

Materials funding

Each eligible enrolment in VET receives funding for the cost of materials. Funded materials are consumable items that are expended during training.

All eligible VET courses are grouped into 2 funding bands:

• high-cost certificate band: $450
• low-cost certificate band: $250.

Skillsets are not eligible for materials funding.

Small Scale Core Funding Supplement

Additional funding is provided for schools that do not have sufficient student enrolments to offset VET costs. Schools with 400 or fewer total enrolments in years 7 to 12 are eligible for this funding.

Mainstream schools receive funding for each eligible FTE enrolment in VET of $1,293, up to a maximum of 15 enrolments. For schools with more than 200 enrolments in years 7 to 12, the rate of $1,293 is reduced by the excess over 200 multiplied by 6.43.

Specialist schools receive funding for each eligible FTE enrolment in VET of $1,077, up to a maximum of 15 enrolments. For schools with more than 200 enrolments in years 7 to 12, the rate of $1,077 is reduced by the excess over 200 multiplied by 5.35.

For example, if Local Mainstream College has 211 students in years 7 to 12, and 30 FTE enrolments in VET, funding is calculated as: 15 × (1293 − (6.43 × (211 − 200)).

Parent payments

Schools may ask parents to make a general voluntary financial contribution towards VET. Schools cannot tie a student’s participation in a VET course to this contribution but may decide to not offer a course with tuition costs that significantly exceed tuition funding.

For some VET certificates, students may be required to have certain equipment, tools, or clothing. Schools may invite families to purchase these items. If a parent does not provide or purchase the necessary items, the school must give the student access to the required items without cost. Schools are not required to provide students with items to own or keep.

For further information, refer to: Parent Payments.

Priority VCE VET programs

The VET certificates included as part of the VCAA’s VCE VET programs are nationally recognised qualifications and approved by the VCAA as most suitable for school-aged students to develop the skills and knowledge needed for specific industries. They provide an opportunity for students to receive credit towards their Victorian Certificate of Education (VCE), including the VCE Vocational Major (VCE VM), or the Victorian Pathways Certificate (VPC). Select VET certificates also offer scored assessment options in Units 3 and 4 of the VCE.

The VCE VET programs are organised into 14 industry areas, including 6 priority areas that reflect Victorian skills shortages, government priorities and industry growth areas. Schools are encouraged to work with VET providers and their VET cluster to offer students access to at least one VET certificate from each of the 6 priority industry areas:

• building and construction
• community services and early childhood education
• digital technologies
• health
• hospitality, events and tourism
• renewable energy and engineering.

The other 8 industry areas may also have high student or local community demand. For a list of VCE VET programs and certificates in the VCE VET industry areas refer to VCE VET subjects.

Students may also undertake other VET certificates, not included as part of the VCE VET programs or school-based apprenticeships or traineeships, which may provide credit towards their VCE through block credit recognition. For further information refer to Block credit recognition.

For further information about the VCE VET industry areas refer to VCE VET subjects.

VET credit arrangements

VCE VET credit rules

Students enrolled in the VCE (including the VCE Vocational Major) can gain credit for their senior secondary certificate by undertaking Vocational Education and Training (VET).

Credit will be available for full or partial completion of a nationally recognised qualification or state accredited curriculum.

The maximum amount of credit a student can achieve in any single VET certificate over the course of their senior secondary studies is 6 VCE units which is approximately 540 hours of successfully completed VET (units of competency).

Many certificates within the VCE VET program can be fully completed within 2 VCE units (approximately 180 nominal hours), 3 VCE units (270 nominal hours) or 4 VCE units (360 nominal hours). However, this may be subject to individual student circumstances.

There are some VCE VET qualifications that require more than 4 VCE units or 360 hours and some may require more hours to complete than credit rules currently allow. Please see the individual VCE VET program booklets for the specific time requirements for each program.

Some certificates within the VCE VET programs can be undertaken as scored options. When this option is accessed, students will receive a study score for this certificate which will directly contribute towards their ATAR as with any other VCE subject. For further information on the VCE VET units with scored assessment, refer to the VCAA’s VCE VET units with scored assessment in 2025. The VCAA’s website and the VCE and VPC Administrative Handbooks provide important information for VET delivered to school students. Information includes:

• credit toward the VCE and VPC, including VCE VET General units of credit for overflow hours: VET in the VCE, VCE VM or VPC
• credit for VET certificates not included in the VCE VET programs: Block credit recognition
• scored assessment options for VCE VET: VCE VET programs scored assessment
• minimum requirements of VET towards completion of the VCE Vocational Major: VCE Administrative Handbook – Eligibility for the award
• VET credit towards the VPC: VPC Administrative Handbook – Eligibility for the award

The Victorian Tertiary Admission Centre’s website also provides information about the contribution of VET to the Australian Tertiary Admission Rank: ATAR and Scaling Guide.

VET and the Victorian Assessment Software System

The Victorian Assessment Software System (VASS) is an online service. Data is recorded on a central database. All VCE and VET providers enter and use this data to enrol students and record results.

To attract VET targeted funding, schools must enter accurate details of all VET enrolments on VASS by the enrolment deadline. For all important administrative dates for students enrolled in the VCE and VPC refer to the VCAA’s Administrative dates and scored assessment schedule.

For further information on targeted VET funding, in relation to VASS, refer to VET Delivered to School Students funding.

The VCAA website provides further information on using VASS. This information includes:

• Using the Victorian Assessment Software System (VASS) – for details on how to access VASS using different web browsers
• VET Quick Guide for VASS Administrators (PDF) – for information on setting up a VET program, enrolling students into a VET program, entering student VET results and producing VET reports
• VCE Administrative Handbook – for details on how to code VET certificates in VASS

Contact the VCAA’s Student Records and Results Unit at student.records@education.vic.gov.au for assistance.

VET qualifications on VASS are coded as either:

• VE1 – the certificates are part of the VCE VET program. These are approved by the VCAA and provide credit towards the VCE in the form of VCE VET units.
• VE2 – the certificates are approved by the Victorian Registration and Qualifications Authority (VRQA) for delivery as a school-based apprenticeship or traineeship (SBAT). Both VE1 and VE2 coded course types provide credit towards the VCE in the form of VCE VET units.
• VE3 – these are all other VET certificates not covered by the VCE VET program, including Certificates IV and above that are approved by the VCAA as suitable for delivery to secondary school students. These courses offer block credit recognition towards the VCE.
• For further information , refer to the VCAA’s VCE Administrative Handbook – VET.

Full or partial completion of a VET qualification

Undertaking VET in senior secondary is another option in the array of study choices for students as part of their senior secondary studies. School students who successfully complete all the requirements of a nationally recognised VET qualification may earn the full VET qualification alongside credits towards their Victorian Certificate of Education (VCE), including the VCE Vocational Major (VCE VM), or the Victorian Pathways Certificate (VPC) VCE, VCE VM or VPC by successfully completing the VET required units of competency.

Full VET qualification

A well-integrated senior secondary program that sets students up for success post school is an important factor in deciding how much VET a student should, or can, do.

Some full VET qualifications can be achieved whilst undertaking senior secondary studies as the hours required fit within time available over the school year.

However, some qualifications, and some students, may require the commitment of more hours than are available in total school time over the school year.

If a student wants to complete a full VET qualification, that may require more VET hours than the student can comfortably fit into their school time over the year, or more VET hours than the student can receive credit for in senior secondary studies, this decision must be supported by the student’s school.

Full qualifications may not always be in the student’s best interests, especially where full qualifications require more than normal study loads and are not well integrated with their other senior secondary studies.

Schools are best placed to decide how much VET is suitable for their students, based on student need and individual circumstances.

Partial qualifications

Some qualifications, and some students, may require the commitment of more hours than are available in total school time over the school year.

If a full qualification is not possible, is not in the student’s best interest or a student successfully completes some but not all the requirements of a nationally recognised VET qualification, they will achieve a partial VET qualification.

Partial completion of a VET qualification enables a student to develop a particular set of skills and knowledge while also participating in other studies that align with their interests or career goals. Where a student successfully completes a portion of a VET qualification, they will receive a statement of attainment for the units completed.

The individual units of competency from partially completed qualifications are nationally recognised by industry and further education providers and may be used to transfer credit or gain recognition of prior learning if a student chooses to continue their VET studies post school. This approach supports students to benefit from participation in qualifications while balancing the hours that are available in total school time over the school year.

While schools are best placed to decide how much VET is suitable for their students, based on student need and individual circumstances, if a student wants to complete a VET qualification that may require more VET hours than the student can comfortably fit into their school time over the year, or more VET hours than the student can receive credit for in senior secondary studies, this decision must be supported by the student’s school.

What should schools consider when choosing between a full or partial qualification?

Considerations for schools

In deciding whether a full VET qualification is suitable for an individual student, schools should consider:

• student study load – will the full qualification require more hours than the student has available in school hours over the year? Will the full qualification require more hours than the student can have credited towards their senior secondary studies? Will it affect their ability to manage other subjects? Schools may also wish to consider how much credit a student can gain towards their senior secondary studies from VET qualifications
• student motivation – why is the student undertaking VET? Are they focused on a specific career, exploring options, seeking engaging learning or a combination of these? The appropriateness of a full qualification may depend on these goals
• student pathways – will a full or partial qualification better support the student’s future study, eligibility for higher wages or adult apprenticeships? Jobs Skills and Pathways Managers in each region, VET Cluster coordinators, or the VET provider can provide further guidance
• school feasibility – can the full qualification be completed within the school timetable? Is there sufficient funding, staffing and capacity to offer the full qualification? What will the impacts be on the broader curriculum needs of students and can supervision requirements be accommodated?

Before entering a contractual agreement with a VET provider, schools must understand whether the VET qualification is intended as full or partial completion.

How long do full time VET qualifications take?

The time required to complete a full VET qualification varies depending on:

• the requirements of the qualification
• the provider and which elective units of competency they offer
• individual students and the time taken to achieve competency in their assessments.

VET provision planning

Provision planning is the process that schools and VET clusters use to estimate their students’ demand for courses in the following school year and to identify suitable VET providers and modes of delivery.

Key activities in the provision planning process

Schools and VET clusters are encouraged to consider the following activities as part of their provision planning.

The activities may be undertaken by either individual schools or collectively as a VET cluster.

All activities are a guide, and schools and VET clusters may implement and adapt the activities to suit their context.

As part of provision planning schools should:

• conduct career counselling with students. Career counselling tools, including Morrisby and Career Action Plans should be used to ensure students are aware of possible VET options and opportunities
• explore registered training organisations (RTOs) and program options. Schools must assess the type of VET programs their students are interested in and explore how these may be facilitated. When researching provider offerings, schools should consider factors such as proximity to the school, previous experience with the provider, trainer qualifications and suitability of the mode of delivery
• select an RTO. Schools must select their preferred providers based on planning activities and conversations with providers and their cluster. Contacting the local TAFE or other providers is the first step to communicate training needs and request offers in response. TAFEs and other providers will continue to work with schools to match demand and supply of courses
• arrange engagement activities within the school. Schools can organise various engagement activities, such as information nights, discovery days, open days, and taster programs, to promote and gauge student interest in VET programs.

VET clusters can plan for the provision of VET by:

• inputting planning estimates. It is recommended that schools within the cluster document planning estimates by pathway/certificate and share this data with the cluster to assist in assessing demand
• planning course offerings collaboratively. It is recommended that schools work with their cluster to assess course demand and ensure viable class sizes
• collaborating with providers. It is recommended that providers work with clusters to gain insight into future provision opportunities.

For more information about VET clusters, refer to the department’s VET Clusters policy.

Resources

VET in the VCE, VCE VM or VPC

The Victorian Curriculum and Assessment Authority’s VET in the VCE, VCE VM or VPC website provides detailed information on how students may include VET as part of completion of these certificates.

Shape Your VCE website

The Victorian Curriculum and Assessment Authority’s Shape Your VCE website details a range of education and training opportunities for students when undertaking VET in school. Students and their families/carers can also use the site to help make informed decisions for their future.

Funding

SRP budget planner (SRP portal) can be used by Victorian government schools to estimate VET delivered to secondary schools funding for budget planning purposes.

VRQA provider and course register

The VRQA provider and course register can be used to locate accredited courses and providers registered with the VRQA in Victoria: State Register – Search.

For information about registered training organisations regulated by the Australian Skills Quality Authority (ASQA) operating in Victoria visit the National Register website.