Outline The Recent History Of Vocational Education And Training In Australia

Running head: VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 1

Outline the Recent History of Vocational Education and Training in Australia

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HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 2

Outline the Recent History of Vocational Education and Training in Australia

Introduction

In the recent past, business organisations have considered the workplace training as a

critical element in the creation of their strategies. They have treated workplace training as a

fundamental function that adds effectiveness and efficiency in their operations (Armson &

Whiteley, 2010). It is in this regard that numerous economies are pursuing measures to see the

enforcement of employee training policies by the business organisations. This piece of writing

provides a brief review of the history of vocational education and training (VET) in Australia. It

also critically examines the factors influencing the adoption and change in the national unified

VET system. VET has been described as a method adopted by organisations to empower the

workers by providing them with training so that they can develop certain professional skills.

Also, the paper discusses some of the philosophies underpinning the adoption of VET system. In

the course of the discussion of these issues, the paper describes the meanings of work-based

learning (WBL) and competency-based learning/training (CBL/CBT) and their role as well as

how they underpin VET.

Brief Review of the History of VET System in Australia

According to Robinson (2000), for the last 30 years, Australia has introduced substantial

reforms of the VET system with an intention of meeting the dynamic social and economic needs

of the country. The early reforms of the system can be traced back during the 1800s when the

craft-based apprenticeship system was ‘transported' from England (Robinson, 2000). Between

the 1800s and the 1960s, the country experienced a slow expansion of apprenticeships in certain

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 3

occupations and craft areas. Furthermore, in the course of that period, there was a gradual

establishment of technical secondary schools, technical colleges, mechanical institutes, and

vocational training and education institutions. In the 1970s, the country modernised the VET

system by introducing the Technical and Further Education (TAFE) institutes that were publicly

funded (Robinson, 2000). Additionally, the Government introduced the national subsidies for

apprenticeships. The National Centre for Vocational Education Research (NCVER) was later

established in the early 1980s. Following the Kirby Report of 1985, a traineeship system was

established to compliment apprenticeships (Robinson, 2000). The report also informed the

decision to execute the competency-based training in the late 1980s. Moreover, the establishment

of the Australian National Training Authority (ANTA) in 1992 marked a critical stepping stone

for the development of VET in Australia (Robinson, 2000). The organisation foresaw an increase

in the number of VET students in the country by about one million. The efforts of ANTA were

boosted by the establishment of the Australian Qualifications Framework (AQF) that made all

the training and education qualifications compulsory and categorised them under one national

qualification system.

It is important to note that, during the 1990s, the Australian Government developed the

National Training Packages that were to be applied across all the occupations and industries that

existed in the country (Robinson, 2000). This effort, together with the establishment of the

Australian Recognition Framework (ARF) in 1998, led to the number of VET students increasing

to approximately 1.5 million (Robinson, 2000). In these developments, the Government made

considerable emphasis on the enhancing of the workers’ contemporary skills so that they can

adjust to the rapid changes in the field of technology and the ever-increasing effects of

globalisation.

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 4

The Catalysts for Reforms on the VET System

There are numerous factors that necessitate the need for a Government to adopt and make

changes to the VET system. Ballenden (2001) identified one of these factors as the need to have

a qualified and skilled workforce that will catalyse the economic development of a nation.

Vocational competencies and skills of the workforce have been found to be key ingredients to

the performance of a country's economy (Brown, 1999; O'Toole, 2010). Through an effective

vocational training, new and productive talents are developed. These talents are critical in a

country’s industrial development. Ballenden (2001, p. 39) noted, "The skills Australia needs for

economic and social success are often generic and transferable and currently undervalued in the

formal education and training system." Therefore, there is a need for countries to show

commitment through strategies to value and develop workforce skills because they equip

employees to work in a knowledge economy.

Another important factor that spearheads the adoption and changes in a national unified

VET system includes the challenges resulting from globalisation. Globalisation has seen critical

changes in the world of work and the economy evident through outsourcing, downsising,

structural changes, and rapid technological changes (Ballenden, 2001). Indeed, Brown (1999)

consented to that point by alluding to the fact that the onset of the knowledge economy due to

globalisation has had a profound effect on operations of work worldwide. The change in

technology is occurring at a rapid pace. Ballenden (2001, p.) observed, “An hour’s work is, on

average, twenty-five times more productive now at the beginning of the 20

century. Some of

the resources that were considered critical in wealth generation in the past, included labour, land,

and physical materials. However, in the recent past, knowledge, creativity, and ideas have been

regarded as the key resources required for wealth generation. From Robinson’s (2000) view, it is

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 5

becoming increasingly apparent that the contemporary employees need much knowledge in IT as

well as excellent human relations and interpersonal skills to bring out the best in them.

Furthermore, to make sense of the existing massive and bulky information in the contemporary

world, the workers must have critical interpretive and analytical skills (Australian Workforce and

Productivity Agency, 2013).

The desire to adopt and make changes to the VET system can also be informed by the

need to promote the per capita income and the living standards of an employee (Ryan, 2011).

Vocational training enables a person to gain intensive competencies and skills related to his/her

specific profession. The competencies translate to improved overall efficiency and productivity

of an individual, hence the alleviation of living standards and per capita income of a country’s

residents.

The ageing population is another factor that informs the effort to make changes to the

VET system. In the case of Australia, the population is forecasted to expand at a rate of one per

cent per annum in the next twenty years. However, the number of youth between 15 and 24 years

is not expected to grow whilst that of those between 45 and 64 years is anticipated to grow by

over forty per cent (Robinson, 2000). From Robinson’s (2000, p. 39) position, “The source of

new skills in countries like Australia will need to be increasingly developed amongst older and,

often, already employed people.”

The Philosophies Underpinning the VET System

There exist various philosophies that explain the reasons for the adoption of the VET

system by countries, particularly Australia. One of the evident philosophies that underpin the

adoption of the VET system is the philosophy of behaviourism. It holds that the practices and

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 6

behaviour of an individual are a reflection of the person’s education and knowledge. Therefore,

the philosophy advocates for amendment of the existing education structure for the sole reason of

moulding the learners’ behaviour (Schilling & Koetting, 2010). To contextualise the

behaviourism philosophy, the Australian Government is needed to make changes to its

educational system in order to accelerate the industrial development. The system should be

changed to become more industrially inclined. Education plays a significant role in the

development of intensive vocational competencies and skills in a student. Consequently, the

skills and competencies affect the student’s behaviour in the long run.

Besides the behaviourism philosophy, the liberal education philosophy also advocates the

adoption of a unified structure of the VET system (Jones & Iredale, 2010). According to the

philosophy, education is one of the core and basic needs of a person. Education transforms the

competency of individuals in their professional capacity by equipping them with knowledge,

effective social and ethical behaviour as well as a positive sense of values (Jones & Iredale,

2010). A proper educational structure greatly shapes the long-term sustainability of a country.

Moreover, the progressive education philosophy supports the adoption of the VET system

because education and training are essential in making the students’ practices and thoughts more

progressive. The philosophy advocates for experiential learning/expeditionary learning for

students (Rojewski, 2002). The most effective approach to educate a person is to learn by doing.

The prime education deliverables recommended by the philosophy include critical thinking,

problem-solving, group work, and collaborative learning. The philosophy supports the VET

system due to its ability to offer non-conventional and practical learning to students, which

contributes to the growth of productivity of both the individual and the country’s economy.

The National Unified Vocational Education and Training System

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 7

According to the Australian Bureau of Statistics (2012), there exist about 5,000 training

institutions in Australia that are registered and recognised by the Government. They include

those sponsored by private entities and those run and funded by the Government. The term

“vocational education and training” has been widely used to mean the acquisition of

competencies, skills, and knowledge required for job performance (Karmel, Mlotkowski, &

Awodeyi, 2008). However, it is important to note that there is no universally consented meaning

of VET. The Australian Qualifications Framework has made attempts to unify VET under the

same qualification levels, but the framework has continued to define VET on sectorial divisions

instead of qualification levels (Australian Quality Training Framework, 2007). Therefore, it is

not clear whether VET is unified nationally. The streams of VET are presented separately. In

fact, at some level, the streams overlap. For instance, diplomas are issued in both streams,

making it difficult for the providers to distinguish between VET and higher learning.

From a close observation though, the Australian Government has attempted to set up a

unified system of VET in the entire country. The National Unified VET is hugely based on

work-based learning (WBL) and competency-based learning/training (CBL/CBT). The former

occurs in the real environments at work through engagements, interactions, and authentic work

activities. WBL plays a critical role in furthering the tenet of VET by emphasising on learning

through practice. The latter was introduced in Australia in the 1980s and focuses on what the

individuals achieve in the workplace upon completion of a certain course (Misko & Robinson,

2000). CBT equips a person with knowledge and skills required in a specific organisation or

industry (Hager, 1998).

Conclusion

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 8

From the analysis, it is evident that the national unified VET adopted by the Australian

Government plays a significant role in producing a highly effective and efficient workforce.

There are several factors that necessitate not only Australia but also other countries to adopt and

make changes to the VET system. They include the economic development, globalisation

challenges, technological changes, the need to improve the performance of individuals, and the

ageing population. Some of the philosophies that support the same include behaviourism

philosophy, liberal education philosophy, and progressive education philosophy.

Critical Reflection

The assignment has critically expanded my understanding of the VET system concept

and its significance in the present-day society. I take note of the importance of the literature on

philosophies related to the VET concept, which informs me about the relevance of attaining

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 9

knowledge and skills through training. I have learnt that the VET system does not only improve

my performance in production but also the performance of my country's economy.

In the process of writing the essay, I experienced the challenge of interpreting the

philosophies and relating them to the case study. I had to engage the literature intensively to find

out the meanings of the philosophies and apply them to the case scenario of Australian adoption

of the VET system.

With regard to the essay’s major strengths and weaknesses, I found out the following:

Strengths: The work involved a vigorous review of latest literature that shared relevant insights

into the topic. Moreover, I used philosophical insights to support some of the claims made by

various scholars regarding the reasons behind the adoption of VET system. Therefore, I found

the paper to be more insightful and more informing.

Weakness: The paper did not cover a substantive relevant literature because of the nature of the

assignment.

References

Armson, G., &Whiteley, A. (2010). Employees' and managers' accounts of interactive

workplace learning: a grounded theory of “complex integrative learning”. Journal of

Workplace Learning, 22(7), 409-427.

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 10

Australian Workforce and Productivity Agency (AWPA). (2013). Future Focus: 2013 National

Workforce Development Strategy. AWPA, Canberra, Australian Capital Territory.

Australian Bureau of Statistics.(2012). Trade and Economics Statistics, Australia, (Cat. No.

1350.0) Retrieved from http://abs.gov.au/downloaded Dec 2012.

Australian Quality Training Framework.(2007). Department of Education, Employment and

Workplace Relations. Canberra, Australia: Commonwealth of Australia.

Ballenden, C. (2001). Skills for the 21st century: The limits to training packages. In 9th Annual

international conference on post-compulsory education and training, Gold Coast (pp. 3-

5).

Brown, P. (1999). Globalisation and the political economy of high skills. Journal of education

and work, 12(3), 233-251.

Hager, P. (1998).Understanding workplace learning: General perspectives. Current issues and

new agendas in workplace learning, 30-42.

Jones, B., &Iredale, N. (2010).Enterprise education as pedagogy. Education+ training, 52(1),

7-19.

Karmel, T, Mlotkowski, P &Awodeyi, T (2008).Is VET vocational? The relevance of training

to the occupations of vocational education and training students. Adelaide, Australia:

NCVER.

Misko, J., & Robinson, C. (2000).Competency-based training in Australia. Competency-based

education and training: a world perspective, 61-83.

HISTORY OF VOCATIONAL EDUCATION AND TRAINING IN AUSTRALIA 11

O'Toole, S. (2010). Training, L&D, OD, HRD-What's in a name? Australian Journal of Adult

Learning, 50(2), 419.

Robinson, C. (2000). Developments in Australia's vocational education and training system.

Adelaide, Australia: National Centre for Vocational Education Research.

Rojewski, J. (2002). Preparing the workforce of tomorrow: A conceptual framework for career

and technical education. Journal of Vocational Education Research, 27(1), 7-35.

Ryan, R. (2011). How VET responds: a historical policy perspective. NCVER.

Schilling, J. F., &Koetting, J. R. (2010).Underpinnings of competency-based

education. Athletic Training Education Journal, 5(4), 165-169.

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