VET What is it Vocational education and training is education and training for work' It exists to de

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VET - What is it?Vocational education and
training is education and training for work. It
exists to develop and recognise the competencies
or skills of learners.It has traditionally been
seen as post-secondary, non-university education
and training, focusing on apprenticeships. But
reforms in the past decade now see vocational
education and training programs offered in
secondary schools, stronger links with university
study options and six levels of qualifications
offered in most industries, including high
growth, new economy industries.
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Providers of learning and assessment services are
registered by the system and regularly audited
for service quality. The system enables providers
to operate anywhere in Australia, and to issue
nationally-recognised qualifications. In May
2001, there were over 4000 registered training
organisations, including TAFE institutes, private
training and assessment organisations,
enterprises, universities, schools and adult
education providers.
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Training packages provide the central system
architecture. Training Packages specify the
competencies that must result from the provision
of learning services, industry requirements for
assessment, and the qualifications that result
from competence. In industry areas where there
are not yet Training Packages, accredited courses
are used instead.
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Commonwealth, State and Territory governments -
the ANTA Agreement brings together Commonwealth,
State and Territory governments to provide the
policy and regulatory frameworks for the VET
system. Governments implement the National
Training Framework (which includes Training
Packages and the national Quality Training
Framework) to enable consistency, quality and
national recognition of provider services.
Governments also provide approximately half the
funds for the system - the other half being
provided by enterprises and learners themselves.

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History of Vocational Education and
TrainingVocational education and training (VET)
in Australia had its roots in the mid to late
nineteenth century with the establishment of
mechanics institutes, schools of mines and
technical and working mens colleges to develop
the skills of Australias working population. For
almost 100 years, training and institutions were
largely concentrated around males working
fulltime in a fairly narrow band of trade related
industries.
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In the 1960s and 70s.Industry and society
started to change. The traditional manufacturing,
mining and agricultural industries started to
decline in economic significance and new
industries, like communications and finance, were
emerging. More women entered or re-entered
education and the workforce. The 1974 Kangan
Report on Needs in Technical and Further
Education defined the roles and the mission of
what is now known as the TAFE system. Training
began to change with more preparatory and
pre-vocational training and slowing growth in the
traditional heartland of trade and technical
training.
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Into the 1980sThe services industries continued
to expand at the expense of the mining,
manufacturing and construction industries ---
TAFEs traditional territory. Networks of private
training providers, largely providing training to
service industries, were also emerging. A number
of reports pointed to the need for the training
system to be driven by the needs of the
individual and industry so the economy as a whole
could prosper.
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In the early 90sThe Deveson (Training Costs of
Award Restructuring), Finn (Young Peoples
Participation in Post-Compulsory Education and
Training) and Carmichael Reports looked at
expanding training systems, increasing young
peoples participation in training and a
consolidated national system. Consensus developed
across Australia that substantial reform and a
unified national effort was required.
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In 1992All States, Territories and the
Commonwealth agreed to the establishment of ANTA
and a co-operative federal system of vocational
education and training with strategic input by
industry.
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In 1994The Fitzgerald Report into the
implementation of the national system led to some
of the current elements of todays VET system,
including concepts of best practice and user
choice, States and Territories taking
responsibility for accreditation and standards
endorsement and a stronger and more coherent
industry training advisory structure.
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The late 90ssaw the introduction of New
Apprenticeships, the establishment of the
National Training Framework, the introduction of
VET in schools and the development of Training
Packages.
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In 2000 and beyondThe national VET system
continues to respond to industry, individual and
community needs, focussing on capturing the best
advice possible from industry meeting client
needs and clearer, higher quality standards, all
within a nationally consistent, quality VET
system. In a rapidly changing global work and
social environment, improvement must be
continuous and the VET system will continue to
change to equip Australia and Australians for the
future.
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What are they?Training packages are sets of
nationally endorsed standards and qualifications
for recognising and assessing people's skills. A
Training Package describes the skills and
knowledge needed to perform effectively in the
workplace. They do not prescribe how an
individual should be trained. Teachers and
trainers develop learning strategies - the "how"
- depending on learners' needs, abilities and
circumstances.
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Training Packages are developed by industry
through national Industry Training Advisory
Bodies (ITABs), Recognised Bodies or by
enterprises to meet the identified training needs
of specific industries or industry sectors. To
gain national endorsement, developers must
provide evidence of extensive consultation and
support within the industry area or enterprise.
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A Bridge to the FutureA Bridge to the Future
Australias National Strategy for Vocational
Education and Training 1998-2003 is Australias
national strategic plan for vocational education
and training (VET).It states the vision and five
objectives for the national VET system, as agreed
by all Commonwealth, State and Territory
governments, and strategies to achieve the
objectives.The objectives areequipping
Australians for the world of work enhancing
mobility in the labour market achieving
equitable outcomes in vocational education and
training increasing investment in training
maximising the value of public education and
training expenditure
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Vocational education and training in
schoolsAround 90 per cent of Australias
secondary schools now offer vocational education
and training (VET) to their senior students. This
means students can gain practical work skills and
nationally-recognised VET qualifications as part
of their school education.
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In 1999, almost 137,000 school students undertook
programs at school that could lead to Certificate
I, II or III qualifications as well as a senior
secondary certificate
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Almost 4,000 school students undertook part-time
New Apprenticeships in 1999. In practical terms,
this means they became trainees and apprentices
who are also doing academic, school-based
subjects towards their senior school certificate.
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Recently the Karpin report (1995) identified that
the 'development of a positive enterprising
culture' was the biggest challenge faced by this
nation. Enterprise Education is an important
strategy in developing this enterprising culture.
One way that teachers can gain an insight into
the importance of enterprise is to form
constructive links with those involved in
enterprise, ie industry.
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A 'narrow' definition of enterprise which sees it
as business entrepreneurialism (in other words,
the promotion and development of enterprise
within education and training systems is viewed
purely as an issue of curriculum development to
enable young people to learn, usually
experientially, about business start-up and
management).
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A 'broad' definition of enterprise which regards
it as a set of qualities and competencies that
enable individuals, organisations, communities,
societies and cultures to be flexible, creative
and adaptable in the face of change ('This
approach is based on the belief that enterprise
involves using the imagination, being creative,
taking responsibilities, identifying ideas,
organising for action, making decisions, managing
and communicating with others, assessing
performance and the like in a wide range of
living and working contexts') (p.1)

Organisation for Economic Cooperation and
Development (1989)(quoted in Curriculum
Corporation 1995, p.1)
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An enterprising individual has a positive,
flexible and adaptive disposition toward change,
seeing it as normal and as an opportunity rather
than a problem. To see change in this way, an
enterprising individual has a security borne of
self confidence, and is at ease when dealing with
insecurity, risks and the unknown. An
enterprising individual has the capacity to
initiate creative ideas and develop them through
into action in a determined manner. An
enterprising individual is able, even anxious to
take responsibility and is an effective
communicator, negotiator, influencer, planner and
organiser. An enterprising individual is active,
confident, purposeful, not passive, uncertain and
dependant.
OECD (1989)- (quoted in Curriculum Corporation
1995, p.2)
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Benefits to Educators Maintain
currencyAppreciate the impact of
technologyUnderstand modern work practices and
workplacesIncreased career knowledgeDevelop an
Enterprising CultureImproved community
knowledge and contact
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Benefits to Industry Use teachers expertise to
benefit companyRaise organisations
profileBreak down the education industry
divideBetter prepared and informed students
entering workforce
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Benefits Nationally recognised outcomesLinks
to post school options
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Challenges Physical resourcesHuman
resourcesSchool timetables
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Findings great variation in the level of
involvementextremely strong support for
school-industry link activitiesvery time
consuming for teachers
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Issues workload issues for secondary VET
teachersprofessional development issues for
practising teachersteacher preparation courses
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