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Themes and trends in VET

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With over 3 million students currently at private training providers, Vocational Education and Training (VET) remains an important pathway into work and further study for a diverse set of learners, from school leavers to those returning to education as experienced adults. In recent years, however, the industry has also been criticised in high profile media stories, with reports raising questions about how courses are sold and funded.

This informal session goes beyond the media hype to share insights from a number of perspectives across VET, from regulatory issues to curriculum design. Our presenters will reflect on themes and learnings from key conferences they have attended and contributed to this year, including NCVER (National Centre for Vocational Education Research) and ACPET (Australian Council for Private Education and Training).

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Themes and trends in VET

  1. 1. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION. September 2016 THE FUTURE OF VET “You can’t Google the future”
  2. 2. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION. Vocational Education & Training Uberization of education services Big data, disruptive technology & the platform economy Accreditation frameworks, regulation and funding regimes New skills and capabilities required THE FUTURE OF VET 2 “You can’t Google the future” Government policy objectives unlikely to change… • Australia will enjoy sustainable economic growth & a stable society • Policy & funding decisions can be based on accurate data • Regulation will ensure high quality educational outcomes • Australians will prosper in the global economy The VET environment is changing…
  3. 3. RESPECT. DRIVE. ADVENTUROUS. GENUINE. RIGOUR. CONVICTION. Uberisation of education services •Learners in the driver seat , relationships based on trust •Teachers understanding student motivation and capacity •What will a well designed learning program look like? •How will teachers respond to their “Uber-scores”? Eg the rise of the teacher Superstar •How will teachers rate their students??? •How will teachers support learning beyond the classroom? •Online learning – a poor performer? Not in China/India. Not for IT certification (eg Cisco, Microsoft). •The future role of institutions as providers of accreditation – challenged by industry credentials, micro-credentialing, etc. Big data, disruptive technology & the platform economy •Big data, massive data- gathering capability, myriad data-gathering “touch-points”. Eg learning metrics gathered from students’ online engagement used to improve the learning experience •Use of data by governments, learners, teachers, commercial interests, - the right data for each user ; and access to data (Eg VOCSTATS, MySkills) •Disruptive technology eliminating the need for physical campuses eg MOOCs, Zoom, Skype •The platform economy – eg Uber, AirBnB, Amazon, e-Bay – facilitating direct relationships between teachers and students Accreditation frameworks, regulation and funding regimes •Gov’t regulation response – current focus on costs, quality, demand, completion rates and measuring student satisfaction •versus •Innovation – graduates with transferrable skills, students bypassing traditional credentialing channels •Will training packages working for sectors experiencing rapid technological change? Will they work for industries that trust (and recruit) their own credentials? •Relationship between industry, Higher Ed and VET – parity, pathways and a three-way relationship? Skills and capabilities •WORKFORCE: Soft skills, technical skills, STEM skills, entrepreneurial skills, globally transferrable skills •YOUNG JOB-SEEKERS: Analysis by the Foundation for Young Australians ( •Problem Solving •Creativity •Communications •Teamwork •Financial Literacy •Digital Literacy •Critical Thinking •Presentation Skills •TEACHERS: Technical and teaching capabilities THE FUTURE OF VET 3 “You can’t Google the future”