Australian transnational vocational education and training provisions: sustainability, quality, and relevance

King, Louise

doi:10.1080/13636820.2020.1771093

Cited by 3 publications

(5 citation statements)

References 133 publications

(471 reference statements)

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“…Three recent reports published by the NCVER on VET teachers were examined. One was found not to mention shortages at all (Knight et al, 2020) and a second (Misko et al, 2021) only mentions teacher shortages as an "aside", with no commentary or data. A third report (Tyler and Dymock, 2021b) did report shortages.…”

Section: Resultsmentioning

confidence: 99%

“…Before the availability of the Certificate IV level qualification, most full-time TAFE teachers studied VET pedagogy through universities while employed (Guthrie, 2010;Harris, 2020), and part-time TAFE teachers undertook short training courses, varying by State. The minimum of the Certificate IV qualification soon became the norm, such that by 2021 only 20% of VET teachers had more than a Certificate IV pedagogical qualification (Knight et al, 2020). The current iteration of the Cert IV TAE is funded, where providers can access government funding, for about 300 hours of delivery.…”

Section: Regulationmentioning

confidence: 99%

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The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?

Smith

2023

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PurposeThe aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.Design/methodology/approachThe paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia.FindingsThere was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage.Research limitations/implicationsThe research did not include empirical survey work and suggests that this needs to be carried out urgently.Practical implicationsThe research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers.Social implicationsIt argues for a recognition of the importance of the VET sector beyond its function of serving industry.Originality/valueIt highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.

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Section: Resultsmentioning

confidence: 99%

Section: Regulationmentioning

confidence: 99%

The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?

Smith

2023

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“…It is important that Indonesia be mindful that an "over-reliance" upon "foreign" trainers could be at the detriment of developing a skilled, knowledgeable and sustainable Indonesian workforce (King, 2019). Furthermore, Indonesians are beginning to make distinctions between those foreigners that want to help in a developmental sense (that is, working toward capacity building in order to support the locals in the management process), with those foreigners that treat their work purely as a "job" (working toward their remaining in constant employment).…”

Section: Discussionmentioning

confidence: 99%

“…When observing the current situation, it appears that international training practices and interventions act to reinforce, and moreover strengthen, cultural perceptions by limiting the scope of local talent engagement (King, 2019;Rizvi & Walsh, 1998 place a high priority on having a Bule in the training room, often at the expense of skilled and qualified locals. Indeed, the issue of "nominating 'international trainers' in tenders was seldom challenged or questioned during the period of IASTP Phases II and III in Indonesia" (Fairman, 2017, p. 226).…”

Section: Current International Practice Perpetuating Dominant Cultural Valuesmentioning

confidence: 99%

Building Indonesian Human Capability: Reducing Dependency on Foreign Expertise in the Further Education and Training Sector

Fairman¹,

Voak²,

Maliki³

2020

pijss

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Foreign expertise holds a revered status in the Indonesian Further Education and Training sector, with the notion of 'Bule' playing a pivotal role in how international interventions are resourced.Foreign expertise often brings with it many local assumptions, particularly around the sharing of contemporary and start-of-the-art western knowledge, but often in reality this is not practically manifested. It is for these reasons that Maconick (1999) contends that greater emphasis needs to be placed on defining the operational role of local capacity building. The authors believe that greater emphasis should be placed on building local human capital, and this paper describes the engagement process in the design of occupational standards challenging the conception that foreign expertise and influence should be unfettered. While foreign skills and talent can play a pivotal role in developing local human capability, it must be recognised that these interventions must be cultural appropriate and look towards creating a sustainable future where indigenous

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“…Therefore, in this paper, the term "transfer" is consistently used). There are VET transfer projects in Asia, e.g., Afghanistan, China, East Timor, Indonesia, Laos, Mongolia, Myanmar, Pakistan, Sri Lanka, and Vietnam [12,21], as well as in Saudi Arabia [22], the United States [23,24], China [25], and Mexico [26,27]. Oxtoby reflects on the planning of VET systems in developing countries [28].…”

Section: Introductionmentioning

confidence: 99%

Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia

Oeben

Klumpp

2021

Education Sciences

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As the German vocational education and training (VET) system, with its dual learning environment in both firms and vocational schools, is an international benchmark, many concepts and projects are aiming to transfer this approach to other countries and education systems. In such contexts, it is important to consider the specific concepts and requirements of educational transfer. This paper outlines success factors and hindrances for such endeavors. Therefore, a literature review is combined with empirical survey results from Germany. This is directed at a specific project regarding a transfer of the dual VET system from Germany to Tunisia, but it also exemplifies general factors for any such concept transfer. As important success factors, “quality assurance” and “perspectives for graduates”, for example, are identified.

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Australian transnational vocational education and training provisions: sustainability, quality, and relevance

Cited by 3 publications

References 133 publications

The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?

The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?

Building Indonesian Human Capability: Reducing Dependency on Foreign Expertise in the Further Education and Training Sector

Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia

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