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This book is an updated version of 'Making sense of training reform and competency-based training' [available in VOCEDplus at TD/TNC 54.08], which was published in 1997 by the same authors and was intended to explain the vocational education and training (VET) sector to those involved in it, or about to enter it, as practitioners.

The book examines the growth and change in the VET sector in terms of a number of tensions, including the interests of government and the interests of industry, the interests of the Commonwealth Government and those of the states, the interests of individuals and those of industry and the interests of industry and those of organised labour. It facilitates understanding of the VET sector by describing the complex issues of training reforms and the nature of VET curriculum in simple terms.

Part one of the book provides an overview of the evolution of VET in Australia, the reasons why large scale reform of the system was undertaken and a description of the major features of the VET system, including the most recent changes. Part two focuses on curriculum issues: the nature of competency based training and the way in which training packages are developed and delivered. In part three the implications of VET policy and VET curriculum for teachers and trainers are considered. Show less

This article reports on a survey of NSW TAFE teachers who have taught the national module 'Workplace communication'. It was found that teachers have two main areas of difficulty with the module: the use of CBT methods and lack of guidance about content. The author looks at the implications of the findings for this module in particular and national modules in general. Show less

This chapter describes the system of [technical and vocational education and training] TVET teacher qualifications in Australia. A brief overview of the TVET system (known in Australia as VET, rather than TVET) is followed by a description of the VET teaching workforce, which is predominantly made up of mature people with significant prior industry experience. The chapter explains the current pedagogical qualifications available, which comprise two qualifications offered within the VET sector, at lower levels, and a small number of university-level qualifications. The content of qualifications at each of these levels is described.

The chapter explains that the qualification levels of VET teachers have dropped considerably since the year 2000, such that only 10 per cent of Australian VET teachers now have pedagogical qualifications at university level. The challenges created by such a situation are described, together with possible explanations of how this has come about. Implications for other countries are drawn out.

Published abstract. Show less

This report begins with some background information about the Australian vocational education and training (VET) system, its students and its teaching workforce. A brief overview of VET teachers in Australia follows this. Three main aspects of the VET teaching workforce are then covered: (1) working conditions of vocational training teachers, including wages and working hours, compared with other occupations; (2) qualifications and professional development for vocational training teachers; and (3) career development, career guidance, and career management for vocational training teachers. A number of Appendices are provided for further information, and as templates that could potentially be adapted for implementation.

Edited excerpt from publication. Show less

This chapter examines the important topic of the 'dual professionalism' of [vocational education and training] VET teachers in Australia. How, exactly, do they develop further and keep up to date in their industries and in pedagogy? Drawing sub-sets of material from a major national research project, the chapter provides survey evidence from over 900 VET teachers as well as detailed interview data from three case study training providers. The results show a high level of commitment to professional development, both formal and informal, particularly in teachers' industry areas, sometimes relating to licensing or regulatory requirements within those industries. Some teachers undertook multiple professional development activities each year and were willing to pay for their own development. There was, however, some resistance to development activities that were perceived to relate primarily to compliance with regulatory regimes. The chapter proposes a matrix to represent engagement in types of professional development and then problematise this model through discussion of the resistance and relating it to earlier debates around competency-based training.

Published abstract. Show less

This paper uses data from a recent national project on workforce development for vocational education and training (VET) practitioners in the service skills sector to examine the issue of teaching qualifications for VET practitioners in Australia. Data on the level of qualifications is limited and incomplete (Mlotkowski & Guthrie, 2010) and the continuing debate about what qualifications are and should be required of Australian VET practitioners is therefore proceeding in something of a vacuum. This paper provides some up-to-date empirical evidence about the level of qualifications of VET practitioners in teaching and learning (pedagogy) and in their industry area (or discipline). It then considers whether the qualification levels described are sufficient for the workforce and offers some suggestions about how the current situation has come about.

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

The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As 'dual professionals', VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers' learning both as a part of pedagogical qualifications (in 'teaching practice' components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers' personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism.

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In Australia, the question of the level and nature of qualifications for vocational education and training (VET) teachers is a highly contested and political topic. VET teachers are only required to have a pre-university, certificate level pedagogical qualification, the Certificate IV in Training and Assessment. They possess substantially lower-level qualifications than teachers in other education sectors, although this was not always the case. The paper reports on research which investigated the experiences of VET teacher-education students studying for university qualifications. The research was undertaken in response to requests from policy stakeholders for evidence about the efficacy of higher-level qualifications. The research indicated student satisfaction with their courses and an alignment between what they saw as the benefits with the identified challenges of VET teaching. They also suggested areas for improvement. The findings are analysed with relation to the findings of a Productivity Commission inquiry into the VET workforce, which identified a number of capability gaps.

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This paper reports on a research project conducted in 2020 with vocational education and training (VET) teachers in Australia. The project is currently being extended. The project analysed teacher accounts where they described difficult teaching situations in VET and how learning theories explain the situations, and also how learning theories could prevent similar situations arising in the future. The main topics mentioned in the teachers' accounts can be grouped as follows: (1) students were disruptive because they didn't see a need to know; (2) the content was difficult for the students; (3) the content was difficult for particular students because of learning needs or lack of skills; (4) the teaching was boring; and (5) students' personal circumstances made learning difficult (refugee status, long-term unemployed).

The research so far has shown that VET teachers find that using learning theories is a useful way to make sense of teaching situations and consider how to improve them. It is hoped that the study, through provision of current Australian examples, will assist VET teachers and can be used in teacher-training studies at all levels and also in professional development.

Edited excerpts from publication. Show less

A survey of over 500 teachers and trainers in the Australian vocational education and training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers - public and private - formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere.

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