Changing work roles of the VET practitioner

1. Changing work roles of the VET practitioner

3. What does this mean at the coalface? • Operating in a competitive market • Keeping up to date with changes in VET • Flexible delivery • Working with Training Packages • Using technology • Balancing industry’s needs with educational needs • Understanding the changing nature of work • Becoming learner centred - facilitating

4. The changing context • Competency based training and assessment • Constant reviews of national training frameworks • National accreditation • Industry led VET sector • AVTS to MAATS to New Apprenticeships • User choice and in Victoria – contestability • Increased focus on access and equity • New learning technologies • Constant restructures – merging of TAFEs, changing of State Training Authority personnel

5. Impact on teaching practice • Increased emphasis on currency of teacher’s knowledge • Demand for greater diversity of teaching methods in range of contexts • Greater emphasis on assessment • Increased responsiveness to the needs of industry • Heightened awareness of appropriateness of relationships between teachers and students

6. New skills • Dealing with diverse range of learners • Working collaboratively across a range of contexts and locales • Addressing embedded key competencies e.g. Generic employability skills, sustainability • Increasing demand for pedagogical knowledge • Working with enterprises to encourage the uptake of learning cultures

7. Online learning skills • Online delivery = job redesign • Blurring of specialist functions e.g. Program design and teaching • Relationship building in an online environment • Dynamic and continually changing environment requiring knowledge, critical reflection to ensure ‘meaning making’ • Work/life balance

8. Defining characteristics of this new professional • Self-management • Marketer and promoter of educational product • Willingness to change and apply skills in a wide range of new contexts • Commitment to and promotion of lifelong learning • Involvement in organisational development activities as part of working role

9. Perception of sector of change drivers External Internal • Government policy • Funding model • Public sector restructuring • Performance agreements • Competition • Trends in online technology • VETiS • Changing relationship between public and private RTOs • Globalisation • Labour market changes and demands • Client demands • Collaboration – one stop shops • Increased expectations (responsiveness) • Rethinking pedagogy • Changing shape of TAFE/VET • Casualisation of the workforce • Changing work conditions • Changing demongraphics

10. Manifestation of these drivers • Changes in recruitment and career pathways • Changes to the role and status of VET • Emergence of the term ‘VET professional’

11. What skillsets and knowledge do we need?

12. Use of technology • Flexible delivery/online delivery • Budgeting/finances • Understanding of the VET sector • Further VET qualifications • Workplace assessment/ learning • Time management • Working with Training Packages • Networking • Increasing/maintaining knowledge of industry area • Achieving a work/life balance • Meeting regulatory requirements and understanding the role of State Training Authorities

13. Identified VET Capability Skillsets

15. Source: Doyle & McDonald. 2002. p.10

16. Source: TVET Australia. 2010.

17. Source: TVET Australia. 2009 & 2010.

18. Source: TVET Australia. 2009 & 2010.

19. Quality Client-driven Governance Responsiveness Competition Regulation Sector/System Reform

20. Ref: Weis, 2000. Mitchell & Ward, 2010.

21. Ref: Doyle & McDonald, 2002. Smith, 2004. Mitchell & Ward, 2010.

22. 3. Ideas Awareness, exposure, lurking Making sense of information, organising ideas, creativity Conversations, Collaborations 2. Communities & Networks 1. Individual Establishing & maintaining relations Source: Efimova. 2004. p.12.