VET
and training usually elicits one of two responses: this is what we have already or this is what we were promised when competency-based training was first introduced. Occasionally someone will whisper that there are differences between the occupational areas and that some never fully embraced competency-based training. Certainly the reality of this training is partly determined by the way it is funded and the reporting requirements. However, even if a more pure form of Australian competency-based training were possible it would remain tied to specific work tasks. This precludes the aspects of competence that refer to social engagement and personal development.
There is something missing in both the Danish and Australian types of vocational education. As described above, both competence and competency refer to the attributes of the individual. However, a person’ s capacity to work is also determined by the conditions in the workplace. This includes the number of staff, the way work is allocated, the resources available in the workplace, how risk is managed and the way responsibilities are divided. Similarly, an individual’ s ability to participate fully in society may be constrained by disadvantage and social
and economic institutions that perpetuate unequal access to important opportunities. These factors need to be addressed in a robust model of vocational education.
It is instructive to look at international education and training systems. We may examine the extent to which the structure of a system expands or limits the opportunities available to different groups of young people, particularly those from disadvantaged backgrounds. We may identify promising programs that appear to address successfully the same urgent educational issue plaguing our system. There are also risks. To draw any meaningful conclusions when we compare education systems we need to take into account differences in institutions and culture, the purpose, status and history of education, the strength of external influences, and the relationships between education and other significant social and economic systems. However, before considering these factors we need to make sure we are talking about the same thing. Danish kompetence is not competency by another name. n
Mary Leahy is an academic at the University of Melbourne’ s Melbourne graduate school of education.
26 March 2014 | Doltone House Pyrmont Point
Join the debate on how to deliver the workforce required to meet the increased demand for quality care.
By 2050, the workforce in aged care will need to quadruple to meet the demands of the 25 per cent of our population who will be over 65 years of age. Aged Care Workforce Strategy 2024 will focus on ways the sector can face this challenge. Highlights will include:
• How the sector will attract and retain an additional 750,000 direct care givers within just one generation.
Speakers include:
Claire Madden is a social researcher and director of research at McCrindle Research. Claire has more than 10 years of experience developing innovative programs to engage the emerging generations. She manages research for some of Australia’ s largest organisations, giving her an informed perspective on the social trends now shaping Australia’ s future.
• Where the money will come from to train, pay and employ the additional workforce.
• What investments in infrastructure, education, training and people are needed to ensure the quality of care doesn’ t decline as the demand for it increases.
• What leadership and management capabilities managers will need to develop an increasing and sustainable workforce.
Professor Tracey McDonald has held the RSL LifeCare Chair of Ageing at the Australian Catholic University since 2005. Tracey has qualifications and experience in public health, nursing, midwifery, education and management across the aged-care and community care sectors and health services in Australia.
Rod Cooke is chief executive at Community Services and Health Industry Skills Council. He has an extensive background in leadership, workforce development and governance in business, community organisations and the vocational education sector.
Cynthia Payne is chief executive of SummitCare, director and treasurer of the LASA NSW / ACT Board and is involved with numerous committees. She is an RN holding an MBA and has been an active leader in the sector for more than 23 years. She is also chairman of the Arts Health Institute.
To book now visit agedcareinsite. com. au / events |( 02) 9936 8663 | events @ apned. com. au
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