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VET in SA – issues, reforms, directions and developments

VET in SA – issues, reforms, directions and developments. Steven Hodge, Roger Harris, Danny Slater and Kerrie Mackey-Smith Centre for Research in Education Seminar 28 August 2009. Outline. VET in Australia Overview (Steven) VET Research and Policy (Roger) Reform and TAFE SA (Danny)

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VET in SA – issues, reforms, directions and developments

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  1. VET in SA – issues, reforms, directions and developments Steven Hodge, Roger Harris, Danny Slater and Kerrie Mackey-Smith Centre for Research in Education Seminar 28 August 2009

  2. Outline • VET in Australia Overview (Steven) • VET Research and Policy (Roger) • Reform and TAFE SA (Danny) • VET in Schools (Kerrie)

  3. VET in Australia Overview Steven Hodge

  4. Vocational Education: Definition • Education: preparation for life • Vocational education: preparation for economic life (Winch 2000)

  5. VET: Reforms, Reforms, Reforms 1970s: Kangan Reforms The main purpose of education is the betterment and development of individual people and their contribution to the good of the community. Technical and further education should be planned accordingly. (Kangan Report 1974, p. 21)

  6. VET: Reforms, Reforms, Reforms 1970s: Kangan Reforms emphasis on providing an educational service to people of all ages, regard for individual needs, technology in education, self paced adult learning, use of library resource centres, unrestricted access, recurrent vocationally oriented education, counselling and guidance services, social worker help, tutorial assistance (Kangan Report 1974, p. xxvi)

  7. VET: Reforms, Reforms, Reforms 1990s: National Training Reform Agenda The training reform agenda is a necessary part of national microeconomic reforms to make Australia more economically competitive. (Carmichael Report 1992, p. 19)

  8. VET: Reforms, Reforms, Reforms 1990s: National Training Reform Agenda • Competency-Based Training system • Influenced by behaviourism • Emphasis on outcomes rather than inputs • Industry-led system • Competency Standards/Training Packages • Mutual Recognition • VET Market

  9. VET: Reforms, Reforms, Reforms 2000s: Bradley Review While the issues to be dealt with are complex, reform is vital if a fully effective tertiary system…is to be achieved. (Bradley Review 2008, p. 179)

  10. Bradley Review’s ‘Key characteristics of an effective tertiary education and training system’ • equal value given to both VET and higher education • recognition that institutions may have a primary mission in one sector, but should still be able to offer qualifications in the other sector • a shared and coordinated information base and approach to anticipating future labour market needs, industry needs, and demographic trends • a capacity for the whole system to provide integrated responses to workforce needs for industries and enterprises • an efficient regulatory and accountability framework • clearer and stronger pathways between the sectors in both directions

  11. VET: Reforms, Reforms, Reforms What is needed is not two sectors configured as at present, but a continuum of tertiary skills provision primarily funded by a single level of government and nationally regulated, which delivers skills development in ways that are efficient, fit for purpose and meet the needs of individuals and the economy. (Bradley Review 2008, p. 183)

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