Structured Work Placement

Introduction

This programme provides structured learning opportunities for students in a real workplace environment.
MRSILS coordinates >2,000 student structured workplace learning placements annually for the ten schools in its cluster.

The advantages in having a systematic and coordinated approach to implementing structured workplace learning industry placements for all the eligible students in the community are:

All the students who apply for an industry placement get the best possible placement opportunity that is available in the community in an equitable manner.
One central body managing the process for all the schools can identify problems associated with arranging the best possible placement, and ensure a fair, coordinated and effective approach is taken in arranging an appropriate placement for ALL students.
MRSILS negotiates with all schools via their Vocational Coordinators to ensure that we use the available time in a calendar year fairly. MRSILS ensures that no more than 250 students are placed in industry at any one time throughout the year. (We have learnt from experience that to place more than 250 students at any one time is almost impossible and not conducive with guaranteeing a quality and relevant industry placement for all students)
All students with a disability or impairment are individually interviewed prior to industry placement.
One central well trained placement coordinator approaches industry supporters, instead of ten different coordinators from ten different schools that are unaware of each other’s demands, and the database maintained by MRSILS records any industry specific concerns that relate to the placement of students. Industry has identified this benefit as crucial and states it often. Many businesses have stated that they will only deal with MRSILS as they believe it is the most effective and professional way of managing industry placements.
Should a problem arise with any student at a business premises, a MRSILS staff member will visit the site and assist the employer and student to resolve any issues.
An effective and comprehensive computerised reporting system has been established that can report on placements by school, gender, industry, job, Indigenous, NESB, Students with disabilities, year level at school etc. These reports are available to Vocational Education Stakeholders for the purpose of developing curriculum and identifying training needs.

In many cases the business person requests a face to face interview with MRSILS prior to accepting a student. Employers are often concerned with safety and litigation issues and these can be difficult to explain over the phone.

As MRSILS expands we are constantly seeking new employers and this requires a marketing effort that absorbs human and other resources. Activities such as displays, talks to service organisations, and Vocational Awards events all need to be planned and staffed on a continuing basis.

To arrange this mammoth task MRSILS commissioned Acti8 to design and develop a computerized database that records all the supporting businesses and the vocational positions that they can provide, this database has an excellent vocational/student matching capability and automatically prints the documents required for insurance cover and information to parents, students and business supporters. This database needs annual upgrades to keep pace with the changing face of industry and the vocational education policies initiated at a state and commonwealth level.

A network of five computerised work stations with phone/fax/email capabilities is set up to meet peak workload deadlines.

Other task carried out by MRSILS:

• Career Transition Support Service
• Industry Adopt a School Program
• Indigenous student links with industry program
• Suspended students Support Program
• Indigenous students employment program

The above tasks link very effectively with the SWL Industry Placement program

The process for arranging student structured workplace learning placements is listed on the backpage of the “STUDENT WORKPLACEMENT FORM”