Calls to boost vocational pathways in schools

22 July 2024

The 2024 federal budget’s $600 million investment in skills and training will go some way towards repairing a VET sector that has been seriously undermined by a lack of funding and negative perceptions.

AEU federal president Correna Haythorpe says the funding, along with the National Skills Agreement, the establishment of Jobs and Skills Australia and the VET Workforce Blueprint Strategy will also help to rebuild the capacity of TAFE after years of neglect by the previous Coalition government.

A parliamentary inquiry, in a report delivered earlier this year, has emphasised VET’s important contribution in providing skills pathways to students and its critical importance to Australia’s economic security.

“Evidence indicates that approximately 51 per cent of all current jobs require a VET qualification. Over the next 10 years, around 44 per cent of all new jobs will require a VET qualification, and 48 per cent will require a bachelor’s degree or higher,” according to the House Standing Committee on Employment, Education and Training’s Inquiry into the Perceptions and Status of Vocational Education and Training.

When it comes to VET programs offered in schools, the inquiry called for “much more promotion” of VET to students including providing relevant, accessible information on VET and associated industries and careers and promoting VET and university as equally valid.

As the AEU points out in its submission to the inquiry: “It is essential that young people from all locations across Australia and from all backgrounds have access to all available post school pathways so that they are able to explore all options and choose the most appropriate one for them, without restriction”.

The AEU submission called for vocational education to be introduced in schools from Year 10.

It says that, while the total amount of VET taught in schools has increased slightly in recent years, there has been a significant decline in the level of qualifications taught.

“Non-accredited training package qualifications still comprise the vast majority of VET program enrolments at more than 93 per cent of VET taught in public schools,” the AEU submission says.

A systemic and chronic lack of resources available in public school systems prevents public school and TAFE partnerships from being able to provide the full breadth of certificate level qualifications and increases the potential for significant narrowing of the pathways and options available to public school students engaged in VET while at school, according to the submission.

The AEU says ensuring public school funding is at 100 per cent of the Schooling Resource Standard (SRS) and reinstating public TAFE as the provider of VET in schools would overcome a number of systemic issues.

“It is essential that VET in Schools should be funded from a specific budget directed to TAFE for that purpose rather than provided by for profit RTOs diverting resources from public schools, and/or requiring students to fund provision themselves through additional charges,” the AEU submission says.

The inquiry agreed that “fit-for-purpose regulatory, funding and governance arrangements” are necessary and recommended that all Australian schools be funded to 100 per cent of the SRS.

It also recommended cooperative arrangements between secondary schools, TAFEs and industry to underpin the design and delivery of VET in schools.

A workforce shortage is a worrying threat to the sector. The inquiry found that ensuring a ready supply of well-qualified VET teachers is now urgent.

It called for better pay and conditions among other initiatives to improve attraction and retention of teachers.

Quality critical

The quality of VET delivered in schools is critical to the perceptions of VET, the inquiry found.

Its report called for “real changes” to ensure the sector delivers the high-quality education and training needed to respond to current and emerging skill requirements.

In Victoria, recent reforms are helping to dispel the negative perceptions, according to Louise Speirs-Bridge, learning specialist – applied and vocational education, at Wurun Senior Campus (a senior campus for Collingwood College & Fitzroy High School).

“Essentially, now in Victoria there are three ways senior secondary school students can go – the Victorian Certificate of Education (VCE), the VCE with a vocational major specialisation (VCE VM), or a Victorian Pathways Certificate (VPC),” she says.

“I’m a massive fan of the reforms because the narrative is changing; each pathway is being valued and validated as the best pathway options for each individual.”

Speirs-Bridge says the VCE VM and VPC subject program, introduced in early 2023, offer more genuine opportunities for student voice and agency in meeting the prescribed outcomes of the curriculum.

This means more opportunity for real-world connections and the development of capabilities such as creative thinking and communication that are critical to success in further study, training, and employment, she says.

Speirs-Bridge leads a team of 10 vocational education teachers and support staff who hold high expectations of students in applied and vocational pathways, while maintaining a focus on applied learning approaches and student-centred delivery.

VCE VM integrates VET for careers, while the flexible VPC allows for customisation. Both can include academic subjects, with VET optional for VPC and General VCE.

Speirs-Bridge says from a teaching perspective, there’s a revised study design aligned with the VCE (via the VCE VM), which gives an opportunity to refine practice and improve perceptions of applied and vocational pathways.

As well, the school provides access to 20-plus VET programs on its inner-Melbourne site or externally through TAFE or registered training providers.

QLD leads the way

Queensland is a hot spot for growth in VET in schools, says Queensland Teachers’ Union (QTU) president Cresta Richardson.

“Our state has consistently maintained its position of providing the greatest proportional share off Australia’s VET in Schools full-time enrolments, reaching 39 per cent in 2022, up six percent from 2018,” she says.

However, that growth comes despite a suite of barriers that need to be “addressed urgently”.

“VET in schools teachers often must do extra duties, but schools don’t have the funds to release them to maintain their industry currency and do extra work, such as internal course reviews. Plus, their spread of hours increases when they supervise students doing industry placements.”

The QTU is among stakeholders the Queensland Government has consulted to develop a new QVET strategy. The union is calling for government funding to support professional development, curriculum development and implementation, and equipment for VET in schools programs.

As well, Richardson argues schools should “form equitable partnerships” with the main beneficiaries of VET in schools - Queensland industry – but not commercial or sponsorship arrangements. She also advocates for school VET programs to partner with their local TAFE.

“Schools should facilitate young people’s transition to a broad range of post-school options and pathways. As part of this, VET in schools should be a curriculum option available in all Queensland state high schools and state colleges.”

By Margaret Paton

This article was originally published in the Australian Educator, Winter 2024