Structured Workplace Learning

Roles and responsibilities

Ministerial Order 1412 – Structured Workplace Learning Arrangements (PDF) sets out in detail the responsibilities and duties which are outlined here. Schools must follow this guidance to ensure compliance with this legislation.

Principal or nominated person

Principals may nominate a person or class of persons (‘nominated person’) employed at the school to perform the powers and functions of the principal which relate to structured workplace learning (SWL).

When nominating a person, a principal must ensure that the person has the required knowledge and understanding of obligations in the Education and Training Reform Act 2006 (Vic) and Ministerial Order 1412 (PDF) relating to structured workplace learning arrangements.

If the above conditions are met, determining who is selected as the nominated person and for what duration is up to the discretion of the principal. Examples of who nominated persons might include, but are not limited to:

• an assistant principal at the school
• a teacher or education support staff member who has responsibility for coordinating the school’s structured workplace learning program.

If the SWL coordinator is the nominated person, they must not review and approve any arrangement that they have prepared in their capacity as a SWL coordinator. This ensures that the approval process for the SWL Arrangements is robust. In such situations, the arrangement form should be signed by the principal or another nominated person.

A nominated person will have the same powers and duties for these arrangements that the principal would have. Therefore, their responsibility and liability will be the same, and not at risk of being greater than, that of the principal in cases relating to structured workplace learning and work experience arrangements.

If a proposed nominee is uncomfortable with accepting the responsibilities of a nominated person, the principal may decide to assess the suitability of another appropriate person.

Placement arrangements

The principal or nominated person has a pivotal role in the organisation of a school’s structured workplace learning program. While a structured workplace learning coordinator arranges and manages the placements on a day-to-day basis, the principal or nominated person must ensure all the relevant guidelines and procedures related to the SWL program are being followed.

Principals or nominated persons must ensure that structured workplace learning coordinators and other relevant staff are familiar with the advice in the Guidance tab. This will support compliance with the conditions laid down in Part 5.4 of the Education and Training Reform Act 2006 (Vic) and Ministerial Order 1412 – Structured Workplace Learning Arrangements.

Note: It is important that the principal or nominated person is aware of the needs and requirements of students with special needs (and in particular, of students with disability) and that the structured workplace learning undertaken by these students is within their capabilities. Refer to the Students with disability and additional needs section of this guidance for further information.

The Structured workplace learning arrangement form must be signed by the principal or nominated person before the placement commences. At the time of signing the form, the principal or nominated person must ensure the following.

Health and safety

• The safety, health, development, education and wellbeing of the student will not suffer under the arrangement
• School compliance with the Child Safe Standards will be maintained throughout the duration of the proposed arrangement
• The student will not be subjected to any form of exploitation, harassment or unlawful discrimination during the course of the arrangement
• The student is undertaking occupational health and safety training that is part of their accredited course of study, or has provided evidence of completing the required occupational health and safety program before the commencement of the SWL placement
• The student has the structured workplace learning coordinator’s contact details to report any incidences of harassment, bullying or violence
• The employer has been provided with any necessary health information in relation to the student, including any information relating to any medical condition which may require treatment during the placement
• If the employer has been permitted to engage more than one student for every 3 employees, the principal or nominated person must be satisfied that the placement will not be detrimental to the health or wellbeing of any student in that workplace and the student must be visited as frequently as is reasonably practicable
• The distribution of structured workplace learning days during the school year under the proposed arrangement does not disadvantage the student with regard to the rest of their educational program at school

Placement suitability

• The proposed structured workplace learning will provide workplace learning suitable to the needs of the student, within the time frame specified and according to the student’s capabilities
• The proposed placement will provide structured workplace learning suitable to the needs of the accredited course of study for which the arrangement is proposed and within the time frame specified in that arrangement

Administration

• Appropriate procedures are established and applied for making and recording assessments of the student’s performance as required for the accredited course of study
• Both the employer and the nominated supervisor(s) of the student in the workplace are aware of their obligations to the student under the arrangement, as outlined in the Employer acknowledgment section of the Structured workplace learning arrangement form
• The employer, student and parent/carer (where the student is under 18 years of age) have completed the relevant sections of the Structured workplace learning arrangement form
• The structured workplace learning coordinator has arranged with the student an appropriate time to contact the student at least once during the placement

Student readiness

• The student has the capability to undertake the structured workplace learning as specified within the arrangement and to do so without exposing themselves or others in the workplace to any unacceptable risk
• The student, or the parent/carer (where the student is under 18 years of age), have made appropriate arrangements to travel to and from the workplace
• Where it is proposed that the student may be required to undertake vehicle travel with the employer and/or supervisor, that the student and parent/carer (where the student is under 18 years of age) have given consent by completing the Structured workplace learning travel and accommodation form
• Where required, appropriate arrangements have been made for the student to stay at accommodation other than their normal place of residence

Structured workplace learning coordinator

The structured workplace learning coordinator provides the link between the student, the school and the employer and is the key figure in any structured workplace learning program.

The role of the structured workplace learning coordinator is to assist students to find structured workplace learning positions, liaise with employers, ensure students are prepared for structured workplace learning, provide support during the placement to both the student and the employer, be the main point of contact between the student, employer and the school, and promote structured workplace learning programs to employers.

Before the placement

The structured workplace learning coordinator must ensure the following.

Student readiness

• Where required, support students to explore their interests and assist students to identify employers interested in structured workplace learning and arrange contact with those employers
• Ensure students are undertaking or have completed the required occupational health and safety preparation. Refer to Student safety and wellbeing on the Guidance tab for more details
• Where possible, prepare the students to be conscious of potential risks and give them strategies to deal with these risks, such as the need to report perceived hazards or concerns to their supervisor without delay
• Ensure students are aware of equal opportunity and unlawful harassment and discrimination, how to recognise abuse or other risks to their safety, and have the skills and confidence to raise concerns, make complaints or let someone know they feel unsafe. Refer to Student safety and wellbeing on the Guidance tab for more details
• Ensure students understand their rights and responsibilities and are aware of strategies to deal with any issues or concerns that may arise
• Ensure the student is ‘work ready’ and understands workplace behaviour and etiquette, including ensuring that students understand that they must not use the internet or other electronic communications for accessing illegal, offensive or inappropriate material
• Ensure that the student knows what to do in case of lateness to work, absence and/or an accident
• Ensure the student has clear expectations about the skills and competencies that the student is expected to gain in the workplace, and that the student will be given the opportunity to acquire these skills and competencies

Employer readiness

• Ensure that supervisors have been allocated for each student and that there are adequate levels of supervision of the student to ensure their wellbeing and safety in a discrimination and harassment free working environment
• Arrange a meeting or contact with employers to explain the procedures and processes related to structured workplace learning and provide the Structured workplace learning guidelines for employers (DOCX)
• Ensure the employer has clear expectations about the skills and competencies that the student is expected to gain in the workplace, and that the student will be given the opportunity to acquire these skills and competencies

Administration

• Provide students and parents/carers (where the student is under 18 years of age) with the Information sheet for parents and carers – Understanding the digital work placement form (DOCX), prior to sending the student and parent/carer the digital forms
• Ensure the Structured workplace learning arrangement form for each student is completed correctly and signed by all relevant parties, and that copies of the form have been given to the employer, the student and the parent/carer (where the student is under 18 years of age)
• Provide the student and the employer and/or supervisor with assessment procedures and the timing of assessment

Resources to support structured workplace learning coordinators perform their role, including ensuring students understand their rights and responsibilities, can be found on the Resources tab.

During the placement

The structured workplace learning coordinator must:

• make contact with the student at least once during the placement, or if the placement occurs for more than a single school term, at least once per term
• provide support to the employer/supervisor if required, for example, in creating a work program that would be suitable for the student, and providing clarification regarding employer/supervisor roles and responsibilities
• organise for assessment of the student to take place where required and appropriate
• be available as the first point of contact should anything go wrong and ensure that all correct procedures are followed. Refer to Student safety and wellbeing.

Note: School staff must report any reasonable suspicion that a child has been abused or is at risk of being abused. This includes abuse that has, or is suspected to have taken place during the course of the structured workplace learning arrangement, within or outside of school grounds and hours. For further information, refer to Report child abuse in schools.

After the placement

The structured workplace learning coordinator must:

• conduct a debriefing session which allows the student to evaluate and reflect on the placement
• finalise assessment and communicate results to the appropriate people.

The structured workplace learning coordinator may invite the employer to complete an employer evaluation. It is strongly recommended that letters of thanks are written to the employer by the student and the school.

Employer

Employers must understand their roles and responsibilities before, during and after entering a structured workplace learning arrangement.

The primary ways in which employers are made aware of their responsibilities are via the following forms:

• Structured workplace learning guidelines for employers (DOCX)
• Structured workplace learning arrangement form
• Fact sheet for employers: child safe standards and workplace learning

The employer must acknowledge on the structured workplace learning arrangement form that they have read the Structured workplace learning guidelines for employers provided by the school.

Before the placement

The employer must ensure that:

• the structured workplace learning coordinator and the student are aware of any special requirements (for example, starting and finishing times, special items of clothing and/or the need for confidentiality)
• a supervisor has been allocated to the student and that this person is aware of what is required of them during the placement
• the supervisor and other employees in the workplace understand acceptable and unacceptable behaviours when interacting with students.

During the placement

The employer must ensure that:

• the student is inducted into the workplace on their first day of placement
• the student understands workplace policies regarding bullying, harassment and discrimination, and any other behavioural standards or codes of conduct that apply to the workplace
• the student is given an opportunity to complete any required school allocated work experience tasks during the placement – for example, completing a journal, meeting with staff to complete interviews
• the student understands the tasks they will undertake during the placement
• where required, the student is provided with appropriate clothing and protective equipment and instructed in its use
• opportunities are provided for the student to acquire or to enhance skills
• the student is given adequate support and directly supervised at all times while undertaking work related activities
• the student has access to their supervisor(s) and knows how to report any problems or concerns
• the student understands the workplace policy for dealing with concerns or complaints about behaviour at work
• they consult the principal if it is deemed necessary to terminate the arrangement before the agreed time
• the student is paid a minimum of $5 per day
• the principal, nominated person or structured workplace learning coordinator is immediately contacted if the student becomes ill or is injured in the course of the placement
• the student and school staff can readily contact each other, to monitor progress and address any issues promptly
• if any problems arise, including unexplained absences, the structured workplace learning coordinator is contacted immediately so they can be addressed promptly.

After the placement

The employer must ensure that:

• the workplace learning experience is discussed with the student to find out if the student was satisfied with the placement
• they provide feedback about the student’s performance, for example, complete a student evaluation or provide a student reference
• reimbursement has been paid to the student, in accordance with section 5.4.9 of the Education and Training Reform Act 2006.

The employer may be invited to complete an employer evaluation.

Student

Students must be aware that they are representing their school while on structured workplace learning and must continue to observe school policies and codes of conduct.

Students must also follow general workplace rules and understand protocols regarding the internet. In particular, students must not use the internet or other electronic communications for accessing illegal, offensive or inappropriate material. Students must be aware that some work placements might use sensitive information that must remain private and confidential.

Before the placement

The student must:

• ensure they understand their obligations in relation to occupational health and safety in the workplace. Refer to the Occupational health and safety preparation section for more information
• complete and sign the Structured workplace learning arrangement form
• call or meet with the employer/supervisor on site before commencing the placement to discuss:
  • starting and finishing times
  • arrangements for meal breaks
  • clothing requirements
  • tasks/activities to be performed
  • workplace assessment
  • any equipment or tools that the student may be required to bring
  • any special requirements the student may have
• if required, remind the employer at least 2 weeks prior to commencement of the upcoming placement
• ensure they have the contact details of the structured workplace learning coordinator.

During the placement

The student must:

• behave like an employee and follow requirements of the workplace and instructions given by their employer/supervisor
• be polite and courteous, wear clothing appropriate to the workplace and be punctual in attendance
• perform tasks which will enable their skills and competencies to be assessed where appropriate
• ensure that the skills and competencies being assessed are recorded, signed off, dated and the results communicated to the structured workplace learning coordinator
• inform the structured workplace learning coordinator and employer of expected or unexpected absences from work, or necessarily late arrivals
• immediately report all accidents, ‘near misses’ and/or hazardous situations in the workplace to their supervisor and the structured workplace learning coordinator
• immediately seek advice from their supervisor when unfamiliar with workplace procedures regarding occupational health and safety, or uncertain about how to complete a task
• report any concerns or issues to the structured workplace learning coordinator
• keep contact numbers of their parent/carer, school and employer with them at all times during their placement so that they can inform these parties about any changes to working times or other issues that may arise.

After the placement

The student must evaluate and reflect on the placement, and discuss the suitability of the placement with the structured workplace learning coordinator.

It is strongly recommended that the student also reflects on the placement with the employer, completes a letter of thanks to the employer and keeps a copy of the employer evaluation for use in their personal portfolio and future placements.

Parent or carer

Parents/carers have an important role in the successful delivery of structured workplace learning for their children. They play a vital role in discussing suitable structured workplace learning placements with their children and assisting them to understand roles and responsibilities in the world of work.

Before the placement

The parent or carer may:

• discuss information about occupations and industries that their child could consider for a structured workplace learning placement
• where required, assist their child to find a structured workplace learning placement.

The parent or carer must:

• sign the structured workplace learning arrangement form, thereby acknowledging their contractual responsibilities
• make appropriate arrangements for their child to safely travel to and from structured workplace learning
• make appropriate arrangements if their child is required to stay at accommodation other than their normal place of residence and complete the Structured workplace learning travel and accommodation form
• provide consent to any proposed vehicle travel that their child may undertake with the employer by completing the Structured workplace learning travel and accommodation form
• provide any necessary health information relating to their child, including details of any medical condition which may require treatment during the placement.

During the placement

The parent or carer is encouraged to:

• discuss the day’s activities with their child and, if any problems are identified, encourage them to follow correct procedures to deal with the problem
• keep details of the workplace with them in case they need to contact their child.

After the placement

It is recommended that the parent/carer assist in the debriefing process on completion of structured workplace learning arrangements, and encourage their child to reflect on their experiences in the workplace and continue their exploration of careers and occupations.

If required, parents/carers can refer to their child’s school for further guidance on how to support their child’s structured workplace learning arrangements.