“Government policy in both Australia and China has encouraged effective industry-VET relationships to make training appropriate and meaningful for students, existing workers and business”
Industry bodies and VET institutions in
Australia have the flexibility to develop their own networks and forms of collaboration. For example, industry may provide work placements at schools for students and teachers, or offer a range of services to help schools give relevant training, such as industry specialists for teaching and assessment, sponsorship funding, equipment, materials and venues. Alternatively, VET institutions may supply industry with customised training programs for existing workers. China also undertakes collaborative activities – including opportunities which aren’t available in Australia, such as industry participating in school management and evaluating teachers. Governments in both Australia and China
the government’s commitment to encouraging partnerships between industry and VET. Despite the passing of the Vocational Education Law in 1996 -
which urged VET institutions to forge close ties with enterprises - political and labour market influences once again meant that industry no longer focused on a connection with training institutions to ensure workers had appropriate practical skills. Both Australia and China place higher value on academic
education than any other form of training, but Australia also recognises the importance of vocational pathways. In China, academic scholarship was historically prized as the main pathway to senior government positions. The operation of these value systems continues to affect industry commitment to collaborative activities with training institutions. In Australia, industry collaboration has led to the introduction
of competency-based training (CBT), and the development of competency standards to guide the assessment of skills required in the workplace. The main focus of the VET system is still to produce individuals with industry-relevant skills and knowledge. In China, where most VET happens at the secondary school level, industry-specific skills training is balanced by a strong focus on the development of individual talents and ethical behaviour. Another difference is that in China teachers take part in
industrial production and scientific experimentation. Students and teachers are involved in entrepreneurial activities and researching new technologies that can be used to improve local industry and agriculture. This is in strong contrast to practices in Australia, where the government provides financial incentives for employers who take on apprentices and trainees, and any entrepreneurial activities such as training restaurants are generally not-for-profit.
are keen to ensure that VET practitioners have industry-specific skills and high quality teaching qualifications. During the last decade in Australia, developments have included secondary school teachers needing to acquire workplace experience if they are to teach VET, while those in the post-school sector who have been hired for their industry-specific knowledge need to undertake teacher-related qualifications. In China, there is new emphasis on the importance of teacher competence in getting the best out of VET graduates - VET teachers undertake practical on-the-job training with industry, while industry and technical experts spend time in schools and vocational institutes. It is clear that in Australia and China, effective
industry-VET collaboration has helped industry remain competitive. These links can provide useful ways of identifying industry skill needs, as well as developing appropriate guidelines for the delivery of education, training and assessment. They can enable students and existing workers to develop the necessary skills to succeed in the labour market. This then makes it easier for governments to implement reforms designed to improve economic and educational outcomes, and for industry to fulfil their community responsibilities. Looking to the future, it is important that
Australia and China have adequate funding and other resources in place to support the establishment and maintenance of industry- VET partnerships. Most importantly, government policies must be based on the accurate identification of industry skill shortages and suitable training responses. The challenge is to focus on the core purposes of industry and VET - economic and educational - and develop activities which enable each sector to fulfil their roles.
Josie Misko, Senior Research Fellow, NCVER
References: Misko, Josie, Liu Yufen, Jiang Dayuan, Wu Quanquan, Zerong W 2005, Linking vocational education and training with industry in China and Australia.
Australia China: BEYOND TOMORROW Special Education Supplement 115
Vocational Education & Training
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