Vocational Education and Training Policy - Essay Example

Running Head: VET system Student’s Name Professor’s Name Subject Code and Name Date Submitted Vocational Education and Training Policy Introduction Australian Vocational Education and Training (VET) system is most popular in the world because it is industry oriented (focuses on the getting the best outcomes from trainings), client oriented in that it is flexible in accordance to the customers needs and lastly because it is jointly managed by both the state and the Australian government. It focuses on equipping individuals with essential skills that will enable them to compete efficiently in the modern market and in the career industry. It offers a wide range of options to its people including marketing, tourism, business studies, design making and advanced information technology (ANTA 2002). The main elements in the VET system includes the Australian qualification network(AQF) which ensures issue of qualification from secondary certificate levels to PhD levels, The Australian Quality Training Framework (AQTF) which sets a high quality uniform standard to be used as a measure of competency in formation of a Registered Training Organizations and those who go through training in VET system and a Registered Training Organization(RTO) which has to be registered first before its allowed to make any assessments to clients. Another key element is State and Territory Registered Authority (STRA) which makes sure that all the RTO’s are registered under the AQFT standards. The STRA also gives authority to VET training centers that offers courses to overseas students (ANTA 2002). To ensure labour mobility in the career market the VET system issues a National Authority in that any RTO that is under AQTF standard is recognized in any state and territory. The revision of the AQFT standards was done in July 2010 to ensure protection to students undertaking the training programme in Australia. The need for a strong qualified leadership industry and a highly assured qualified VET system led to the government forming a National Industry Skills Council that comprised of employers and trainee representatives with the aim of providing advice on training matters and implementing the development of training packages. There was need to promote the status of VET system by increasing its attractiveness to the parents, employers and to the students (ANTA 2002). The challenge was how to do this and make sure that the system met the growing skills demand in Australia. It had to undergo through a systematic change so as to counter the continuous pressure on the labour market and the growing economy. The federal system in Australia created an opportunity for the government to implement new policies that attacked their problems in a different way than the usual way. A new government was then developed in 2007 which marked a change in the enactment of policies in the VET with a balance between the modern and traditional ways of teaching methods. This introduction of new policies differed according to different states and territories (Smith 2000). The policy concerns involved how to counter long term unemployment of young youths, facing the challenge of the declining and aging work force, consideration in skills of the adult workforce and how to deal with the growing economy and population. The two main innovations that were highlighted to change the nature of the VET system included the introduction of training packages and use of user choice funding. A National Center for Vocational Educational Research (NCVER) was also set by the government as a new policy measure to carry out research for VET sector (NCVER 2002). Another policy that was enacted was the formation of Group Training Companies which assisted the trainers and apprentices to develop trust with their employers and the job providers. There was introduction of computer based studies in schools which ensured growth of network and economy. The History of VET 20 Years Ago (1980s-2000 Beyond) In the early 1990’s the Australian government used apprenticeship as a method of equipping the young learners into the job industry. The policy that was adopted was limited in the area of study including the traditional studies that involved construction and engineering. The males were given a broader priority than the female counterparts who were only considered for training in the hairdressing sector only. The apprenticeship programmes only focused on the young people locking those who were older and were interested in developing their skills (ANTA 2002). In the 1980’s there was need for a better training system because the one available was limited to construction and traditional methods of training .This limited growth of the economy as a whole. In the early 1990s, Carmicheal conducted a research and proposed on ways of promoting youth participation in training programs (ANTA 2002). He focused on ways of expanding youth training system to facilitate employment opportunities to young people. In 1992 the Australian government decided to implement formation of ANTA (Australian National Training Authority) which was a federal body that watched the VET system management. In 1994 the government formed an even more coherent body (industry training advisory structure) which took responsible of the user choice method that was introduced. Late 1990’s saw the introduction of training packages which were introduced in schools and formation of National Training Framework (ANTA 2002). In 2000 and beyond the VET system focused on developing its territories, improving its skills and training programmes to ensure employers’ needs are met by the trainings it conducted. With the current growth of the economy and technology, the VET system introduced policies that aided it to achieve its goals in future. The introduction was not appreciated at first but after sometime it came to be appreciated leading to a growing economy and technology services. The two main policies that saw the transformation in the VET sector included the formation of NCVER and introduction of a Competent Based Training (CBT) which saw the introduction of training packages in the curriculum The NCVER and Training packages in the new CBT programme. The research center formed (NCVER) responsibilities include coordinating research activities for the VET sector, carrying out national state and territory statistics and analyzing the data obtained, managing the grants received by the VET system in ensuring proposed youth programmes received the funds fairly and finally conducting surveys involving student to employer satisfaction. The development of NCVER was enhanced by the University Technology of Sydney (UTS) which made sure that it got the right publicity in all states and it was sufficiently provided by enough fund to enable it conduct its studies efficiently (NCVER 2002). NCVER worked hand in hand with the Australian Vocational Education Training Research Association (AVETRA) which comprised of researchers based in TAFE institutions, VET policy makers, trainers and VET managers who all worked to ensure positive transformation of the VET system. The main aims of the NCVER included motivating individuals to participate in the VET, maximizing opportunities of those who underwent through the apprenticeship and traineeship programmes, ensuring that the labour force was well equipped to meet the needs of the employers and the job providers and lastly it provided solutions to problems faced by the VET sector in implementing the new policy of training packages (Erica 2002). Erica (2002) noted that the traineeship preferred the user choice method to obtain funding. It deferred from the previous method where funding was government sponsored by forming an agreement between the employer and the trainees. Initially funding of the trainers went through the TOFE but with new introduction funding by the government flowed directly from them to the trainer of their own choice. This method of funding however faced objection claiming that the trainees were not competent enough to make decisions on their own. They lacked enough qualification in the knowledge capacity and interest sector to make them make defined decisions. This method (user choice) of payment did not perform well as expected because of misuse of funds by those who were top in position. The practice was done secretly and even passed unnoticed by others because of the inadequate monitoring system that existed. The power of Group Training Companies was strengthened after this money issues arose. The group’s main work was to employ the trainees and apprentices and the rate of employment rose in the late 1990’s with an average number of 192 training centers (NCVER 2002). Focusing on the Australian National Training Authority (ANTA.2002), it was observed that the Group Training Companies (GTC’s) were not efficient enough as expected. They still dug into the funds for their own interest and use. They focused in employing more males than females bringing about discrimination in employment sector. In his report study, Kirby noted that those who went through the training and apprenticeship differed in goals and ideas concerning development in skills (NCVER 2002). On study, those in apprenticeship were slow to adapt to changes brought about by competent based training than the trainees who were fast and ready to learn more within a short period of time. Those in apprenticeship sought on ways to get to higher positions without much knowledge about how while those in training took lot of efforts to learn about different aspects of growth and development Competence Based Training (CBT) and Training Packages Computer based training has a major role in the enactment of the vet system and it is widely applied in Australia compared to the other countries of the world (ANTA 2002). It offered decision concerning teaching and learning, methods of delivery and the ease of transference of qualifications. in the 1990’s,the policy directives encouraged the use of this method as tool of delivery of VET in Austrlia.the method measures the amount of work that an individual can do after being taken through the training. Competency is a one of the training package component that gives specifications on the requirements essential in training concerning skills, attitude and knowledge that will ensure efficiency in a specific profession. For one to be labeled as being competent for a certain profession there has to be a development in ones skills, general knowledge and attitude in the profession in question. One has to perform duties as expected by, the employer of a certain employment as explained by Erica (2002) this approach assesses one on the amount of skills to be acquired by noting the difference between the skills they posses and the skills they need. The training package offers a full time basis course for its participants for them to go through intensive training and achieve the standards required by the employment (Smith 1999) As Erica (2002) puts it, implementation of the CBT which was done in the year 1993 was not an easy one because it involved the change in the relationship between the industry and VET.perfomance by CBT approach was done by measuring the performance of an individual against the set standards by AQF. The introduction of CBT in the 1990’s was not welcomed warmly by the VET teachers and trainers who had to change their lifestyle so as to accommodate it as noted by Erica (2002). The CBT allowed the students to have their own learning pace in which they were aware about their required outcomes giving them an equal power to teachers. It also inconvenienced teachers who were used to the early 1990 form of VET teaching methods. Effects of CBT on the VET Practitioners The introduction of CBT in the VET system was not appreciated at first but after learning its advantages the teachers and trainers were forced to adapt to it to ensure that it succeeded .the teachers who were accustomed to the past model of VET system had difficulty in accepting this changes especially now that it gave the students equal powers with them (Erica 2002). The CBT led formation of new state and territorial TAFE system which made the teachers and the trainers uncomfortable. Apart from this there was introduction of training markets and a change of working conditions and environment. The new methods of training focused on a detailed form of viewing information and the .final product and how rather than just on the easy way of knowing the answer only. This system made the work of teachers so hard and most of them found it so hard to this thereby leaving the work. According to ANTA (2002), most of the practitioners are not well equipped to work with the CBT program. The teachers and trainers lacked the necessary preparation and development that made them a competent staff. Instead of focusing on the strategies involved in teaching they were taught just the basic things which did not help them so much. The use of CBT was also affected by the development of new state territories which enacted different policies and had different methods of application. Lack of resources in some territorial areas also affected the efficiency of the work of teachers and trainers. A research conducted indicated that CBT is now widely accepted and most of the practitioners are appreciating its existence (Wheelahan 2001). Adaptation of the CBT Practice When CBT was introduced in VET sector the practioners became uncomfortable with it because most of them were adapted to old way of teaching. The introduction of new state territorial created a misunderstanding among them as noted by Erica (2002). This involved a change in the general lifestyle of the teachers and trainers. Most of them appreciated the new move and put efforts to change their teaching strategies but others opted to quit the job. Lack of resources gave them a hard time to apply the new system. the understanding of the CBT was influenced by many factors including the level of development staff they had, the way in which they were taught, the location of the industry area and also if one was a member of the TOFE or not. The practitioners’ way of understanding determined, the way the CBT was going to be applied in the teaching. There is a strong feeling that the new methods have been positively absorbed by the teachers and trainers who try so hard to ensure that they learn all they can within the period they are given As ANTA (2002) shows it, the introduction is still viewed to be problematic in some areas where there are no trainers of the system. Some practitioners have become resistant to changes and decide to do it the way they please. The development of big institutions in the VET sector has cut down communication between its staff members and those in a higher rank .this has led to wrong perception in others concerning the enactment of this policy. Some of them complained that they were not receiving enough support as is required by them. They relate this when the management is unable to account for the loss of funds or lack of resources in some sectors of the country as stated in NCVER (2002) Initial staff development method of teaching was proposed by ANTA (2002) in the study in which it was observed that, how the practitioners were introduced to it affected how they were going to understand it and apply. Initial teacher preparation was also enacted in the system that teachers went through when they undertook their studies. This allowed uniform application of the system to all those going through the system. The professionals was measured using a standard that was clear and accessible to all the, teachers and trainers. The external influences from the government also determined the way the teachers were going to obtain the resources. Efficient application mostly depended on the personal development more than the external influence (NCVER 2002). Conclusion Evolution in the VET sector has seen the growth of a tradionally based system into a modern based system of training. In the early 1990’s the VET system was done using the apprenticeship method of job training which was conducted within a period of 4 years. The participants were limited by the areas they were allowed to study in that they were only allowed to train for traditionally based courses which included engineering and construction. The program only focused on providing opportunities to the males more than the female counterparts. The women had only hairdressing as a course of study and this did not favor most of them. I. School leavers aged from 16 to 18years were given a second chance to advance in their future studies by opening entries into universities or higher diplomas (Smith 2000) The training also saw the emergence of a new method of payment by the government in that both the employer and the trainee agreed on a particular trainer to be paid directly by the fund organizations. The user choice became effective but it was limited by the fact that some of the trainees and employers lacked competent skills, interest and knowledge to be able to make a firm decision. It also faced a problem of misuse of funds by those in the higher positions, and this led to lack of trust between the parents and the training systems. In the late 1990’s towards 2000, CBT form of training was introduced which replaced the old methods in the VET sector (Down 2002) The CBT method of approach was more detailed and this made the teachers and trainers uncomfortable. The practioners were forced to accommodate this new method of study to ensure efficient economic development and growth (ANTA 2002). The CBT came with new training .packages which was introduced in schools making learning process more applicable in the job industry. The practitioners were given a chance to sharpen on their teaching skills and adapting to the different teaching strategies. They encountered problems in getting used to working in a different environment from what they were used to (Smith and Keating 1997) The CBT also led to development of state territorial, and this made it hard for the teachers and trainers. Lack of resources due to this development also hindered efficiency of work. Despite all this, the CBT has led to the development of the economy. We now have competent people who are prepared to face any challenges that come with the advancement of technology. It has created diverse job opportunities to the youth both male and females. It also has led to growth of the economy, brought about by having reliable employees in the job industry (ANTA 2002). Viewing the above positive effects of the enactment of new policies in the VET sector, the practioners have come to appreciate it and focus on equipping the people on importance of advanced learning. The level of unemployment has reduced in the economy leading to the development of the country as a whole. It has also led to development of training centers both in the urban and rural to ensure fair opportunities for all. Modern methods of training have led to competent management staffs who capitalize most of their energy, skills and knowledge to ensuring growth of the industry (Smith 2002). References Australian National Training Authority (ANTA),(2002), Annual National Report of the Australian Vocational Education and Training System 2001 - Vol 3, ANTA, Canberra. Australian National Training Authority (ANTA) (2000a). CEO's message: Australian Training, June 2000, p.3. ANTA (2001). Australian Quality Training Framework: Standards for Registered Training Organisations. Brisbane: ANTA. Down, C. (2002). Qualitative impact of Training Packages on vocational education and training clients. Brisbane: ANTA. Erica Smith (2002), Vocational Education and Training Policy; International journal of training and development.vol 3,issue 2,Blackwell publisher limited National Centre for Vocational Education Research (NCVER) (2002). Employer satisfaction with the VET system: At a glance. Adelaide: NCVER. Smith, E. (2000a). Young people's learning about work in their first year of full-time work. PhD thesis, University of Technology, Sydney. Smith, E .& Keating, J. (1997). Making sense of training reform and competency based training. Wentworth Falls: Social Science Press. Smith, E. & Lowrie, T. (1999). VET teachers and Training Packages. Australian TAFE Teacher, pp 9-12. Wheelahan, L. (2001). Unwrapping Training Packages. Campus Review, July 18-24, p.18. Read More

The History of VET 20 Years Ago (1980s-2000 Beyond) In the early 1990’s the Australian government used apprenticeship as a method of equipping the young learners into the job industry. The policy that was adopted was limited in the area of study including the traditional studies that involved construction and engineering. The males were given a broader priority than the female counterparts who were only considered for training in the hairdressing sector only. The apprenticeship programmes only focused on the young people locking those who were older and were interested in developing their skills (ANTA 2002).

In the 1980’s there was need for a better training system because the one available was limited to construction and traditional methods of training .This limited growth of the economy as a whole. In the early 1990s, Carmicheal conducted a research and proposed on ways of promoting youth participation in training programs (ANTA 2002). He focused on ways of expanding youth training system to facilitate employment opportunities to young people. In 1992 the Australian government decided to implement formation of ANTA (Australian National Training Authority) which was a federal body that watched the VET system management.

In 1994 the government formed an even more coherent body (industry training advisory structure) which took responsible of the user choice method that was introduced. Late 1990’s saw the introduction of training packages which were introduced in schools and formation of National Training Framework (ANTA 2002). In 2000 and beyond the VET system focused on developing its territories, improving its skills and training programmes to ensure employers’ needs are met by the trainings it conducted.

With the current growth of the economy and technology, the VET system introduced policies that aided it to achieve its goals in future. The introduction was not appreciated at first but after sometime it came to be appreciated leading to a growing economy and technology services. The two main policies that saw the transformation in the VET sector included the formation of NCVER and introduction of a Competent Based Training (CBT) which saw the introduction of training packages in the curriculum The NCVER and Training packages in the new CBT programme.

The research center formed (NCVER) responsibilities include coordinating research activities for the VET sector, carrying out national state and territory statistics and analyzing the data obtained, managing the grants received by the VET system in ensuring proposed youth programmes received the funds fairly and finally conducting surveys involving student to employer satisfaction. The development of NCVER was enhanced by the University Technology of Sydney (UTS) which made sure that it got the right publicity in all states and it was sufficiently provided by enough fund to enable it conduct its studies efficiently (NCVER 2002).

NCVER worked hand in hand with the Australian Vocational Education Training Research Association (AVETRA) which comprised of researchers based in TAFE institutions, VET policy makers, trainers and VET managers who all worked to ensure positive transformation of the VET system. The main aims of the NCVER included motivating individuals to participate in the VET, maximizing opportunities of those who underwent through the apprenticeship and traineeship programmes, ensuring that the labour force was well equipped to meet the needs of the employers and the job providers and lastly it provided solutions to problems faced by the VET sector in implementing the new policy of training packages (Erica 2002).

Erica (2002) noted that the traineeship preferred the user choice method to obtain funding. It deferred from the previous method where funding was government sponsored by forming an agreement between the employer and the trainees. Initially funding of the trainers went through the TOFE but with new introduction funding by the government flowed directly from them to the trainer of their own choice.

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