Vocational Education and Training Clusters

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.