Salford College offers Vocational School Programs which are held and taught directly on the school sites. The college is committed in providing the best quality in vocational training and helping the students throughout their career pathway.
Having many industry relations Salford College helps the students find the best places for their work experiences during their courses. For those who are keen to progress on their career we are also happy to find the right match in the industry for them to be undertaken as apprentices or trainees.
Why Train With Salford College?
- Students can start the programs from Year 10 and progress to year 12 gaining valuable SACE points from Certificate II to Certificate III programs
- Students can progress to Salford College Certificate IV or Diploma programs should they choose to after year 12
- Get valuable SACE points under stage 2 for certain courses
Our real strength is in our industry placements – all our trainers currently work within the industry so we are able to offer high quality industry placements for all our students. Some of our key industry partners include the Intercontinental Hotel, Stamford Grand, Hilton International, Charminar Group and others.
Our industry relations is also a great advantage when it comes to finding the right trainees and apprentices as we are able to help our star students find the right place to continue their career pathway.
We also have the opportunity to offer schools guest speakers / industry tours re: Business, Management, Hospitality and Kitchen Operations to compliment the training that we offer.
As a low risk RTO preferred provider, we are the perfect choice to help students with their chosen future studies.
Case Study – Paralowie R-12 School
Salford College has, for the past 4 years, run the Kitchen Operations (Cert.ll), Hospitality (Cert.ll and partial Cert.lll programs) for Paralowie R-12 School. Every year around 40 students successfully complete the programs. This represents a successful completion rate of over 95%.
“Feedback has also been extremely positive from schools. Staff teaching in adjoining areas provided very positive reports about the quality of training and the professional approach of the trainers. In particular the teachers noted the student’s engagement and relationship with the trainers. This was also reinforced by the absence of any student behaviour management issues.
At an administrative level, host schools were impressed with the details that were handled before courses began – such as the development of clear behaviour management strategies that worked within school structures, visits and equipment checks by Salford staff, support to purchase required equipment and pre arrangement around ICT access, software and hardware.”