VET teaching and learning: the future now 2006-2010

This discussion paper considers the roles, knowledge and skill requirements of the vocational education and training (VET) professional for the next five years, with a focus specifically on practitioners (those with a direct teaching/learning facilitator role) and managers (those with leadership and operational responsibilities). It provides an overview of the issues being generated by developments both within and outside the VET sector, considers the impact these are likely to have on the work of VET professionals, and makes recommendations to inform decisions regarding future...  [+] Show more

This discussion paper considers the roles, knowledge and skill requirements of the vocational education and training (VET) professional for the next five years, with a focus specifically on practitioners (those with a direct teaching/learning facilitator role) and managers (those with leadership and operational responsibilities). It provides an overview of the issues being generated by developments both within and outside the VET sector, considers the impact these are likely to have on the work of VET professionals, and makes recommendations to inform decisions regarding future professional development priorities. In doing so, the authors have drawn on the original Rumsey research (Shaping the VET practitioner for the future, indexed at TD/WA 72.06), a review of recent literature, and broad consultation across the VET sector in Western Australia. The aims of the paper are to: identify key challenges which VET practitioners in the Western Australian VET sector are likely to face over the next five years; explore the potential future roles, knowledge and skill requirements of the VET practitioner; identify and analyse the implications for the Western Australian VET sector in terms of bridging the gap between current and future role and knowledge and skills requirements; provide recommendations and advice, on the basis of analysis, as to possible strategic directions for addressing the skills gap. The research shows that the general approach to professional development and general availability of professional development opportunities for all VET professionals is making a significant contribution to the growth of a learning culture, and should continue. However, there is also a need to target specific groups. To be effective within a limited time frame, some strategies may need to be specifically supported with resources beyond those currently allocated to professional development. All VET professionals will need highly developed personal learning strategies, and the knowledge and skills to help their students develop these as well. As well, although there is an expectation that practitioners should strive to become expert educators, many currently place higher value on their technical skills so that the nature of the VET practitioner’s role in different contexts needs to be discussed and clarified. Providers generally could consider how to best utilise collaborative arrangements with industry to maintain the currency of practitioner skills. There could also be benefit in building links with a government and not for profit organisations with expertise in dealing with issues faced by the sector’s increasingly diverse body of students.