Apprenticeships were likely to provide a pathway into apprenticeships or traineeships in a similar industry area, but the long-term career plans of those who had undertaken them were less likely to be within that industry area; work experience and school-based New Apprenticeships both had some influence on respondents' study intentions; a high proportion of the respondents held VET qualifications: two-fifths had completed a Certificate II and one-quarter a Certificate III; about one-eighth were currently enrolled in either Certificate III or Certificate IV qualifications.The study builds on the work of two previous studies (School students' learning from their paid and unpaid work / Erica Smith, Annette Green, indexed at TD/TNC 68.01, and School students' views on their working and learning in the workplace / Erica Smith, Lou Wilson, indexed at TD/TNC 70.13).This report describes and analyses how the work activities undertaken by students while at school affect their post-school pathways into and between work and study. Increasingly, students are involved with workplaces while still at school. The three major ways in which this is happening (in order of extent of engagement) are through work experience, paid part-time work, and VET in Schools programs, which generally include structured work placements. A special form of part-time work, which also involves gaining vocational education and training (VET) qualifications, is a school-based apprenticeship or traineeship (collectively known as school-based New Apprenticeships). The research questions for the project were as follows: To what extent does involvement with workplaces (including multiple involvements) while at school affect school leavers' subsequent pathways, and in what ways? How can multiple pathways be described and conceptualised? What are the students' views about the worth to them of their different involvements with workplaces?
|Publisher||National Centre for Vocational Education Research|
|Commissioning body||VOCED (National Centre for Vocational Education Research)|
|Number of pages||66|
|Publication status||Published - 2005|