Vocational education and training (VET) represents one of the most significant reforms to the senior secondary curriculum in Australian schools over recent decades. Introduced to expand curricular options and provide work-based training and qualifications, the numbers of students participating in VET have more than trebled since the mid-1990s. The aim of this report is to develop a school-based typology that captures some of the variation in VET provision across Australian schools. Models of VET provision are constructed using information on system-level policies, obtained from state and territory curriculum authorities, and information on school-level delivery derived from a national survey of schools and students. Data derived from the schools and students involved in the "Longitudinal Surveys of Australian Youth" 1998 Cohort contribute to the construction of the typology. The report not only focuses on the types or models of VET provision, but also their impact on school completion rates and on initial post-school outcomes for different groups of students. At a general level, the results suggest that whereas schools adopting the integrated models of VET tended to promote higher retention in school for VET participants, the schools providing stand-alone VET programs tended to promote better initial post-school outcomes--better in terms of avoiding unemployment and successfully entering pathways involving tertiary study, apprenticeships and entry to full-time work. In this sense the TAFE Model of VET provision in schools seemed to promote positive post-school outcomes while the School Model seemed to promote better completion rates for participants. (Contains 21 tables and 2 figures.) [This report forms part of the Longitudinal Surveys of Australian Youth: a research program jointly managed by ACER and the Australian Government Department of Education, Science and Training (DEST). The project has been funded by the DEST LSAY Analysis Grants Scheme. For Research Report 47, see ED489117.]