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It outlines how students access information on VET qualifications and career pathways and proposes improvements to Commonwealth-funded student information. The response highlights current transparent resources, explains the structure and credit arrangements of VCE VET programs, and calls for clearer guidance on credible sources, course accreditation, reduced duplication, improved teacher/parent/student templates, and better media and school profiling to shift perceptions of VET.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":45,"@type":76,"position":81},"https://docshare.wps.com/document/religion-spirituality/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inquiry-into-the-perceptions-and-status-of-vocational-education-and-training-submission-48-response/315866/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inquiry-into-the-perceptions-and-status-of-vocational-education-and-training-submission-48-response/315866.png","ImageObject",300,407,{"name":92,"@type":93},"Aria","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-26","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What VET context does this submission address?","Question",{"text":112,"@type":113},"It addresses VET delivered to secondary students within Victoria, including how students and their support networks access information through secondary school, vocational education, higher education, and work transitions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which examples of VET information resources does the submission reference?",{"text":117,"@type":113},"It references VCAA’s Get VET publication, VCE VET program information pages, independent career websites such as myfuture (Australian Government and Victorian Department of Education resources), and the CECV annual publication Supporting Pathways and Transition in Victorian Catholic Schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies does the submission propose to improve VET perceptions and information?",{"text":121,"@type":113},"It proposes increasing awareness of credible VET information sources, helping people with limited prior knowledge identify accurate and reliable information and distinguish accredited vs non-accredited courses, reducing duplicated information, using clear resources for stakeholders, developing sector-inclusive templates, and encouraging schools and media to showcase VET success to shift perceptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},315866,1790203279,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":44,"category_name":45,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336464648322,"https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488","Inquiry into the Perceptions and Status of Vocational Education and Training  \nSubmission 48  \nResponse to the Inquiry into the Perceptions and Status of Vocational Education and Training  \nCatholic Education Commission of Victoria Ltd.  \nInquiry into the Perceptions and Status of Vocational Education and Training  \nSubmission 48  \nCatholic Education Commission of Victoria (Ltd)  \nInquiry into the Perceptions and Status of Vocational Education and Training  \nThe Catholic Education Commission of Victoria Ltd (CECV) welcomes the opportunity for input into the Inquiry into the Perceptions and Status of Vocational Education and Training and, for consideration, provides the following responses to the Terms of Reference. Our responses to the Terms of Reference address the context of Vocational Education and Training (VET) delivered to secondary students (VDSS) within Victoria.  \n1. Information available to students about VET qualifications and related career pathways along a student's journey through secondary schools, vocational education, higher education, and work transitions, with a focus on how this combines with other sources of advice, including informal advice, to influence student choices, and how Commonwealth funded information for students about VET may be improved;  \nThere are many great examples of useful, transparent resources framed with accessible, plain language and easy to navigate information for parents and students about VET. Some examples of these include:  \n• The Victorian Curriculum and Assessment Authority’s (VCAA) Get VET publication. Get VET promotes secondary students across Victoria exploring their passion through VET and how VET develops their workplace skills and knowledge. It includes several examples of flexible and directional pathways and how VET can prepare students for jobs of the future. Included in Get VET is a wide range of resources such as fast fact sheets, career pathway posters and student success story videos.  \n• VCE VET programs comprise VET qualifications approved by the VCAA following consultation with schools, industry and training providers. They provide credit towards the certificates available to senior school students in Victoria; including the Victorian Certificate of Education (VCE), the VCE Vocational Major (VM) and the Victorian Pathways Certificate (VPC) . Individual VCE VET program pages clearly arrange information about VET for key stakeholders including students, parents, schools, Registered Training Organisations (RTOs) and employers. Information displayed on these pages includes an overview of the VET certificate, the skills and knowledge the certificate offers and the pathways it can lead to. The respective program pages also include advice regarding Structured Workplace Learning (SWL), clear credit arrangements, information on how the programs can contribute towards a student’s senior school education certificate and an ATAR and other resources.  \n• Various online career websites provide independent and evidence-based resources for students to explore career pathways and tools to develop their knowledge to help with their career decision-making. These websites also include information for engaging support people in the career development of young people. For examples, see myfuture and various other resources published by the Australian Government and the Victorian Department of Education.  \n• The CECV’s annual publication Supporting Pathways and Transition in Victorian Catholic Schools showcases VET and provides information and support for the benefit of school leaders, coordinators and practitioners. It provides a guide to Victorian Catholic schools to help maximise student pathways and transition options.  \nInquiry into the Perceptions and Status of Vocational Education and Training  \nSubmission 48  \nCatholic Education Commission of Victoria (Ltd)  \nThere is a need to further develop and implement strategies to:  \n• Increase the awareness of knowing what credible an","cbCaiajp6ZM6WaKD","https://ap.wps.com/l/cbCaiajp6ZM6WaKD","pdf",1262202,13,"English","# Response scope\n## Information about VET qualifications and career pathways\n## Current resources and examples\n## Gaps and proposed strategies","[{\"question\":\"What VET context does this submission address?\",\"answer\":\"It addresses VET delivered to secondary students within Victoria, including how students and their support networks access information through secondary school, vocational education, higher education, and work transitions.\"},{\"question\":\"Which examples of VET information resources does the submission reference?\",\"answer\":\"It references VCAA’s Get VET publication, VCE VET program information pages, independent career websites such as myfuture (Australian Government and Victorian Department of Education resources), and the CECV annual publication Supporting Pathways and Transition in Victorian Catholic Schools.\"},{\"question\":\"What strategies does the submission propose to improve VET perceptions and information?\",\"answer\":\"It proposes increasing awareness of credible VET information sources, helping people with limited prior knowledge identify accurate and reliable information and distinguish accredited vs non-accredited courses, reducing duplicated information, using clear resources for stakeholders, developing sector-inclusive templates, and encouraging schools and media to showcase VET success to shift perceptions.\"}]","Inquiry into the Perceptions and Status of Vocational Education and Training - Submission 48 - Response | PDF",1789907271,33]