Rationalization in Australian Vocational Education and Training

Richard Skiba

doi:doi:10.11648/j.ijvetr.20200601.13

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Rationalization in Australian Vocational Education and Training

Richard Skiba

Published in International Journal of Vocational Education and Training Research (Volume 6, Issue 1)

Received: 1 June 2020 Accepted: 12 June 2020 Published: 20 June 2020

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Abstract

This paper aims to examine qualification rationalization processes in Vocational Education and Training internationally to establish lessons learned such that they can be applied to the Australian system. Current interest in rationalization in Australia is being driven by research undertaken by the Department of Education, Skills and Employment, and promoted by the Australian Prime Minister, Scott Morrison.. They suggest that the current system is difficult to understand and use, and outline that the system would benefit from a reduction in the number of qualifications currently on offer. Zero or minimal uptake is the most commonly documented approach to qualification rationalization internationally and is most effective when paired with a process of stakeholder consultation and engagement. Effective consultation should be inclusive of training providers, enterprises, social partners, employment services, public authorities and research organisations to ensure qualifications on offer meet industry and social needs. Care should be taken to ensure rationalization does not deplete flexibility in the system that has intentionally been embedded to allow qualifications to match workplace requirements. The benefits in ensuring units of competency and qualifications are promptly updated and adapted to emerging needs rather than rationalized are noted. The ‘updating’ approach could be paired with an education program for users of the system and a program of stakeholder marketing to ensure that the system is fully understood by all those who use it.

Published in	International Journal of Vocational Education and Training Research (Volume 6, Issue 1)
DOI	10.11648/j.ijvetr.20200601.13
Page(s)	17-21
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Vocational Education and Training, Qualifications, Rationalization, Reform, Training, Flexibility

References

[1]	Australian Chamber of Commerce and Industry. (2019). Submission to the Vocational Education and Training Review. Australian Chamber of Commerce and Industry. Retrieved from https://www.australianchamber.com.au/wp-content/uploads/2019/02/AusChamber_Submission_VETReview_Jan-2019_Final.pdf.
[2]	Department of Education, Skills and Employment. (2020). Vocational Education and Training (VET) Reform Roadmap Consultation Draft. Retrieved from https://docs.employment.gov.au/documents/vocational-education-and-training-vet-reform-roadmap-consultation-draft.
[3]	Department of Employment, Skills, Small and Family Business. (2020). About training.gov.au. Retrieved from https://training.gov.au/Home/About.
[4]	ABC News (Australia). (2020, May 26). PM looks to overhaul industrial relations in wake of COVID 19 \| ABC News. [Video]. YouTube. https://www.youtube.com/watch?v=XIvJ6Gn497Y.
[5]	Misko, J. (2015). Developing, approving and maintaining qualifications: selected international approaches. NCVER, Adelaide.
[6]	European Training Foundation. (2014). Making Better Vocational Qualifications: Vocational Qualifications System Reforms in ETF Partner Countries. European Training Foundation. Retrieved from https://www.etf.europa.eu/sites/default/files/m/3AE7DF5686200FCEC1257CA00047FD58_Making%20better%20vocational%20qualifications.pdf.
[7]	National Centre for Vocational Education Research. (2007). Did you know? A guide to vocational education and training in Australia. NCVER: Adelaide, South Australia.
[8]	Skiba, R. (2020). Adaptation of Australian Qualifications in Building and Construction for Delivery within the European Qualifications Framework. International Education and Research Journal, 6 (5), 6-9.
[9]	European Centre for the Development of Vocational Training. (2020). National qualifications frameworks (NQFs). Retrieved from https://www.cedefop.europa.eu/en/events-and-projects/projects/nationalqualifications-framework-nqf.
[10]	Department for Education. (2019). Review of post-16 qualifications at level 3 and below in England: interim impact assessments. Retrieved from https://consult.education.gov.uk/post-16-qualifications-review-team/post-16-level-3-and-below-qualifications-review/supporting_documents/Post%2016%20level%203%20and%20below%20qualifications%20review%20%20Impact%20Assessments.pdf.
[11]	Frontier Economics/DfE. (2017). Assessing the Vocational Qualifications Market in England. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/629694/Assessing_the_VQ_market.pdf.
[12]	UAL Awarding Body. (2020). DfE funding withdrawal for low-uptake qualifications. Retrieved from https://www.arts.ac.uk/partnerships/ual-awarding-body/stories/dfe-funding-withdrawal-for-low-uptake-qualifications.
[13]	Department of Education and Training. (2020). Fact Sheet: training Products. Retrieved from https://www.myskills.gov.au/media/1772/back-to-basics-training-products.pdf.
[14]	Business Council of Australia. (2018), Future-proof: Australia’s future post-secondary education and skills system, Retrieved from https://d3n8a8pro7vhmx.cloudfront.net/bca/pages/4386/attachments/original/1542258016/LoRes-2018_BCA_EDUC_Future_Proof_WIP1A_%281%29.pdf?1542258016.
[15]	Lamb, S, Maire, Q, Walstab, A, Newman, G, Doecke, E & Davies, M 2018, Improving participation and success in VET for disadvantaged learners, NCVER, Adelaide.

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APA Style

Richard Skiba. (2020). Rationalization in Australian Vocational Education and Training. International Journal of Vocational Education and Training Research, 6(1), 17-21. https://doi.org/10.11648/j.ijvetr.20200601.13

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ACS Style

Richard Skiba. Rationalization in Australian Vocational Education and Training. Int. J. Vocat. Educ. Train. Res. 2020, 6(1), 17-21. doi: 10.11648/j.ijvetr.20200601.13

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AMA Style

Richard Skiba. Rationalization in Australian Vocational Education and Training. Int J Vocat Educ Train Res. 2020;6(1):17-21. doi: 10.11648/j.ijvetr.20200601.13

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@article{10.11648/j.ijvetr.20200601.13,
  author = {Richard Skiba},
  title = {Rationalization in Australian Vocational Education and Training},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {6},
  number = {1},
  pages = {17-21},
  doi = {10.11648/j.ijvetr.20200601.13},
  url = {https://doi.org/10.11648/j.ijvetr.20200601.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20200601.13},
  abstract = {This paper aims to examine qualification rationalization processes in Vocational Education and Training internationally to establish lessons learned such that they can be applied to the Australian system. Current interest in rationalization in Australia is being driven by research undertaken by the Department of Education, Skills and Employment, and promoted by the Australian Prime Minister, Scott Morrison.. They suggest that the current system is difficult to understand and use, and outline that the system would benefit from a reduction in the number of qualifications currently on offer. Zero or minimal uptake is the most commonly documented approach to qualification rationalization internationally and is most effective when paired with a process of stakeholder consultation and engagement. Effective consultation should be inclusive of training providers, enterprises, social partners, employment services, public authorities and research organisations to ensure qualifications on offer meet industry and social needs. Care should be taken to ensure rationalization does not deplete flexibility in the system that has intentionally been embedded to allow qualifications to match workplace requirements. The benefits in ensuring units of competency and qualifications are promptly updated and adapted to emerging needs rather than rationalized are noted. The ‘updating’ approach could be paired with an education program for users of the system and a program of stakeholder marketing to ensure that the system is fully understood by all those who use it.},
 year = {2020}
}

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T1  - Rationalization in Australian Vocational Education and Training
AU  - Richard Skiba
Y1  - 2020/06/20
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N1  - https://doi.org/10.11648/j.ijvetr.20200601.13
DO  - 10.11648/j.ijvetr.20200601.13
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JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
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PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20200601.13
AB  - This paper aims to examine qualification rationalization processes in Vocational Education and Training internationally to establish lessons learned such that they can be applied to the Australian system. Current interest in rationalization in Australia is being driven by research undertaken by the Department of Education, Skills and Employment, and promoted by the Australian Prime Minister, Scott Morrison.. They suggest that the current system is difficult to understand and use, and outline that the system would benefit from a reduction in the number of qualifications currently on offer. Zero or minimal uptake is the most commonly documented approach to qualification rationalization internationally and is most effective when paired with a process of stakeholder consultation and engagement. Effective consultation should be inclusive of training providers, enterprises, social partners, employment services, public authorities and research organisations to ensure qualifications on offer meet industry and social needs. Care should be taken to ensure rationalization does not deplete flexibility in the system that has intentionally been embedded to allow qualifications to match workplace requirements. The benefits in ensuring units of competency and qualifications are promptly updated and adapted to emerging needs rather than rationalized are noted. The ‘updating’ approach could be paired with an education program for users of the system and a program of stakeholder marketing to ensure that the system is fully understood by all those who use it.
VL  - 6
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Author Information

Richard Skiba

LRES Training Management, Melbourne, Australia

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Plain Text BibTeX RIS

APA Style

Richard Skiba. (2020). Rationalization in Australian Vocational Education and Training. International Journal of Vocational Education and Training Research, 6(1), 17-21. https://doi.org/10.11648/j.ijvetr.20200601.13

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ACS Style

Richard Skiba. Rationalization in Australian Vocational Education and Training. Int. J. Vocat. Educ. Train. Res. 2020, 6(1), 17-21. doi: 10.11648/j.ijvetr.20200601.13

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AMA Style

Richard Skiba. Rationalization in Australian Vocational Education and Training. Int J Vocat Educ Train Res. 2020;6(1):17-21. doi: 10.11648/j.ijvetr.20200601.13

Copy | Download

@article{10.11648/j.ijvetr.20200601.13,
  author = {Richard Skiba},
  title = {Rationalization in Australian Vocational Education and Training},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {6},
  number = {1},
  pages = {17-21},
  doi = {10.11648/j.ijvetr.20200601.13},
  url = {https://doi.org/10.11648/j.ijvetr.20200601.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20200601.13},
  abstract = {This paper aims to examine qualification rationalization processes in Vocational Education and Training internationally to establish lessons learned such that they can be applied to the Australian system. Current interest in rationalization in Australia is being driven by research undertaken by the Department of Education, Skills and Employment, and promoted by the Australian Prime Minister, Scott Morrison.. They suggest that the current system is difficult to understand and use, and outline that the system would benefit from a reduction in the number of qualifications currently on offer. Zero or minimal uptake is the most commonly documented approach to qualification rationalization internationally and is most effective when paired with a process of stakeholder consultation and engagement. Effective consultation should be inclusive of training providers, enterprises, social partners, employment services, public authorities and research organisations to ensure qualifications on offer meet industry and social needs. Care should be taken to ensure rationalization does not deplete flexibility in the system that has intentionally been embedded to allow qualifications to match workplace requirements. The benefits in ensuring units of competency and qualifications are promptly updated and adapted to emerging needs rather than rationalized are noted. The ‘updating’ approach could be paired with an education program for users of the system and a program of stakeholder marketing to ensure that the system is fully understood by all those who use it.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Rationalization in Australian Vocational Education and Training
AU  - Richard Skiba
Y1  - 2020/06/20
PY  - 2020
N1  - https://doi.org/10.11648/j.ijvetr.20200601.13
DO  - 10.11648/j.ijvetr.20200601.13
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 17
EP  - 21
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20200601.13
AB  - This paper aims to examine qualification rationalization processes in Vocational Education and Training internationally to establish lessons learned such that they can be applied to the Australian system. Current interest in rationalization in Australia is being driven by research undertaken by the Department of Education, Skills and Employment, and promoted by the Australian Prime Minister, Scott Morrison.. They suggest that the current system is difficult to understand and use, and outline that the system would benefit from a reduction in the number of qualifications currently on offer. Zero or minimal uptake is the most commonly documented approach to qualification rationalization internationally and is most effective when paired with a process of stakeholder consultation and engagement. Effective consultation should be inclusive of training providers, enterprises, social partners, employment services, public authorities and research organisations to ensure qualifications on offer meet industry and social needs. Care should be taken to ensure rationalization does not deplete flexibility in the system that has intentionally been embedded to allow qualifications to match workplace requirements. The benefits in ensuring units of competency and qualifications are promptly updated and adapted to emerging needs rather than rationalized are noted. The ‘updating’ approach could be paired with an education program for users of the system and a program of stakeholder marketing to ensure that the system is fully understood by all those who use it.
VL  - 6
IS  - 1
ER  -

Copy | Download