Gonski and Shergold were asked to \u201cprovide advice on how the state\u2019s VET system could best address ongoing and emerging skills shortages, paying particular regard to its quality, efficiency and structural complexity.\u201d They were also asked to look at how to integrate secondary, vocational and higher education learning opportunities better as well as \u201chow to re-imagine industry engagement and how to improve career advice to support lifelong learning.\u201d All that covers a lot of ground, so what were the challenges to VET they identified?<\/p>\n

First, they point out that uptake of VET is declining and \u201cthere has been a significant shift in student numbers from vocational to higher education.\u201d In addition, \u201clarge numbers of those undertaking tertiary education either fail to complete their qualification or take many years to do so\u201d and, as they suggest, \u201cwhile a wide range of VET courses are on offer, many are not attractive to students.\u201d VET has a negative image in NSW schools, and funding arrangements are also biased against VET. Finally, they reported employers are less satisfied with VET\u2019s quality, and careers advice, guidance and support are inadequate. And, we suspect none of the above is news to regular readers of VDC News!<\/p>\n

What does this new form of institution look like?<\/h3>\n

The report\u2019s authors feel that there is an increasingly outdated distinction between higher and vocational education. So, what about creating a new type of tertiary institution? Their proposed Institute of Applied Technology (IAT) model will have strong industry input and partnerships and will also:<\/p>\n

\u201cdeliver fully integrated theoretical and practical employability skills, provided through a number of constituent colleges, with curriculums designed in collaboration with industry and focused on the state\u2019s emerging labour market needs.\u201d<\/p>\n

They don\u2019t see the IAT as a \u2018super TAFE\u2019 or a dual sector institution. Its distinguishing feature will be flexible and integrated courses teaching transferable skills. It will use a student- centred approach, allowing students to be prepared for the workplace and \u201cgain a breadth of professional, trade, managerial and entrepreneurial skills that equip them to find employment, build their careers and, where appropriate, establish businesses.\u201d <\/p>\n

Consolidated curricula will be used to help teach these skills. They want the IAT to produce T-shaped graduates who combine \u201cdeep exposure to a practical work-oriented discipline (the vertical axis)\u201d while also being helped to develop and evidence a breadth of employability skills in workplace literacy, generic employability competencies and positive character attributes (the horizontal axis).\u201d<\/p>\n

It will be piloted at the proposed TAFE Centres of Excellence at Meadowbank and Kingswood. Delivery will involve partnerships between TAFE, universities and industry.<\/p>\n

Another focus is VET in schools<\/h3>\n

The authors propose improving the breadth and quality of vocational education in NSW high schools by \u201censuring practical course offerings, vocational learning, work exploration and career education are available to all students [and] increasing the number of selected vocational courses that can be incorporated in the calculation of the ATAR. They also suggest \u201cproviding more opportunities for externally delivered VET where that is in the best interests of the student [and also] enhancing the number of school-based apprentices and trainees.\u201d<\/p>\n

They, like other before them, also had a go at the quality of careers advice.<\/p>\n