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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.

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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.

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This paper reports on the first phase of a research project which investigated how young people in non-metropolitan areas in Australia imagine and navigate their pathways as they leave school and make choices about their future trajectories. The overall research question was: How do, and how could, young people imagine and navigate pathways related to post-school education, training and employment? There were three sub-questions: Who are the influencers and how do they affect the decisions? What could change to provide better post-school outcomes for a larger proportion of young people? What could change for communities and employers to better utilise young people's talents? The paper involved interviews with relevant organisations in the communities who had frequent contact with young people. This was the first phase of the project. Later phases involved interviews in schools and with young people, both those still at school and those who had left.

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The VOCEDplus landmark documents are key documents considered by history and authoritative commentary to have influenced the development of the Australian vocational education and training (VET) system, providing vision and/or leading to significant change. This paper is part of a series of overviews that analyse and describe how these landmark documents impacted on the development of various aspects of Australia's VET sector.

The paper focuses on the influence of four significant and central landmark reports on the development of the apprenticeship system in Australia, along with a consideration of the important role played by two later reports that extend past the landmarks document timeline, included because of their significance and specific focus on apprenticeships. Three key themes relating to the apprenticeship system are explored with reference to these six core reports: (1) system size; (2) gender participation in the system; and (3) the key concerns of the reports. A brief overview of a further six landmark documents with a secondary emphasis on apprenticeships rounds out this overview. The following landmark documents are examined: Commonwealth-State Apprenticeship Inquiry [Wright report] (available in VOCEDplus at TD/TNC 119.1095); Education, training and employment: report of the Committee of Inquiry into Education and Training [Williams report] (TD/LMR 85.677); Report of the Committee of Inquiry into Labour Market Programs [Kirby report] (TD/LMR 85.649); Report of the Review of the ANTA Agreement (TD/LMR 85.652); The employment of apprentices: the barriers [Marshman report] (TD/LMR 85.655); Skills training for the 21st century: a report on skills training: apprenticeships and traineeships (TD/LMR 85.661); The Australian Vocational Certificate Training System [Carmichael report] (TD/LMR 85.646); Creating a future direction for Australian vocational education and training: a discussion paper on the future of the VET system (TD/LMR 102.715). The two later, significant reports examined are: Apprenticeships Reform Advisory Group: recommendation report (TD/TNC 125.117); A shared responsibility: apprenticeships for the 21st century: final report of the Expert Panel (TD/TNC 103.740). Show less

This study examines the nature of young people's learning experiences in the initial months of work. A small sample of 16 to 18 year old apprentices, trainees and 'junior' employees were interviewed about their attitudes to learning at work in their first year, and the areas or 'domains' where learning took place. Lastly, seven 'facilitating factors' are outined - those factors present which make it easier for young workers to learn across the full range of domains. Show less

This report is a review of the literature, available research and current Australian practice relating to work placements. Its purpose is to draw together findings on work placements from three educational sectors in order to inform policy and practice in the Australian vocational education and training (VET) sector. The review has uncovered many gaps in the literature, indicating the need for further research in the VET sector. It is suggested that a major gap is the lack of a scoping study carried out in the school sector. Many critical challenges in work placements are highlighted, such as resourcing, professional development, tensions between workplace and provider cultures, variations in quality of workplace learning environments and equity in access. Show less

Purpose - The purpose of this paper is to describe and analyse what retail and hospitality industry employers want from training and trainers. Design/methodology/approach - The research project was undertaken for Service Skills Australia, the Australian Industry Skills Council that oversees formal training for a range of service industries in Australia. The paper utilises data from focus groups and telephone interviews with representatives of the retail and hospitality industries, and telephone interviews with staff of the relevant UK Sector Skills Councils, to provide international benchmarking for the issues raised. Findings - Results showed that, while industry representatives stated that they prioritised industry skills and knowledge above education skills and knowledge, a complex mixture of the two was required, which was generally felt to be lacking. Curriculum for training was also perceived to be deficient, despite Training Packages having been developed in consultation with industry. A comparison with the UK interviews with senior staff at the UK Skills Councils for the two industries showed similar issues and suggested some possible ways forward for Australia. Originality/value - The paper provides three major areas where improvement in [vocational education and training] VET training and trainers would be welcome and gives useful initiatives for improvement in those areas.

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This article examines the scope for state intervention in the training and learning environment of young people in initial employment. It reports on the findings of a qualitative study of 11 teenagers entering full-time employment in New South Wales, Australia, relating to the breadth and depth of the young people’s learning in their jobs, and the factors which facilitated or inhibited their learning. Differences were found between those young people who were in formal contracts of training - apprenticeships and traineeships - and those who were not. It is argued that government intervention in young people’s training need not be confined to the policy area of apprenticeships and traineeships. Other possible points of intervention by the state are suggested, using examples from the case studies to illustrate the beneficial effects which might flow from such intervention.

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Despite a number of changes and developments during the last decade of training reform in Australia, the apprenticeship system has remained an important element of entry-level training. This article discusses the definition of apprenticeship and clarifies the range of purposes it serves. The author examines the criticisms levelled at apprenticeship and uses recent research on apprenticeship in the building trade to demonstrate its purposes and to analyse criticisms. The author concludes that apprenticeships have evolved to suit the needs of the various stakeholders and briefly alludes to the implications for training outcomes of new developments in the apprenticeship system such as New Apprenticeships and user choice in training provision. Show less

Abstract: Purpose - The purpose of this paper is to provide a reflection on the growth in qualifications available through work, over the 50 years of Education + Training. Design/methodology/approach - The approach adopted is that of providing a viewpoint, reflecting back on the availability of qualifications today compared with the 1950s. Findings - The growth in the availability of qualifications has meant that a greater proportion of the workforce now hold qualifications, and particularly that people outside traditional trades can gain work-related qualifications. The changes have advantaged those in service industries and jobs previously not regarded as skilled. They have especially assisted women and have paralleled the increased participation of women in the workforce. However the current favourable situation has some fragility. Originality/value - This paper is one of a series commissioned by the journal on its 50th anniversary. Its originality stems from the discussion of the significance of the growth of qualifications, particularly for women.

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