tag:theconversation.com,2011:/global/topics/vet-funding-34219/articlesVET funding – The Conversation2022-02-03T03:17:57Ztag:theconversation.com,2011:article/1755232022-02-03T03:17:57Z2022-02-03T03:17:57ZWho’ll teach all the students promised extra TAFE places? 4 steps to end staff shortages<p>Under Labor’s proposed <a href="https://alp.org.au/policies/future-made-in-australia-skills-plan">Future Made in Australia Skills Plan</a>, Australians studying in an industry with a skills shortage will be supported through the provision of free TAFE places. This will include 45,000 new places. If Labor does that without expanding the present <a href="https://www.pmc.gov.au/resource-centre/domestic-policy/vet-review/strengthening-skills-expert-review-australias-vocational-education-and-training-system">depleted teaching workforce</a>, we’re likely to see more current teachers bailing out and corners cut in teaching practices.</p>
<p>Our 2021 <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/attracting-industry-experts-to-become-vet-practitioners-a-journey-not-a-destination">research</a> for the National Centre for Vocational Education Research (<a href="https://www.ncver.edu.au/about-ncver/about-us">NCVER</a>) found the shortages of VET teachers and trainers extend to virtually every industry. If these shortages are not overcome, the result will be an inadequately trained vocational workforce. This in turn will have an impact on the country’s skill levels and productivity.</p>
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<p>Not that the present federal government has much to be proud of in this regard. Although Vocational Education and Training (VET) significantly underpins the nation’s workforce development, it has limped along under recent national governments.</p>
<p>TAFE, the public provider, has remained a poor relation. <a href="https://www.afr.com/policy/health-and-education/vet-for-monday-20180321-h0xrib">Workforce shortages</a> have continued, made worse by retirements from the <a href="https://www.skillsreform.gov.au/images/documents/Consultation_draft_of_the_VET_Workforce%20Quality_Strategy.pdf">ageing VET workforce</a> and by the need to expand training to cater for new and emerging industries.</p>
<p>For our <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/attracting-industry-experts-to-become-vet-practitioners-a-journey-not-a-destination">research</a> we talked with key members of almost 30 registered training organisations (RTOs) across Australia about the shortage of trainers. We also surveyed over 300 practising teachers and trainers (VET practitioners) about their experiences of moving into VET.</p>
<p>The challenge in overcoming the shortage of VET practitioners is to encourage experienced workers from trades and the professions to move into VET.</p>
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<h2>What are the key issues?</h2>
<p>The difference in salaries between industry and VET is a significant issue. It’s too simplistic an explanation for the lack of applicants, however. </p>
<p>For example, one disincentive is the nature of employment in the sector. Just over half of VET practitioners are employed in ongoing full-time roles. As one said:</p>
<blockquote>
<p>“People at the top of their industry don’t leave for a temporary contract.”</p>
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<p>Private training organisations reported they sometimes provide permanent employment for trainers simply to keep them “on the books”. One RTO principal told us:</p>
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<p>“I can’t afford to put them off because we’ll never get them back.”</p>
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<p>A further stumbling block is the inflexibility of the basic educational qualification as a point of entry. Trainers generally need to complete a Certificate IV in Training and Assessment (Cert IV TAE) <em>before</em> they can teach. There is only minimum provision for supervised practice without it.</p>
<p>Training organisations reported prospective trainers are reluctant to acquire the full qualification before they’re allowed to teach. Tradespeople with significant practical experience but no formal education since their apprenticeship were also anxious about “returning to study”.</p>
<p>Paradoxically, there was pushback from university-educated professionals in senior positions against the need for a vocational qualification.</p>
<p>The value of the certificate itself as a training qualification has been an <a href="https://www.researchgate.net/profile/Erica-Smith-4/publication/337013372_The_Importance_of_VET_Teacher_Professionalism_An_Australian_Case_Study/links/5dc0c1244585151435e8c507/The-Importance-of-VET-Teacher-Professionalism-An-Australian-Case-Study.pdf">ongoing contentious issue</a>. One ex-tradie wrote:</p>
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<p>“They want teachers to have ten years of industry experience […] but expect a six-day course to be enough to be a good teacher.”</p>
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<p>It’s understood changes to the qualification are in the wind. Let’s hope these include ones that will make entry to VET teaching more flexible. </p>
<p>Training organisations and trainers alike argued for better recognition of prior learning among those who already have a training or mentoring role. </p>
<p>Even after they make the transition, new practitioners sometimes leave VET because their expectations don’t meet the reality. This is especially true if their employer doesn’t provide appropriate orientation and support. One trainer said:</p>
<blockquote>
<p>“Day one I was given a USB with PowerPoint presentations on it and told to go into the classroom and deliver it.”</p>
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<figure class="align-center ">
<img alt="Chart showing decline in apprenticeship and traineeship completions in Australia, 2010 to 2021" src="https://images.theconversation.com/files/443969/original/file-20220202-13-1hj0wgy.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/443969/original/file-20220202-13-1hj0wgy.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=391&fit=crop&dpr=1 600w, https://images.theconversation.com/files/443969/original/file-20220202-13-1hj0wgy.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=391&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/443969/original/file-20220202-13-1hj0wgy.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=391&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/443969/original/file-20220202-13-1hj0wgy.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=492&fit=crop&dpr=1 754w, https://images.theconversation.com/files/443969/original/file-20220202-13-1hj0wgy.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=492&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/443969/original/file-20220202-13-1hj0wgy.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=492&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="attribution"><a class="source" href="https://www.ncver.edu.au/research-and-statistics/infographics/historical-time-series-of-apprenticeships-and-traineeships-in-australia-infographic-1963-to-2021">Data: NCVER</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<h2>What can be done to end the shortages?</h2>
<p>We identified several strategies to attract more VET practitioners.</p>
<p><strong>1. Exploit career points and individual passion for teaching and training.</strong></p>
<p>A national media campaign could target prospective VET professionals at potential “turning points” in their careers. That might be, for example, when they are looking to move into something different from their everyday job, when family or financial responsibilities have eased, or when they are seeking an alternative work-life balance. Sell these as benefits beyond salary. </p>
<p><strong>2. Smooth the entry path.</strong></p>
<p>Provide more options to “try before you buy”. These might include “bite-size” opportunities to experience teaching in VET before making a commitment. Industry specialists could be allowed to teach short-term with a particular training skill set, rather than the full qualification.</p>
<p>It’s also essential to ensure prospective practitioners understand in advance how expectations in VET are different from those in their former workplaces. When they get there, give them a soft landing, especially those new to training. Show them they’re valued.</p>
<p><strong>3. Involve industry more.</strong> </p>
<p>Encourage and enable movement in and out of VET – so-called “<a href="https://www.researchgate.net/publication/262220931_How_vocational_teachers_describe_their_vocational_teacher_identity/link/606352f1299bf173677da67a/download">boundary crossing</a>”. This will enable practitioners to maintain their links and their industry currency. </p>
<p>There is also scope and reason for industry to be more directly involved in promoting and fostering the VET practitioner career.</p>
<p><strong>4. Enhance the status of VET.</strong></p>
<p>This can be done by promoting the uniqueness of the “<a href="https://www.tandfonline.com/doi/abs/10.1080/0309877X.2011.590584">dual practitioner</a>”. Arguably even more than at university level, VET employs tradespeople and professionals who have developed expertise in one career and channels them into a second career. As a VET teacher or trainer, their initial expertise is highly valued.</p>
<p>Our research showed many people in VET are passionate about its potential but some despair about its future. Whichever party is in power, expanding and equipping the VET workforce is a vital step forward.</p><img src="https://counter.theconversation.com/content/175523/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Darryl Dymock received research funding from NCVER. </span></em></p><p class="fine-print"><em><span>Mark Tyler received research funding from NCVER.</span></em></p>Federal Labor is promising to cover the cost of 465,000 TAFE places, including 45,000 new places. But there’s a chronic shortage of VET teachers and trainers, so that problem has to be fixed first.Darryl Dymock, Adjunct Senior Research Fellow in Education, Griffith UniversityMark Tyler, Senior Lecturer, School of Education and Professional Studies, Griffith UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1013902018-10-07T18:50:00Z2018-10-07T18:50:00ZVET needs support to rebuild its role in getting disadvantaged groups into education and work<figure><img src="https://images.theconversation.com/files/238049/original/file-20180926-48631-1e377je.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The vocational education sector has an important role to play in social inclusion of disadvantaged groups in learning and work.</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p><em>This article is part of a series on the Future of VET exploring issues within the sector and how to overcome the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
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<p>In 1974, a <a href="http://hdl.voced.edu.au/10707/17052">review of the VET sector</a> set out an agenda for the future of the vocational education and training sector. It emphasised education and social inclusion in work as key functions of the sector, rather than mainly its “manpower role”. </p>
<p>In the ensuing decades, this emphasis has been overturned. The vocational education and training system of today is industry-led. It is funded primarily to <a href="https://www.education.gov.au/skilling-australians-fund">achieve employment outcomes</a>.</p>
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Read more:
<a href="https://theconversation.com/what-australia-can-learn-from-englands-plan-for-vocational-education-62418">What Australia can learn from England's plan for vocational education</a>
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<p>VET’s role in skill development and educating those who engage in the range of occupations that contribute to Australia’s economy is critical. But we also need to strongly support the role VET plays in getting disadvantaged groups into education and work.</p>
<h2>Previous social inclusion policies</h2>
<p>Social inclusion in this case reflects the federal government’s <a href="http://meetingpoint.org.au/assets/mp_s12_sipfa.pdf">social inclusion principles</a>, established in 2010. These were created to ensure people have the resources, opportunities and capabilities they need to learn, work and have a voice. </p>
<p>Social inclusion initiatives are designed for groups generally identified as possibly experiencing disadvantage, who require extra support to succeed in education and work. Students with a disability, students from culturally and linguistically diverse backgrounds (CALD), Indigenous students and students from low SES backgrounds, women, and people from rural, regional or remote locations or communities are among those who might need this support.</p>
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<img alt="" src="https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Disadvantaged groups, such as students with a disability or who come from rural communities, may need more help to get into education and work.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
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<p>The then Labor government established a <a href="http://www.nirs.org.au/images/stories/community_notices/Announcement_to_Stakeholders_August_2009.pdf">National VET Equity Advisory Council</a> (NVEAC) in 2009. Its task was to provide training ministers with advice on how to reform VET to ensure disadvantaged students achieved improved outcomes from participating in VET. Such outcomes include securing a job or further study. </p>
<p>NVEAC drafted the <a href="http://hdl.voced.edu.au/10707/167334">Equity Blueprint</a> in 2011. This set out the advisory committee’s advice to ministers on what reforms were needed to ensure the VET system could support all learners to achieve their potential, no matter what their circumstances.</p>
<p>These reforms were designed to be long-term, as system-wide reform takes time. Suggested reforms included:</p>
<ul>
<li>a new, more sustainable funding model for VET (including increased federal investment) </li>
<li>measuring and reporting on disadvantaged students’ progress and achievement to keep providers accountable </li>
<li>a national framework for building the capability of VET teachers to better train and support all students </li>
<li>listening to the voice of the learner so their actual needs and concerns would be addressed, including types of courses on offer, facilities and how they learn</li>
<li>investment in teaching foundation skills (such as literacy and numeracy) as a priority, and to do it better </li>
<li>embedding career, pathway and transition planning and advice into the VET and school systems to better support students into employment.</li>
</ul>
<p>Unfortunately, the Equity Blueprint was not implemented. With a change of government in 2013, NVEAC was disbanded. </p>
<h2>Where are we now?</h2>
<p>The VET sector has been increasingly <a href="http://www.voced.edu.au/content/ngv%3A40868">marketised</a>. This marketisation is seen in cuts to government funding of VET and the shifting of responsibility for funding post-school vocational education onto students. </p>
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Read more:
<a href="https://theconversation.com/changes-to-vet-might-be-good-for-business-but-not-for-students-31452">Changes to VET might be good for business, but not for students</a>
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<p>VET providers including TAFE, which has <a href="https://www.ncver.edu.au/__data/assets/file/0016/5920/nr04022_9.pdf">traditionally provided programs</a> to meet the specific needs of disadvantaged groups, have increasingly cut access and Certificate I and II courses. It’s these low-level courses that can provide the initial skills and confidence needed to enter the workforce or to progress to an industry-recognised qualification. </p>
<p>Despite some acknowledgement by state and territory governments in their annual planning documents that there’s still a role for VET in meeting its obligation to equity and community service, funding has not fully reflected this. When restructures of the system are designed and money is tight, equity programs are often the first on the chopping block. </p>
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<img alt="" src="https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=446&fit=crop&dpr=1 600w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=446&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=446&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=561&fit=crop&dpr=1 754w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=561&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=561&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Equity programs are usually first on the chopping block when money is tight.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
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<p>For example, the current restructure of <a href="https://d3n8a8pro7vhmx.cloudfront.net/youthaction/pages/1462/attachments/original/1519002239/VET_Report_2018.pdf?1519002239">TAFE NSW has cut</a> many of the educationally qualified staff who designed and delivered <a href="https://www.hunter.tafensw.edu.au/students/pages/outreach-programs.aspx">outreach</a> and support programs for students. This has meant reducing numbers of specialist staff for culturally and linguistically diverse students and those with disabilities. </p>
<p>Outreach programs provide opportunities for students to undertake relevant courses in their communities. This addresses both student and community needs. </p>
<h2>Equity groups left out</h2>
<p><a href="https://www.ncver.edu.au/">National Centre for Vocational Education Research</a> (NCVER) figures show <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/government-funded-students-and-courses-2017">a decline</a> in the participation of several equity groups in recent years. They include people from remote and very remote areas, those in the most socio-economically disadvantaged group, female students and students in the youngest age group (15 to 19). </p>
<p>The fact many of these equity groups were targeted in the <a href="https://theconversation.com/new-vet-student-loans-unlikely-to-weed-out-dodgy-private-providers-66575">VET FEE-HELP scandals</a> has possibly also undermined confidence in a VET pathway for these students.</p>
<p>Disadvantage often reaches into many aspects of a learner’s life, and that needs to be recognised and understood. Understanding issues around <a href="https://www.thesmithfamily.com.au/%7E/media/files/research/reports/research-disadvantaged-young-australians-learning-for-life.ashx">motivation to learn</a> and social disadvantage is necessary. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/to-fix-higher-education-funding-we-also-need-to-fix-vocational-education-102634">To fix higher education funding, we also need to fix vocational education</a>
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<p>How motivated a student is informs how much time and effort they put into their study. Factors such as low socio-economic status, language barriers or hurdles, and competing responsibilities at home can have negative effects on motivation to learn. </p>
<p>An NCVER <a href="https://www.ncver.edu.au/__data/assets/pdf_file/0030/2096175/Improving-participation-and-success-in-VET-for-disadvantaged-learners.pdf">study</a> identified five effective strategies for supporting learners who become disengaged from study: </p>
<ol>
<li><p>address the overall barriers and challenges experienced by students, which might include home life and socio-economic concerns as well as learning issues </p></li>
<li><p>provide appropriate teaching that meets students’ specific needs, such as team teaching with professionals who have tertiary qualifications as well as experience in literacy and numeracy, or giving students additional support while studying a vocational course</p></li>
<li><p>be flexible in the delivery of programs such as outreach programs so they’re delivered where students feel most comfortable, in community settings and at times that meet their parental and caring responsibilities</p></li>
<li><p>offer ongoing support beyond VET, which might include counselling, careers advice and further training in foundation skills</p></li>
<li><p>provide students with pathways to further study and/or work through VET providers, government agencies and community groups working together. </p></li>
</ol>
<h2>What needs to happen now</h2>
<p>While VET has the capacity to offer socially inclusive educational programs, for successful and sustainable outcomes the training provider must also be able to work with other agencies supporting learners. A VET course is not the end of the journey. Government agencies and community groups can provide funding to ensure the VET qualification leads to meaningful work.</p>
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<p>
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<strong>
Read more:
<a href="https://theconversation.com/victorian-tafe-chaos-a-lesson-in-how-not-to-reform-vocational-education-7296">Victorian TAFE chaos: a lesson in how not to reform vocational education</a>
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<p>But success for many students is not just measured through completions and attainment of a qualification or job. When we talk about success here, it’s more in terms of less tangible outcomes such as building confidence, self-respect, life skills and engagement with their communities.</p>
<p>To rebuild this role, VET needs sustainable investment. Supporting disadvantaged learners is <a href="https://www.ncver.edu.au/__data/assets/pdf_file/0030/2096175/Improving-participation-and-success-in-VET-for-disadvantaged-learners.pdf">successful</a> when it’s an institution-wide commitment. </p>
<p>Such support requires the commitment of all levels of government, not only to ensure VET retains this capacity, but so there’s an obligation of social inclusion that goes beyond the classroom. It should also build strong relationships with employers and communities.</p><img src="https://counter.theconversation.com/content/101390/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Linda Simon has received funding from NCVER as a research grant 2016/17 and is a current member of the NTEU.</span></em></p>VET’s role in employable skill development is critical. But we also need to strongly support the role VET plays in getting disadvantaged groups into education and work.Linda Simon, Teacher in adult and vocational education, Charles Sturt UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1013882018-10-03T20:04:24Z2018-10-03T20:04:24ZWe need to change negative views of the jobs VET serves to make it a good post-school option<figure><img src="https://images.theconversation.com/files/234200/original/file-20180830-195325-d6dpdm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">If we don't respect plumbing as an occupation, how will we respect the system that trains plumbers?</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p><em>This article is part of a series on the future of vocational education and training, exploring issues within the sector and how to improve the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
<hr>
<p>The low status of vocational education and training (VET) is a growing problem. Many young Australians and their parents don’t consider VET as a potential post-school pathway, even if it might be more suitable for them than university. </p>
<p>In an era of high aspiration, VET is <a href="https://unevoc.unesco.org/go.php?q=Virtual%20conference%20on%20improving%20the%20image%20of%20TVET:%20making%20TVET%20more%20attractive%20to%20young%20people">often seen</a> as an option only for those unable to gain university entry. This undermines VET as a viable and effective post-school pathway – the one most frequently trod by young people in countries such as <a href="https://www.britishcouncil.org/education/skills-employability/what-we-do/vocational-education-exchange-online-magazine/improving-vocational-education">Britain</a>, <a href="https://www.dcdualvet.org/wp-content/uploads/2014_GIZ_Improving-the-Image-of-Technical-and-Vocational-Education-and-Training_A-synthesis.pdf">Germany</a> and <a href="https://books.google.com.au/books?hl=en&lr=&id=r6VhDwAAQBAJ&oi=fnd&pg=PT6&dq=vocational+education+in+switzerland&ots=6boYqv396s&sig=mEfWnkXXlMGFvXcKnVy2jk2_JEM#v=snippet&q=swiss&f=false">Switzerland</a>. </p>
<p>It’s also fuelling a growing mismatch between the skills young people are leaving tertiary education with and employment opportunities in their preferred jobs. It can also <a href="https://epi.org.uk/wp-content/uploads/2018/01/remaking-tertiary-education-web.compressed.pdf">lead to</a> increasingly lengthy, costly and roundabout post-school pathways to employment for young people.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-choose-the-right-training-provider-47761">How to choose the right training provider</a>
</strong>
</em>
</p>
<hr>
<p>But much of the low status of VET compared to university is shaped by negative societal perceptions of the jobs it trains people for. This is particularly true for those seen as dead-end (such as dental assistants), those requiring manual work, involve getting dirty (such as mechanics) or seen to be servile (such as waitressing). Changing those views is necessary to address the low status of VET and present it as a good option for school-leavers and their parents to consider.</p>
<h2>The status of vocational education</h2>
<p>Young people and their parents are faced with difficult decision-making when considering post-school educational pathways. Most vocational and university programs have specific occupational focuses. So, decisions about these pathways have to focus on the jobs young people and their parents aspire to be in. </p>
<p>Unsurprisingly, jobs seen to be personally interesting, socially-desirable, clean, well-paid and offering stable employment are the most attractive. These include law, speech pathology and journalism. </p>
<p>A university education is the usual pathway to this kind of work. This is despite jobs in these industries becoming <a href="https://theconversation.com/too-many-graduates-not-enough-jobs-universities-profits-and-clinical-need-13482">increasingly scarce</a> due to an <a href="https://www.lawyersweekly.com.au/sme-law/22768-frustration-grows-over-unis-cashing-in-on-law-grad-oversupply">oversupply of students</a> now being prepared for these types of jobs. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">It’s common for school-leavers to only consider VET as an option if they don’t get into university.</span>
<span class="attribution"><span class="source">www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>Australia is far from alone here. Long-standing societal sentiments about occupations, exacerbated currently by growing aspirations among young people and parents is a <a href="https://www.dcdualvet.org/wp-content/uploads/2014_GIZ_Improving-the-Image-of-Technical-and-Vocational-Education-and-Training_A-synthesis.pdf">common concern globally</a>. This is the case not only in countries with advanced industrial economies, but <a href="https://unevoc.unesco.org/go.php?q=Virtual%20conference%20on%20improving%20the%20image%20of%20TVET:%20making%20TVET%20more%20attractive%20to%20young%20people">also those with developing economies</a> – for instance Nigeria, Ethiopia, Kenya, Palestine, Lebanon, Egypt and Jordan. </p>
<h2>Societal investment in funding</h2>
<p>When perceived to be low standing, societal investment (such as those from governments) in VET dwindles, as has long been the case in Australia. This perpetuates a cycle of under-funding and marketisation policies that reinforces its unattractiveness to young people, and further reduces societal investment.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/government-spending-on-education-the-winners-and-losers-70264">Government spending on education: the winners and losers</a>
</strong>
</em>
</p>
<hr>
<p>As a consequence, VET is not being optimised as a post-school pathway to meet the needs of young Australians, the national economy, the viability of Australian businesses or the community. The risk for young people is they will spend their time and money on an educational pathway that may fail to secure them the kinds of jobs they aspire to, and limit their employment options. </p>
<p>So, the recent introduction in Victoria of <a href="https://theconversation.com/free-tafe-in-victoria-who-benefits-and-why-other-states-should-consider-it-96102">subsided VET programs</a> for certain occupations is a positive example of societal investment in VET. But this initiative needs to progress alongside measures that promote these occupations as being worthwhile and worthy for young people. </p>
<h2>What needs to happen?</h2>
<p>Measures are now being put forward by governments to address this problem. <a href="http://www.voced.edu.au/content/focus-higher-level-apprenticeships-pathways">These include</a> having higher level vocational education programs, including degree-level apprenticeships, and changing the name of vocational education institutions to make them more attractive. All of these are worth considering, but these measures risk being short-term fixes. </p>
<p>Not long ago, vocational education institutions change their name from “colleges” to “institutes” to make them more attractive, particularly to overseas students. Equally, requiring high levels of certification has not necessarily enhanced the status of occupations – such as travel agents.</p>
<p>In countries such as Germany, technical and trade occupations are held in higher esteem. There, it’s common to find young people who have university entrance but prefer to engage in apprenticeships. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Public perception of the jobs VET trains people for need to change.</span>
<span class="attribution"><span class="source">www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>Australia needs high quality technical, trade and service workers whose skills develop through effective occupational preparation. But these outcomes are most likely to be realised when jobs are valued by society. Education needs to acknowledge and addresses the complexities of the jobs and have educational goals that help students graduate with the necessary skills.</p>
<p>Ultimately, addressing societal views of jobs such as plumbers, electricians or concreters cannot be realised through the education system alone. Public perceptions need to change, including those of parents and teachers. </p>
<p>This can be done through informing the public about them, being open about what this work requires of the worker and what they need to know to be competent in them. Government should lead the charge in this effort, and industry should support and sponsor. </p>
<h2>Three actions are required</h2>
<p>Firstly, a public education campaign needs to be undertaken to inform the community (particularly parents) about VET as a viable post-school option. It should be supported by industry and enacted by government, through public education and social marketing via electronic media.</p>
<p>Secondly, schools should better inform young people about VET as a post-school option and include entrance into VET as an important performance indicator. Schools should take action such as organising visits to schools by young people championing the work in VET fields.</p>
<p>Thirdly, federal and state government along with industry need to ensure the VET provision is organised, ordered and resourced in ways that provides students with the appropriate educational experiences to prepare them for the job they choose.</p><img src="https://counter.theconversation.com/content/101388/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Stephen Billett is Professor of Adult and Vocational Education at Griffith University. He receives funding from UNESCO, Australian Research Council, Queensland state government, Singapore government, Norwegian Research Council, Office of Teaching and Learning (Australian Federal Government). He is also affiliated with Gold Coast University Hospital. </span></em></p>Many young Australians and their parents don’t consider VET as a potential post-school pathway, even if it might be more suitable for them than university.Stephen Billett, Professor of Adult and Vocational Education, Griffith UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1015162018-10-01T20:08:43Z2018-10-01T20:08:43ZA new national set of priorities for VET would make great social and economic sense<hr>
<p><em>This article is part of a series on the Future of VET exploring issues within the sector and how to improve the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
<hr>
<p>Attending a Vocational Education and Training (VET) graduation can be an uplifting experience. There’s the 45-year-old manufacturing worker who left school at 14 getting his first-ever qualification and a new job in construction, the Indigenous single parent who started a business based on what she learnt with her Certificate III in Hospitality, the female refrigeration apprentice who won a medal representing Australia at WorldSkills, and the Sudanese refugee who is now a university law student following his English Language and Tertiary Preparation Course. </p>
<p>These are not just inspiring stories about individuals. They show how the vocational system can increase workforce participation through developing skills in shortage areas, especially for disadvantaged groups. </p>
<p>Skills Australia once calculated if we raised workforce participation from 65% to the 69% they achieve in New Zealand, it would benefit the economy through increased tax and reduced social security income to improve government operating balances by as much as <a href="https://docs.education.gov.au/system/files/doc/other/wwf_strategy-2010.pdf">A$24 billion</a> a year. </p>
<p>The sector needs a new national set of priorities and operating principles fit for the future. To achieve this, a national review is necessary.</p>
<h2>The neglected middle child</h2>
<p>Why is VET so often characterised as the problem, neglected middle child of our post-school education and training system? A lot of it has to do with conflicts over basic questions of form and function – who should run the system, how it should operate, what its primary purpose is and what its relationship with other sectors should be. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/deregulating-tafe-is-a-big-risk-to-the-labour-market-54171">Deregulating TAFE is a big risk to the labour market</a>
</strong>
</em>
</p>
<hr>
<p>The last time the VET system had a largely agreed upon position on its purpose and operating framework was in 1974 following the <a href="http://hdl.voced.edu.au/10707/17052">Kangan Review</a> of the sector. Some 44 years on, the sector desperately needs another review.</p>
<h2>Industry’s concerns on the decline of VET</h2>
<p><a href="https://www.smh.com.au/education/vocational-education-industry-reforms-could-cripple-quality-providers-20161005-grvaye.html">Politicians</a> and <a href="http://www.bca.com.au/media/have-your-say-business-council-consulting-on-our-future-tertiary-system-">business leaders</a> are now showing concern about VET’s decline. </p>
<p>One argument is we now have too many people going to university. This is a waste of public money, it will result in critical skills shortages and is bad for some students who would be better off following the VET pathway. </p>
<p>Typically, the example is given of an apprenticeship that can bring higher initial pay and more certain full time employment. This is true for some traditionally male apprenticeships such as electrician, but less so for traditionally female pathways such as hairdressing or care. </p>
<p>You also see modern versions of the <a href="https://www.gooduniversitiesguide.com.au/study-information/types-of-institutions/tafe-institutes">argument</a> that some people prefer practical learning by doing, rather than academic learning, and that is a key feature of VET.</p>
<h2>Why?</h2>
<p>There are many aspects to this malaise. The sector is <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2017/12/Expenditure-on-education-and-training-in-Australia-2017.pdf">losing funding</a> and enrolments, it’s been battered by poorly thought out marketisation policies, and its students have been the victim of <a href="https://www.asqa.gov.au/news-publications/news/vet-fee-help-providers-under-microscope">loan scandals</a> by rogue providers. </p>
<p>VET operates in a <a href="https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0010/2845774/Burke-Changes-in-funding-in-Australian-vocational-education-and-their-effects_.pdf">confused mess</a> of federal and state funding, governance and policy prescriptions. Externally, the labour market is changing with lots of professions – such as nursing – now demanding university degrees as entry qualifications. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/changes-to-vet-might-be-good-for-business-but-not-for-students-31452">Changes to VET might be good for business, but not for students</a>
</strong>
</em>
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<p>Universities have powerful alumni in business and politics. They prepare people for high-status professional careers, such as medicine or law. Critically, they have academic freedom. </p>
<p>In contrast the public VET provider, TAFE, is often treated like a government department. VET professionals are not free to comment publicly on government policy lest their views conflict with political positions or challenge direct ministerial control.</p>
<h2>VET’s own culture wars</h2>
<p>Various stakeholders have different views of VET priorities. Crudely put, VET is seen by different people as primarily:</p>
<ol>
<li> an industry trainer, similar to BHPs training department</li>
<li> an alternative to university in specialities such as fashion design and child care </li>
<li> a provider of foundation, “second chance” and initial vocational programs for disengaged adults and young people, similar to the <a href="https://www.bsl.org.au/">Brotherhood of St Laurence</a>.</li>
</ol>
<p>For the last 30 years, VET has been experiencing its own “culture war”. On the one hand there are some who work in the VET sector who like to look back to the “golden age” following the Kangan Report of 1974. The review emphasised life-long learning and educating the whole person, not just in technical skills. TAFE teachers needed graduate level qualifications in teaching to complement their industry qualifications and experience.</p>
<p>This vision lost out from 1990 onwards to a more instrumental one promoted by industry and trade unions which said VET’s purpose was to provide industry with workers who were skilled for specific jobs. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The vocational education and training sector has been losing funding and enrolments in recent years.</span>
<span class="attribution"><span class="source">NTEU Victoria/flickr</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<p>The demonstration of specific industry-defined competencies became the key factor in gaining a credential, with less testing of understanding theory and knowledge. Graduate teacher qualifications were no longer necessary in this world of <a href="https://www.batchelor.edu.au/biite/wp-content/uploads/2012/06/CBT-Overview.pdf">Competency Based Training</a> – just a <a href="https://www.myskills.gov.au/courses/details?Code=TAE40116">VET Certificate IV</a> in Training and Assessment. </p>
<p>Besides advocating a competency approach, the new leaders of the system wanted “choice”. This led us through poor implementation and inadequate regulation to the <a href="https://www.afr.com/news/policy/education/private-colleges-vet-feehelp-loan-scandal-hit-160-million-and-counting-20160519-gozbmp">VET FEE-HELP scandals</a> we are now familiar with. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/vet-fee-help-reforms-will-merely-paper-over-the-cracks-of-a-system-prone-to-abuse-64425">VET FEE-HELP reforms will merely paper over the cracks of a system prone to abuse</a>
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</p>
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<p>This competency-based approach is now being <a href="https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0011/2845775/Final-Anne-Jones-paper1.pdf">challenged</a>. In an age where we’re told many of tomorrow’s jobs don’t exist yet, it seems odd to prepare people solely with highly specific occupational skills. Especially because industry says it values generic skills such as communication, presentation, analysis and teamwork. Many VET graduates <a href="https://www.ncver.edu.au/__data/assets/file/0018/9261/linking-quals-and-labour-market.pdf">already never work</a> post-study, or work for a very short time in the exact occupation they gained their credentials in.</p>
<h2>The way forward</h2>
<p>VET needs a new national settlement with a set of priorities and operating principles that are fit for the future. Achieving this will not be easy as it involves resetting federal-state relationships and balancing the sometimes competing priorities of students and industry groups.</p>
<p>It will take a new national review similar to Kangan. The review may need to cover the entire post-secondary system. But if it does, we can’t forget VET is about educating people for the changing world of work, <em>especially</em> the disadvantaged. This not only makes good educational and social sense, but the pay off in increased workforce participation makes very good economic sense as well.</p><img src="https://counter.theconversation.com/content/101516/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Robin Shreeve is an independent consultant on workforce development and further education. He is an Adjunct Professor of Education at Federation and Western Sydney Universities and an Honorary Senior Fellow at the L H Martin Institute of the University of Melbourne. He is an independent Director of Western Sydney University Enterprises and President of the Australasian VET Research Association (AVETRA). Previously he has been the CEO of Skills Australia, three TAFE type Institutes in NSW and the UK and the Deputy Director-General of TAFE and Community Education at the NSW Department of Education and Training. </span></em></p>VET needs a new set of priorities and operating principles that are fit for the future.Robin Shreeve, Adjunct Professor, Federation University AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/934962018-05-24T20:05:13Z2018-05-24T20:05:13ZSix things Labor’s review of tertiary education should consider<p>In March, Shadow Minister for Education and Training Tanya Plibersek <a href="http://www.tanyaplibersek.com/speech_universities_australia_conference">outlined</a> Labor’s plan to review the architecture of the post-school education sector if elected next year. She said they would look at whether current qualification structures, the mix of institutions, and financing models are still fit for purpose.</p>
<p>The Mitchell Institute has <a href="http://www.mitchellinstitute.org.au/papers/a-new-system-for-financing-australian-tertiary-education/">highlighted</a> incoherent policy across the higher education and VET sectors - a legacy of short-term fixes and poor state/federal co-ordination. The latest fix is last year’s freeze on teaching grants in the higher education sector. Meanwhile, the VET sector has seen falling TAFE enrolments and VET FEE-HELP <a href="https://www.themandarin.com.au/74012-vet-scheme-audit/">loan rorts</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/vocational-education-and-training-sector-is-still-missing-out-on-government-funding-report-88863">Vocational education and training sector is still missing out on government funding: report</a>
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<p>A Labor review would seek to “<a href="https://www.postsecondaryinquiry.com/about">put TAFE and unis on an equal footing</a>” while restoring demand-driven funding. What should it consider?</p>
<h2>1. Look beyond a 2020 vision</h2>
<p>Any “2020” vision shaped by near-term budget or electoral considerations risks (at best) partial policy fixes. Earlier reform attempts have mixed subsidy cuts, fee hikes and Higher Education Loan Program (HELP) changes, many of them rejected as unfair. </p>
<p>A 2030+ vision is needed to reset post-secondary education as a platform for knowledge-era nation-building. In this future, most Australians will need to up-skill and re-skill across their working lives. And as now, the sector will serve many related aims: as a booster of innovation, an export industry and a channel for global engagement. </p>
<h2>2. Work back from the future of work</h2>
<p>Recent reports conclude that Australians aren’t facing an “end of work” future where <a href="https://theconversation.com/why-we-are-still-convinced-robots-will-take-our-jobs-despite-the-evidence-87188">robots take our jobs</a>. Instead, we are seeing old job destruction, new job creation and (mostly) the transformation of existing jobs to focus more on <a href="https://education.nsw.gov.au/our-priorities/innovate-for-the-future/education-for-a-changing-world/research-findings/future-frontiers-analytical-report-the-future-of-work-in-australia">non-routine tasks</a>, both manual and cognitive. </p>
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<iframe src="https://datawrapper.dwcdn.net/PKwc8/3/" scrolling="no" frameborder="0" allowtransparency="true" width="100%" height="795"></iframe>
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<p>Meanwhile, post-school credentials, especially bachelor degrees, are becoming mainstream pathways into the Australian workforce. The authors of this <a href="https://education.nsw.gov.au/our-priorities/innovate-for-the-future/education-for-a-changing-world/research-findings/future-frontiers-analytical-report-the-future-of-work-in-australia">recent future of work report</a> conclude that:</p>
<blockquote>
<p>Education and skills remain essential, as partial insurance against technological unemployment, as a basis for innovation and competition, as a contributor to individual resilience and adaptability to change, and as a bulwark against further deepening of inequalities in opportunity.</p>
</blockquote>
<h2>3. Learn from other systems</h2>
<p>But what kind of education and skills is less clear. In international comparisons, Australia looks strong in bachelor degrees. But some systems, such as Canada with its large community college sector, are <a href="http://higheredstrategy.com/what-makes-canada-unique-in-post-secondary-education/">stronger at the sub-bachelor level</a>. A review should test whether we have the right mix for our future labour market, which types of qualifications should be demand-led and how these are to be financed. </p>
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<p>Some systems focus more on upper secondary vocational credentials. Offering these on a demand-led basis implies a different profile of post-compulsory provision, perhaps with a more diverse mix of institutions. </p>
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<p>Some systems have strong industry and government support for a broader vocational sector with clearer pathways into work. In Australia, post-school pathways should be clearer into initial credentials and jobs, and into flexible “lifelong” learning for mid-career up-skilling. </p>
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<h2>4. Consider new types of credentials</h2>
<p>Since 2012, <a href="https://theconversation.com/from-moocs-to-harvards-will-online-go-mainstream-18093">Massive Open Online Course (MOOC) platforms</a> have promised mass scale yet personalised degree level learning, at very low cost. At the same time we’ve seen wide experimentation with new types of <a href="https://evolllution.com/programming/credentials/innovative-credentials-turning-a-drop-in-the-bucket-into-a-transformative-tidal-wave/">micro-credentials</a>. These represent the accomplishment of short study, training or project assignments, often focused on <a href="https://www.deakinco.com/media-centre/article/Benefits-of-micro-credentials-for-business-and-employees">enterprise skills</a>. Small and stackable units of learning may <a href="http://courses.curtin.edu.au/course_overview/curtin-online/micro-masters-entry-pathways.cfm">count for credit</a> towards a degree. Or supplement one by certifying wider sets of capabilities valued by employers.</p>
<p>As portfolio careers become mainstream, a subset of the <a href="http://hepg.org/HEPG/media/Documents/Introductions/Gallagher_The-Future-of-University-Credentials_Intro.pdf?ext=.pdf">emerging streams</a> of micro-credentials that specify what learners know and can do in more detail will gain <a href="https://evolllution.com/alternative-and-next-generation-credentialing/">wider acceptance</a>. </p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/220232/original/file-20180524-117628-1qa3ga6.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/220232/original/file-20180524-117628-1qa3ga6.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=763&fit=crop&dpr=1 600w, https://images.theconversation.com/files/220232/original/file-20180524-117628-1qa3ga6.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=763&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/220232/original/file-20180524-117628-1qa3ga6.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=763&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/220232/original/file-20180524-117628-1qa3ga6.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=959&fit=crop&dpr=1 754w, https://images.theconversation.com/files/220232/original/file-20180524-117628-1qa3ga6.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=959&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/220232/original/file-20180524-117628-1qa3ga6.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=959&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption"></span>
<span class="attribution"><span class="source">The Conversation, based on The Future of University Credentials by Sean Gallagher, 2016</span>, <a class="license" href="http://creativecommons.org/licenses/by-nd/4.0/">CC BY-ND</a></span>
</figcaption>
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<hr>
<p>A formalised system could offer more portable credit across education sectors and providers, and wider recognition across employers and industries. This may be a better fit for the idea proposed by the Mitchell Institute in 2015 for the government to provide younger cohorts of students a standard entitlement for upper vocational as well as <a href="https://theconversation.com/all-young-people-deserve-tertiary-education-support-not-just-at-uni-38646">degree level programs</a>. </p>
<p>Or the idea proposed by the Business Council of Australia last year to provide every Australian a capped <a href="http://www.bca.com.au/publications/future-proof-protecting-australians-through-education-and-skills">Lifelong Skills Account</a> that could be used to pay for courses at approved providers across the tertiary spectrum over the person’s lifetime.</p>
<p>In each case a key aim is to ensure that young people in particular choose post-secondary courses and skillsets with clear aims in mind, without being diverted or disadvantaged by funding anomalies.</p>
<h2>5. Learn from mistakes</h2>
<p>Along with lessons from VET FEE-HELP, Australia may learn from the UK experience with <a href="https://www.ifs.org.uk/uploads/BN211.pdf">big funding cuts combined with big fee hikes</a> in 2012. This lifted university revenue per student but also landed many graduates in major debt for decades. This has raised <a href="https://www.theguardian.com/education/2017/dec/08/university-students-failed-by-rip-off-fees-says-watchdog">serious questions about value for money</a> at English universities. </p>
<p>In 2014, plans to deregulate uni fees in Australia assumed competition would limit price hikes while HELP loans kept study costs fair. This “market” solution failed to see how open-ended loan entitlements in Australia can lead to <a href="https://theconversation.com/fee-deregulation-and-the-hazards-of-help-27521">major debts where much of the cost is eventually met by taxpayers</a>. </p>
<h2>6. Settle structure, then governance and who funds what</h2>
<p>RMIT’s Gavin Moodie has argued <a href="https://theconversation.com/four-ideas-for-reforming-higher-education-policy-making-88385">a joint review</a> by state and national governments is needed to integrate VET and higher education policy. Industry engagement is needed also, to help define future needs and support more <a href="https://theconversation.com/how-universities-can-make-graduates-employable-with-connections-to-industry-91838">work-integrated learning</a>. </p>
<p>A Labor review should <a href="http://www.mitchellinstitute.org.au/reports/financing-tertiary-education-in-australia-the-reform-imperative-and-rethinking-student-entitlements/">rethink the future structure</a> of post-secondary education <em>then</em> reconsider who finances what level of qualification. </p>
<p>Finally, we’ll need an <a href="https://theconversation.com/au/topics/higher-education-funding-6102?page=2">independent body</a> to oversee tertiary education, and plan for the long term.</p><img src="https://counter.theconversation.com/content/93496/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Geoff Sharrock does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Labor has promised to review the tertiary education sector if elected next year. There are some major issues, and some examples from abroad they should consider.Geoff Sharrock, Honorary Senior Fellow, Centre for Vocational and Educational Policy, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/888632017-12-12T19:15:33Z2017-12-12T19:15:33ZVocational education and training sector is still missing out on government funding: report<figure><img src="https://images.theconversation.com/files/198706/original/file-20171212-9386-1k56xdv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The uneven approach between VET and higher education in particular reflects an ongoing failure to conceive of the two as part of a single tertiary education system.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>There is a stark difference between schools, VET and higher education spending in Australia, according to our research published today.</p>
<p>The Mitchell Institute’s <a href="http://www.mitchellinstitute.org.au/reports/expenditure-on-education-and-training-in-australia-2017">2017 report</a> shows that while spending on schools and higher education continues to grow, vocational education and training (VET) expenditure is going in the opposite direction. We are spending less on VET now than we were a decade ago, in real terms.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/government-spending-on-education-the-winners-and-losers-70264">Government spending on education: the winners and losers</a>
</strong>
</em>
</p>
<hr>
<p>The chart below shows the trends in expenditure over an 11-year period to 2015-16. This analysis uses 2005-06 as the base index year. Indexing enables comparison of change over time from a common starting point, which is 100 here. So, an increase from 100 to 102 would represent a 2% increase. All expenditure values are in 2015-16 dollars, converted to real terms using a GDP deflator.</p>
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<p>This analysis was done using Australian Bureau of Statistics (ABS) <a href="http://www.abs.gov.au/ausstats/abs@.nsf/mf/5512.0">data</a>. While more detailed data are available for each education sector through different collections, the ABS applies the same method for estimating expenditure for each sector. This makes it the best means of making a comparison across schools, VET and higher education. </p>
<p>The figures include all expenditure by government entities – meaning by governments (to both public and private education providers) and also by public schools, TAFEs and universities. This gives us an approximate picture of where the dollars are flowing, and how this is changing over time. </p>
<p>What’s important here is the increasing disparity in expenditure growth between the sectors, particularly between VET and higher education. </p>
<h2>VET missing out</h2>
<p>This comparison confirms <a href="http://www.bca.com.au/media/jennifer-westacott-national-press-club">widespread concerns</a> about VET going backwards. Expenditure in 2015-16 was 4.7% below the level in 2005-06.</p>
<p>This tells a worrying story about quality vocational education and training not being a priority for governments. </p>
<p>Key growth employment areas like aged care, early childhood education and hospitality <a href="http://lmip.gov.au/default.aspx?LMIP/EmploymentProjections">rely on vocational training</a> for skilled workers. Building up vocationally qualified workers in the growing service and caring industries will be essential, particularly as employment in the manufacturing sector declines. </p>
<h2>Universities going from strength to strength</h2>
<p>Higher education has followed a very different path. Spending has grown by 53% over the 11 years from 2005-06.</p>
<p>These figures include spending on more than just teaching and learning and universities have <a href="http://www.teqsa.gov.au/sites/default/files/key-financial-metrics-2017.pdf">other significant sources of revenue</a>, including international students.</p>
<p>Even so, it is clear that governments, and Australians collectively, are prioritising spending on university education over vocational training. </p>
<h2>Early years catching up</h2>
<p>This is the second time preschool has been included in this overview of education expenditure. </p>
<p>The chart below compares growth in expenditure on preschool, alongside the other education sectors over the same 11-year period. </p>
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<p>Although coming off a much lower base, preschool spending grew rapidly following the <a href="http://www.federalfinancialrelations.gov.au/content/npa/education/other/past/early_childhood_education_NP_2009.pdf">National Partnership Agreement on Universal Access to Early Childhood Education</a> in 2009. This growth reflects a growing awareness of the importance of the early years among governments. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/early-learning-report-card-australia-is-improving-rapidly-but-theres-more-work-to-do-83706">Early learning report card: Australia is improving rapidly, but there's more work to do</a>
</strong>
</em>
</p>
<hr>
<h2>What this all means</h2>
<p>This comparison shows where we are focusing our education resources as a nation. </p>
<p>These diverging patterns of expenditure across the education sectors reflect our longstanding fragmented approach to policy and funding, particularly at the tertiary level. </p>
<p>Under current policy settings, it is not hard to imagine the already considerable discrepancy between VET expenditure and higher education and school expenditure continuing to grow. </p>
<p>This report, the fourth in <a href="http://www.mitchellinstitute.org.au/reports/">the series</a>, should prompt government to consider a more strategic approach to distributing resources across the education sector.</p>
<p>The uneven approach between VET and higher education in particular reflects an ongoing failure to conceive of the two as part of a <a href="http://www.mitchellinstitute.org.au/reports/financing-tertiary-education-in-australia-the-reform-imperative-and-rethinking-student-entitlements/">single tertiary education system</a>. </p>
<p>This blindspot continues to act as a barrier to the creation of the responsive, integrated education and training system <a href="http://www.bca.com.au/publications/future-proof-protecting-australians-through-education-and-skills">many are arguing</a> is needed to sustain economic growth in a changing world.</p><img src="https://counter.theconversation.com/content/88863/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>New analysis of education expenditure shows spending on the vocational education and training sector has declined while other sectors have experienced growth.Sarah Pilcher, Policy Fellow, Mitchell Institute, Victoria UniversityKate Torii, Policy Analyst, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/702642016-12-13T19:06:56Z2016-12-13T19:06:56ZGovernment spending on education: the winners and losers<figure><img src="https://images.theconversation.com/files/149795/original/image-20161213-1592-c90kgr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Spending on vocational education has declined.</span> <span class="attribution"><span class="source">from www.shutterstock.com</span></span></figcaption></figure><p>When it comes to government spending, all parts of education are not treated equally, <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/12/Mitchell-Institute-Expenditure-on-education-and-training-in-Australia-2016-FINAL.pdf">new research shows</a>.</p>
<p>Over the last decade, spending on Vocational Education and Training (VET) has plummeted 4% below 2005 levels, while higher education expenditure soared by 45% in ten years. </p>
<p>In schools, spending grew by over 23% in ten years and preschool expenditure increased 125% starting from a much lower base in 2005.</p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/149810/original/image-20161213-1625-1xy8z07.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/149810/original/image-20161213-1625-1xy8z07.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=337&fit=crop&dpr=1 600w, https://images.theconversation.com/files/149810/original/image-20161213-1625-1xy8z07.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=337&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/149810/original/image-20161213-1625-1xy8z07.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=337&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/149810/original/image-20161213-1625-1xy8z07.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=423&fit=crop&dpr=1 754w, https://images.theconversation.com/files/149810/original/image-20161213-1625-1xy8z07.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=423&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/149810/original/image-20161213-1625-1xy8z07.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=423&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Change in education expenditure (real terms) over the last ten years.</span>
</figcaption>
</figure>
<hr>
<p>While all education stages may not need the same amount of money, they should still receive equal attention when reforms are being considered. This is to make sure money is allocated where it will have the greatest impact. </p>
<p>By global standards, Australia’s education system provides some significant causes for celebration. </p>
<ul>
<li>We have <a href="http://www.pc.gov.au/research/ongoing/report-on-government-services/2016/childcare-education-and-training/early-childhood-education-and-care#framework">almost all four year olds</a> enrolled in preschool.</li>
<li>We achieve above OECD average scores on <a href="https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf">international school tests</a>.</li>
<li>And some of our <a href="https://www.timeshighereducation.com/world-university-rankings/2017/world-ranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats">universities and training centres</a> are among the best in the world.</li>
</ul>
<p>But if you remove global comparisons and look closely at our own performance over time, it begs a question around whether money is hitting the right targets. </p>
<p>There is a <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/12/Mitchell-Institute-Expenditure-on-education-and-training-in-Australia-2016-FINAL.pdf">significant imbalance in expenditure</a> on tertiary education, our performance in <a href="http://reports.acara.edu.au/">literacy and numeracy</a> has slipped, and <a href="http://www.mitchellinstitute.org.au/reports/quality-early-education-for-all/">disadvantaged children in particular</a> are still missing out on the right amount of early education to prepare them for school. </p>
<h2>VET is missing out</h2>
<p>VET expenditure trends tell a worrying story about quality vocational education not being a priority for governments. </p>
<p>The latest 2014-15 data saw VET spending drop to almost <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/12/Mitchell-Institute-Expenditure-on-education-and-training-in-Australia-2016-FINAL.pdf">4% below 2005 levels</a>.</p>
<p>VET enrolments have taken the sharpest dive over the ten year period of more than <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/12/Mitchell-Institute-Expenditure-on-education-and-training-in-Australia-2016-FINAL.pdf">10%</a>. </p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/149815/original/image-20161213-1629-iut3to.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/149815/original/image-20161213-1629-iut3to.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=306&fit=crop&dpr=1 600w, https://images.theconversation.com/files/149815/original/image-20161213-1629-iut3to.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=306&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/149815/original/image-20161213-1629-iut3to.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=306&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/149815/original/image-20161213-1629-iut3to.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=385&fit=crop&dpr=1 754w, https://images.theconversation.com/files/149815/original/image-20161213-1629-iut3to.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=385&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/149815/original/image-20161213-1629-iut3to.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=385&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Changes in enrolments across education sectors.</span>
</figcaption>
</figure>
<hr>
<p>Spending and enrolment patterns can’t be ignored. </p>
<p>The VET FEE-HELP scheme has been <a href="https://theconversation.com/vet-fee-help-reforms-will-merely-paper-over-the-cracks-of-a-system-prone-to-abuse-64425">misused by some providers</a> inappropriately enrolling students and charging excessive course fees. </p>
<p>This behaviour has caused significant reputational damage to VET, providing further incentive for students to <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/06/Participation-in-Tertiary-Education-in-Australia.pd">choose higher education over VET</a> where possible. </p>
<p>Further expenditure declines are expected from next year as the National Partnership Agreement on Skills Reform comes to an end. This <a href="https://www.education.gov.au/national-partnership-agreement-skills-reform">agreement</a> was a commitment of A$1.75 billion from the Commonwealth to work with state and territory governments to drive VET reform between 2012 and 2017. </p>
<p>The agreement expires in June 2017 and Commonwealth funding for VET is expected to <a href="http://www.budget.gov.au/2015-16/content/bp3/html/bp3_03_part_2a.htm">fall by nearly $500 million</a>. </p>
<p>Key growth employment areas like aged care, early childhood education and hospitality rely on vocational training for skilled workers. </p>
<p>More than <a href="https://docs.employment.gov.au/system/files/doc/other/australianjobs2016_0.pdf">400,000 additional workers</a> with vocational training will be needed by 2020. </p>
<p>Building up qualified workers in the growing service and caring industries will be essential, particularly as employment in the <a href="https://docs.google.com/file/d/0B_H1wGTm98W3S0ZOYlB2TEptOFE/edit">manufacturing sector</a> declines. </p>
<p>The Foundation for Young Australians recently proposed the concept of <a href="http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pd">job clusters</a> as a way of thinking about jobs and preparing students with capabilities for a range of career opportunities. </p>
<p>Vocational learning has a pivotal role to play in preparing people for jobs and alleviating skills shortages. The current system needs rethinking and refocusing to attract students and meet employer needs.</p>
<h2>Universities appear to be the winner</h2>
<p>Higher education has followed a very different path. </p>
<p><a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/12/Mitchell-Institute-Expenditure-on-education-and-training-in-Australia-2016-FINAL.pdf">Spending has grown</a> by 45% over the ten years from 2005-15 and the strongest expenditure growth of 9% in one year occurred in 2014-15.</p>
<p>It needs to be said that research accounts for some of this growth – for example <a href="https://education.gov.au/research-block-grants">$1.81 billion in 2016</a> is spent on direct research funding from government. Even so, it is clear that governments have prioritised university education over vocational training. </p>
<p>Future job market projections suggest a need to restore balance in the tertiary sector. Already we see too many young people being prepared for jobs in fields with <a href="https://grattan.edu.au/report/mapping-australian-higher-education-2016/">limited employment prospects</a> – such as science and information technology. </p>
<h2>School expenditure might not be hitting all targets</h2>
<p>School expenditure increased <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/12/Mitchell-Institute-Expenditure-on-education-and-training-in-Australia-2016-FINAL.pdf">24% over ten years</a>, some of which is accounted for in enrolment growth. </p>
<p>At the same time, there has been minimal improvement at a system level. </p>
<p>Australia’s <a href="https://theconversation.com/australian-schools-continue-to-fall-behind-other-countries-in-maths-and-science-69341">international performance rankings</a> have been in decline over the same period, suggesting that funds are not always being spent in the best places.</p>
<p>The important thing is to direct money where it can have greatest impact. </p>
<p>This could mean more funding for the <a href="https://www.cese.nsw.gov.au/publications-filter/report-effective-strategies-for-improving-student-learning-results-from-the-low-ses-np-evaluation">schools most in need, for proven, effective programs and for developing great teachers</a>. Supporting these areas can amplify educational gains.</p>
<h2>We’ve improved the early years but could do more</h2>
<p>This is the first time preschool has been included in an overview of education expenditure. </p>
<p>Unsurprisingly, <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/12/Mitchell-Institute-Expenditure-on-education-and-training-in-Australia-2016-FINAL.pdf">preschool spending grew rapidly</a> following the National Partnership Agreement on Universal Access to Early Childhood Education in 2009. </p>
<p>While this agreement has seen Australia achieve near-universal preschool enrolment for four year olds, <a href="http://www.mitchellinstitute.org.au/reports/quality-early-education-for-all/">research</a> shows one in three children do not attend for the number of hours needed to make a difference – and children in poorer communities have fewer high-quality services available to them. </p>
<p>There is also <a href="http://www.mitchellinstitute.org.au/reports/two-years-preschool/">evidence</a> for Australia to adopt an additional year of preschool for three year olds to catch up with our OECD peers.</p>
<p>The increase of more than <a href="http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4240.0Main+Features12015?OpenDocument">145,000 children since 2006</a> shows that the importance of attending preschool is being considered strongly by policymakers. Higher quality early years education would improve children’s learning outcomes through school and later in life.</p><img src="https://counter.theconversation.com/content/70264/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>While spending has grown for preschools, schools and universities, vocational education misses out.Megan O'Connell, Policy Program Director, Mitchell Institute, Victoria UniversityKate Torii, Policy Analyst, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.