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This paper reports on the professional development of vocational education and training (VET) teachers and trainers in Australia. It utilises the data on professional development (PD) gathered from two national surveys undertaken in 2016 as part of a major [Australian Research Council] ARC-funded national research project on VET teachers and their qualifications. Part of the first survey, which focused mainly on VET teachers' qualifications and teaching approaches, examined the PD activities undertaken by the respondents. It explored the nature and frequency of the activities, the motivations for participation and the support provided for PD. The second survey was sent to VET teachers/trainers who had participated in PD activities offered by three major PD providers for VET. It focused on the external PD activities undertaken by respondents and explored the frequency, content and nature of activities.

The paper provides evidence on the current state of professional development, both formal and informal, for teachers/trainers across the VET sector and compares differences among teachers working for different types of provider. Detailed data are presented on participation in a range of industry and VET PD activities (both within and external to the [registered training organisation] RTO), the motivations for participation, and who pays for PD. The findings show the type of PD activities that were valued, and what participants would like to see in the future. The findings are expected to inform policy discussions about VET teacher development and will be useful for managers in TAFE Institutes and RTOs; and for those external organisations delivering PD to the VET workforce. Show less

The quality of teaching in the vocational education and training (VET) sector in Australia has been an area of concern for much of the twenty-first century (e.g. Department of Education and Training, 2016). While much debate has taken place about ways forward, there has been little substantive progress in reforming the education and professional development of VET teachers to address quality concerns. However, in the absence of a clear consensus and articulation of what constitutes 'good VET teaching' and what is required to produce it, it is doubtful that any endeavour to improve the quality of VET teaching would be successful. This paper contributes to the evidence base that could inform improvements in VET teaching by examining the views of two key interest groups - VET teachers and learners, on 'what makes a good VET teacher', and analyses the common themes as well as particularities in their views and their possible explanations. The findings are then examined as dimensions of interconnected practices that constitute VET teaching.

Published abstract reprinted by permission of the copyright owner. Show less

This paper provides a glimpse into current teaching practices among teachers working with traditional trade apprentices ('trade teachers') at Australian public and private providers of vocational education and training (VET), which are known as Registered Training Organisations (RTOs). The research is drawn from a major national study funded by the Australian Research Council, designed to examine the effects of different levels of vocational teachers' qualifications upon the quality of VET teaching. For this paper, data from trade teachers, in different industry areas, was drawn out from a major survey of VET teachers/trainers, which included questions about their teaching approaches, as well as from focus groups of trade teachers.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 131.484. Show less

The purpose of this paper is to provide another perspective on the problematic nature of the concept of skill and in particular a tendency to place a lower value on certain types of job in the service sector than those in other industries. Qualitative research was conducted in three service industries in Australia, comprising interviews with key industry stakeholders, case studies in two companies for each of four occupations, and validation by a forum of industry experts. We present evidence of the existence of substantial levels of skill in occupations which are traditionally considered low-skilled. The data are utilised to create a new model which represents factors which contribute to perceptions of skill in occupations. The analysis extends and deepens current understanding of aspects of skill, primarily, but not only, building on social construction theory to posit a new model for analysing skill. New factors are added to the analysis of skill in occupations. The project was exploratory and covered only four occupations in three industry areas. The method could be utilised in a broader-scale project. The paper is designed to contribute to debates on the nature of skill and also has policy and practical implications in the fields of human resource practice and training.

Published abstract reprinted by permission of the copyright owner. Show less

This chapter is part of a book containing an edited collection of research-based papers on the 'English model' of vocationalism and higher education. The book argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. The chapter explores the nexus between the concepts of vocation and of occupational identity and their links to the training system in Australia. Training is much more likely to be privileged (in terms of training provision, rigorous curriculum and government funding) when a job is considered to be an 'occupation'. In Australia, as in the UK, the availability of qualifications has kept pace with the structural changes in the economy as a whole (i.e. with the relative shift to service industries), yet some occupations and some qualifications are less respected than others. The author uses recent research carried out in Australia to show the potential effects on workers and their access to training of conceptions of 'worth' in work.

Edited excerpts from publication. Show less

This study provides a comprehensive picture of the way in which employers navigate the Australian training system and establish partnerships with registered training organisations (RTOs). In terms of evolution over the last 20 years three key factors emerge: (1) while the take-up of nationally recognised training by employers has not increased substantially, this type of training is being used in different ways; (2) the nature of the partnerships between RTOs and employers has changed, from a relationship based on fee-for-service provision to one based on long-term mutual collaboration; and (3) a change in the role of the training function and training staff in organisations has been observed.

Published abstract. Show less

A recent study, 'Continuity and change: employers' training practices and partnerships with training providers' [indexed in VOCEDplus at TD/TNC 127.03], by researchers from Federation University and the University of Queensland looked into current practices in employer training in Australia. The national study focused on employers' use of nationally recognised training and the role of partnerships between employers and registered training organisations (RTOs). With increasing complexity in the external environment, training staff have become more proactive within their firms. This increasing complexity of the vocational education and training (VET) system has also led to the advent of VET system navigators within RTOs, who act as guides to employers. In this webinar, the lead researchers and spokespeople from partnerships researched in the project will talk about the key findings and what makes for successful long-term partnerships.

Kaye and Adam will talk about the partnership between Australian Paper and Federation Training. The partnership involves the delivery of skill set Emergency Response Training to employees of Australian Paper, a pulp and paper mill in Gippsland, Victoria. Graham and Chris will talk about the partnership established between Elders Australia and Wodonga Institute of TAFE. The partnership involves the delivery of a customised version of the Certificate IV in Agriculture to new and existing stock and station agents employed by Elders across Australia.

Excerpts from publisher's website. Show less