This is the second paper published under AVETRA’s banner. It was authored by Erica Smith and Paschal Somers from Federation University. It, like others in the series, is funded by the Victorian Skills Authority and aims to translate findings and evidence from existing research into critical policy facing outputs. We highlighted the first, which was focused on student voices, in the last issue of VDC News.
This second paper investigates the different ways in which industry and VET can be defined and conceptualised in VET systems and the different roles industry can play in VET. It also explores models both for industry involvement in the development of VET teaching and learning, “and potential models for contextualisation and implementation in Victoria and Australia.”
How did they do it?
The authors conducted an analysis of literature and this included a systematic review of papers from major VET-related journals and conferences from the past ten years, both international and Australian. They also examined key international reports on VET, each including multiple case studies, and recent landmark apprenticeship reports in Australia. The authors analysed industry advice systems (sector skill councils) internationally and, in Australia, at Commonwealth and jurisdictional level and identified a series of suitable case studies, including making use of additional case studies drawn both from the researchers’ own experience and their expert contacts. Finally, they investigated VET teachers’/trainers’ and RTOs’ industry engagement with industry using responses to a major VET teacher survey, and via an analysis of RTO documentation.
What did they find?
First, and in terms of the different ways of defining and conceptualising ‘industry’, the authors found that that the term ‘industry’ is a contested one “and even at a superficial level it does not adequately represent the areas of employment with which the VET system works.” Moreover, in terms of new forms of employment, there is little consideration of training for gig economy workers. Finally, “new industries and emerging sectors are ill-defined and do not yet have unitary ‘voices.’ Examples are new energy, climate change, omni-channel logistics [and] space.”
Second, and in terms of the different roles that industry can play, the authors reported that “engagement in VET is facilitated mostly through [industry] peak bodies, [however] overseas evidence supports the importance of diversifying these mechanisms to ensure engagement from actual employers.” Having said that, they reported unsung success stories, noting “there are many cases of successful industry-VET engagement in Australia (reported in this report and elsewhere) which, for the most part, are not widely known or celebrated.”
In addition, they point to inconsistencies in industry advice arrangements. The authors suggest “there is a need for standardised procedures and transparency to enhance [how] industry needs are heard [and] there are good exemplars from overseas.” Trade union involvement is also a feature, “however the voice of workers is usually only heard via union involvement in tripartite committees, although sometimes not even then (e.g. in the SSO industry advice system). Overseas, trade unions are more directly involved in VET.”
Finally, the paper looked at models for industry involvement in development and delivery of teaching and learning, and potential models for contextualisation and implementation. The paper reports that there are a range of collaboration approaches both broad and local, and
“Some of the more common forms of collaboration between industry and VET reported overseas are not used, or not widely used, in Australia. These include local groups of companies working together; initiatives to train and/or monitor industry-based supervisors of VET students; companies working with training providers to improve work placement systems; ‘school-in-factory’ and ‘factory in school’ models.”
“At local level, the initiation of industry engagement largely rests with Registered Training Organisations (RTOs) rather than with industry itself,” they found. The authors suggest that “it would be good to see more engagement initiated by industry.” They also note that VET teacher engagement practices are required to be documented for compliance purposes, but teachers do not learn how to do it in the Certificate IV TAE. In addition, “teachers’ reporting of their industry engagement is mainly confined to mandatory compliance documentation that may not fully capture the depth and breadth of their industry engagement, and may not be utilised beyond compliance.”
Further, the authors suggest that:
“Work placements are currently underutilised in VET in Australia compared with other countries. Supervisors of students in placements and in apprenticeships/traineeships are not trained, as is required in other countries.”
Historically, though, the apprenticeship system is “the archetypal manifestation of VET-industry collaboration.” However, the authors suggest that “the apprenticeship system has some major flaws which have been well documented in major reports during the last decade … [but] with more improvements in this area, the apprenticeship system could set the tone for further engagements of VET with industry.”
Finally, and importantly, the authors point to “research evidence [that] shows that employers need assistance in navigating the VET system. Support structures and resources are needed, that can empower employers to actively participate in the VET ecosystem.”
Some conclusions
The conclusions section of the paper raises that could be particularly relevant for policy and practice. These can be found on pages 56-57 and are worth a look. Some of the practical suggestions put forward include:
- Developing clearer and more consistent expectations on RTOs and on VET teachers/trainers for industry engagement
- Providing more information and ‘education’ for employers about the VET system, including the recognition that they can and should play a part in its success, and
- Developing new approaches to facilitate SMEs’ engagement with VET.
