Vocational Education and Training Clusters

Policy

This policy sets out the purpose, functions and recommended funding arrangements for Vocational Education and Training (VET) clusters.

Summary

• VET clusters (clusters) facilitate coordination between schools to plan for, coordinate and expand student access to VET.
• Secondary schools are strongly encouraged to participate in their cluster.
• Schools are encouraged to work with their cluster to ensure availability of VET in the priority industry areas.
• Funding has been provided to support cluster establishment until 31 December 2026.

Details

VET clusters (clusters) are the primary structure for place-based coordination of VET delivery to school students.

Clusters facilitate and expand student access to VET by fostering collaborative and mutually beneficial relationships between schools, Registered Training Organisations (RTOs) and Local Learning and Employment Networks (LLENs). Clusters also reduce administrative workload for school-based staff and build knowledge and skills of all cluster members.

Clusters can include government, Catholic and independent schools. All government secondary schools are assigned to a cluster.

Schools are strongly encouraged to:

• participate in their cluster by contributing to coordination funding, working collaboratively with the cluster coordinator and attending cluster meetings
• work with their cluster to ensure all students can access at least one certificate from each of the 6 VCE VET priority industry areas, reflecting Victorian skills shortages, government priorities and industry growth areas.

It is recommended that clusters are led by a cluster coordinator employed by an LLEN. However, many existing school-facilitated clusters are high-functioning and do not require transition to a LLEN-facilitated model.

For further information, refer to the guidance on membership, roles and responsibilities.

VET cluster functions

Clusters have 5 operational functions that support participation in VET:

• establishing governance and a shared vision for ensuring students have access to high-quality VET
• supporting collaboration between stakeholders across school sectors
• facilitating shared provision of VET between member schools
• coordinating access to VET
• streamlining the administrative requirements of VET for member schools.

Clusters also have 3 strategic functions that expand availability of VET and grow the cluster’s capabilities:

• addressing barriers to participation in VET
• responding to student demand and place-based needs and opportunities to increase the breadth of the VET offering accessible to students
• facilitating improved practice in the coordination and delivery of VET.

For further information, refer to the guidance on strategic functions and key activities.

Funding

To function effectively, clusters require a cluster coordinator. Schools are encouraged to jointly fund cluster coordination, along with LLENs in LLEN-facilitated clusters.

For funding arrangements, refer to the guidance on cluster coordination funding. Queries relating to funding arrangements can be directed to the Jobs Skills and Pathways Manager in the relevant regional office.

Definitions

Cluster coordinator
A cluster coordinator provides administrative and operational support to the cluster.

Cluster coordinators can be LLEN-employed (in a LLEN-facilitated cluster) or school-employed (in a school-facilitated cluster).

Cluster coordinators should be distinguished from school VET coordinators. School VET coordinators are responsible only for coordination in their respective school, not the cluster.

Local Learning and Employment Network
A Local Learning and Employment Network (LLEN) is an independent community organisation that supports employers, local education and training providers, businesses, industry groups and community agencies to connect with schools.

LLEN-facilitated cluster
A LLEN-facilitated clusters is a cluster with a LLEN-employed cluster coordinator.

School-facilitated cluster
A school-facilitated cluster is a cluster with a school-employed cluster coordinator.

VET coordinator
A VET coordinator is a school employee responsible for coordinating VET in their individual school. The responsibilities of a school VET coordinator will vary between schools. VET coordinators are distinct from cluster coordinators.

Related policies

• Purchasing Secondary Courses and Vocational Training from External Providers
• Student Resource Package – Targeted Initiatives:
  • Career Education Funding (Reference 91)
  • Vocational Education and Training Delivered to School Students (Reference 143)
• Trade Training Centres
• Vocational Education and Training Delivered to School Students

Relevant legislation

• Education and Training Reform Act 2006 (Vic)

Contact

For government schools

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

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

Guidance

This guidance contains the following chapters:

• VET cluster governance and operating model
• Operational functions and key activities
• Strategic functions and key activities
• Membership, roles and responsibilities
• Cluster coordination funding

VET cluster governance and operating model

The VET cluster governance and operating model will facilitate effective cluster collaboration and reduce the administrative burden on schools.

Clusters are encouraged to adapt the model and supporting templates to their schools’ operational requirements and local students’ educational needs.

Governance model

Clusters are encouraged to use a 2-tiered governance model consisting of:

1. Cluster Governance Group – the cluster’s ultimate decision-making body and responsible for determining the cluster’s strategic direction
2. Cluster Operations Group – responsible for implementing the cluster’s operational functions and can escalate matters to the Cluster Governance Group for decision when necessary.

Further information about the recommended responsibilities and composition of these groups can be found in the Cluster Governance Terms of Reference template (DOCX).

Memorandum of Understanding

All clusters must have a Memorandum of Understanding (MoU) that sets out:

• the members (for example, schools and LLENs)
• cluster governance arrangements
• agreed terms of the partnership
• child safety obligations.

New clusters are encouraged to use the Template memorandum (DOCX) as the basis for their MoU.

The cluster governance group must regularly review its MoU and ensure it remains appropriate for the activities undertaken by the cluster as they evolve.

It is strongly recommended that any funding arrangements for Trade Training Centre or Australian Technical College management are documented in the MoU. For more information, refer to: Centre manager funding in the Trade Training Centres policy.

Operational functions and key activities

Effective VET clusters perform operational functions to ensure all students have access to VCE VET. Each function encompasses a range of key activities.

Cluster operational functions are the day-to-day activities that support the coordination and delivery of Vocational Education and Training.
A VET cluster self-assessment tool (DOCX) has been developed to monitor progress of a cluster against the functions set out below.

1. Establish governance and a shared vision for ensuring school students can access high-quality VET

• Establish cluster leadership and governance structure (for example, a governance committee, chair, lead school) and develop supporting documentation, such as an MoU and defined roles, responsibilities and membership
• Develop and document a shared vision for the cluster that is aligned to the department and LLEN’s strategic priorities and local industry needs
• Nurture a shared identity as a cluster (for example, with cluster-based celebrations)

2. Support collaboration between VET cluster stakeholders across school sectors

• Encourage schools to make access to VET a strategic priority and ensure principal-class engagement in the cluster
• Engage and communicate regularly with:
  • all local government, Catholic and independent secondary schools
  • local specialist schools and complementary education settings
  • stakeholders, for example LLENs, TAFEs, RTOs, the department’s Regional Pathways Workforce, Head Start teams and career practitioners

3. Facilitate shared provision of VET among member schools

• Identify VET provision across the cluster RTOs
• Coordinate provision across the cluster, including determining what courses will be offered to which students, and what courses are viable based on student enrolment numbers
• Provide support for the setup of new courses (for example, establishing auspicing arrangements)
• Facilitate consistent processes for VET access agreements and fees between schools
• Facilitate access for non-cluster schools, when preferences from all member school students’ have been accommodated

4. Coordinate student access to VET

• Coordinate and gather indications of demand from member schools and supply from TAFEs and RTOs
• Negotiate provision with TAFEs and RTOs
• Help schools coordinate timetables to enable shared provision with other schools and access to TAFEs and RTOs
• Coordinate communication of available VET across the cluster (for example, via a website, handbook, brochure or network meetings)
• Implement processes to prioritise and coordinate applications with a focus on access and equity
• Solve issues with student applications, including working between schools and providers
• Provide support and advice to individual schools on VET provision (for example, technical advice on implementing auspice arrangements)
• Coordinate a consistent approach regarding supports for students with additional needs (for example, with a policy)

5. Streamline the administrative requirements of VET for member schools

• Establish clear roles and responsibilities for shared provision, including for the cluster coordinator, host school and home school
• Establish clear timelines and processes for course selection, enrolments, applications, attendance and reporting requirements
• Coordinate sharing of student information (including students with additional needs), attendance data and results/assessment
• Facilitate centralised and regular communication throughout the school year, including updates from schools and providers, troubleshooting, monitoring program quality and process
• Utilise an IT solution to support these functions as desired

Strategic functions and key activities

Effective VET clusters perform strategic functions to ensure all students have access to VCE VET in priority industries. Each function encompasses a range of key activities.

Strategic functions are the activities the cluster will engage in to expand the volume and breadth of VET available to school students, and to grow the clusters’ capabilities.

A VET cluster self-assessment tool (DOCX) has been developed to monitor progress of a cluster against the functions set out below.

1. Address barriers to participation in VET

• Design an approach to identify and monitor barriers to access (including equitable access) across the cluster
• Develop possible solutions to barriers (for example, alternative delivery models, alternate timetabling models, or mini-clusters)
• Engage relevant stakeholders and access supports

2. Respond to student demand, local needs and opportunities to expand VET options and availability

• Compile and analyse cluster-level data on:
  • VET provision
  • student needs (including priority cohorts), aspirations and demand
  • student engagement and outcomes
  • infrastructure utilisation
  • workforce capacity
  • industry needs
• Strategically plan the cluster’s continuous improvement, including by identifying and responding to:
  • barriers and opportunities to improve cluster functionality, for example financial viability or engagement of key stakeholders
  • emerging opportunities and risks to school student access to VET
• Increase the breadth and volume of VET available to school students, for example by:
  • facilitating the sharing of infrastructure and workforce
  • facilitating workforce training opportunities
  • negotiating provision with TAFEs and RTOs

3. Facilitate improved practice in the coordination and delivery of VET to school students

• Facilitate networks of school VET coordinators (and other relevant staff), practitioners, trainers and key stakeholders to share practice experiences and expertise
• Identify professional learning needs and facilitate opportunities for school VET coordinators, other relevant school staff (for example, business managers, principals, careers practitioners) and VET trainers
• Provide induction and mentoring support on cluster operations to new school VET coordinators, other relevant school staff and new RTOs, providers and trainers
• Celebrate student and trainer excellence (for example running awards nights, student recognition programs)

Clusters have additional functions that support effective use of Trade Training Centre and Australian Technical College facilities. For more information, refer to: Trade Training Centres.

Membership, roles and responsibilities

Membership

All government secondary schools are assigned to a VET cluster. Catholic and independent schools that participated in place-based planning in 2022 or 2023 are also assigned to a cluster.

This assignment is not final, and in conjunction with clusters, schools can review which cluster they are most suited to work with.

Schools can identify their assigned cluster by contacting the Jobs, Skills and Pathways Manager in their regional office.

When considering making changes to cluster membership, it is important that:

• schools consider the practicalities of active collaboration and engagement with a cluster, including shared provision of VET
• schools and cluster coordinators liaise with the Jobs Skills and Pathways Manager in their respective regional office.

If a school changes cluster (government or non-government), the respective clusters must inform the department at pathways.reform@education.vic.gov.au

Member school roles

To realise the greatest benefit from clusters, it is recommended that schools engage in clusters by:

• contributing to development of the cluster's Governance Terms of Reference, Memorandum of Understanding and strategic plan
• nominating staff for the cluster’s Governance Group (note: individual clusters will determine whether this is a principal-class staff member or VET coordinator – refer to the VET cluster governance Terms of Reference template (DOCX) for further information)
• actively engaging in cluster operations, including ensuring VET coordinators can attend and participate in the cluster’s Operations Group (or equivalent operational body) meetings and activities
• collaborating with other schools and providers in delivering VET across the cluster
• providing application and enrolment data to facilitate analysis of enrolment trends to address access and provision challenges
• working closely with the cluster coordinator, LLEN, Regional Pathways Workforce.

Cluster coordinator

Cluster coordination is essential for effective clusters and is best performed by a dedicated cluster coordinator. For more information, refer to Cluster coordination funding.

A template VET cluster coordinator position description (DOCX) is available to support clusters in recruiting suitable staff.

The template lists a broad range of activities that a cluster coordinator might undertake and can be adapted to suit a cluster’s specific needs. The recommended range of responsibilities includes:

• cluster operations, such as:
  • managing the daily operations of the cluster
  • chairing and managing the Cluster Operations Group
  • implementing this policy and guidance
• stakeholder engagement, such as:
  • acting as the central point of contact between stakeholders
  • identifying and developing relationships with new stakeholders that will benefit the cluster’s objectives and goals
• communications and documentation, such as:
  • developing cluster communications products, including promotional and information materials, and managing their dissemination
  • developing and maintaining cluster documentation such as cluster operations guidelines and student handbooks.

Regional Pathways Workforce

The department’s Regional Pathways Workforce, led by Jobs, Skills and Pathways managers in regional offices, provides ongoing support to clusters.

Regional Pathways Workforce support for clusters is critical in implementing the senior secondary pathways reform.

The level of support required of the workforce will depend on the functions undertaken by the clusters in their area.

The support will focus on the implementation of this policy and guidance by providing advice and support to establish or enhance clusters. This includes:

• supporting clusters to review functionality and identify areas for improvement
• facilitating engagement of key stakeholders, including:
  • schools (principal-class and VET coordinators)
  • VET providers (TAFEs and RTOs)
  • LLENs.

for new clusters, supporting the initial development of a shared vision and implementation of structures to support increased collaboration. For example, governance structures, regular meetings, Memorandum of Understanding (MoU) that sets out:

• the members (for example, schools and LLENs)
• cluster governance arrangements
• agreed terms of the partnership
• child safety obligations

for long-term clusters, supporting clusters to work more strategically (for example, enhancing their processes for coordinating provision, including addressing barriers and pursuing additional opportunities).

Local Learning and Employment Networks

Local Learning and Employment Networks (LLENs) partner with schools to jointly administer clusters. Overall strategic direction of the cluster will be provided by the Cluster Governance Group, while the LLEN will:

• contribute strategic leadership through engagement of the LLEN executive officer in cluster governance
• employ and have direct oversight of the VET cluster coordinator
• facilitate cluster activities
• work closely with the Regional Pathways Workforce to:
  • implement this policy and guidance and other relevant department reforms
  • establish new clusters
  • support existing clusters to review their functionality and sustainability and to identify areas that may benefit from department and LLEN support.

Cluster coordination funding

In 2024, 2025 and 2026, the department has provided VET Cluster Transition Funding to clusters to establish this coordination and to support their transition to long-term funding arrangements.

Clusters must determine the long-term funding arrangements that meet their needs.

A VET cluster self-assessment tool (DOCX) has been developed to support new and existing VET clusters as they develop submissions to apply for VET Cluster Transition Funding.

For queries and support relating to VET cluster funding, schools can contact the Jobs Skills and Pathways Manager in their regional office.

Contribution rates

For simplicity and to recognise the cluster’s benefit to all member schools, clusters are encouraged to calculate contributions at a single rate per school.

If this is significantly inequitable, the contribution per school can be modified with a per-enrolment calculation. This may be necessary for example, if there is a significant discrepancy in enrolment numbers between schools.

Resources

Templates

• VET cluster governance Terms of Reference template (DOCX)
• VET cluster Memorandum of Understanding template (DOCX)
• VET cluster coordinator position description (DOCX)
• VET cluster self-assessment tool (DOCX) – optional tool for clusters to collect data to inform their agreed goals, actions and progress