VET
• The student is closely monitored by the TAFE institution. With such monitoring and a reduction in exposure to poor treatment on the job, attrition would, arguably, lessen.
• It reduces reliance on long-term employment contracts and provides a steady flow of skilled workers.
• It enhances trade training and vocational education. One reason trade training is often not the first choice for parents is that apprenticeships are not seen as a positive educational option. This scheme facilitates access to higher education as well as skilled trade status. Wider opportunities become available to the student immediately and in the future.
• Employers would have confidence in students’ skill levels, knowing they have successfully completed a Trade Accreditation Test.
• Careful monitoring of the on-the-job component by the group training company or institution creates a better alignment between off-the-job learning and on-the-job learning.
Challenges To introduce a scheme like this requires addressing a number of matters, including:
• Courses would have to be constructed to provide better links between various levels in the Australian qualifications framework.
• Employers may not want tradespeople skilled so quickly, as apprentices are often seen as a source of cheap labour.
• Employer incentive payments may be reduced.
• The existing apprenticeship system has been in place for many years and whilst some would argue that it is an industrial arrangement rather than an educational one, it has strong advocates, even with a 50 per cent attrition rate.
• Trade Accreditation Tests would have to be developed.
Accessing work Under current arrangements, employers receive incentives to take on an apprentice. Whilst these vary, about $ 5000 in subsidy payments are available. As an alternative, I propose that at the end of the two-year study program and on completion of the Trade Accreditation Test, students should have a $ 5000 voucher to be paid to an employer as a wage subsidy in return for 12 months employment. The subsidy could be considered part payment for participation in an internship program.
A preferred model, which would enable TAFE institutions to work more closely with group training companies, would be to use those companies for work placement during the two years of institutional training. At the completion of the term, the group training company would take responsibility for the employment of students for 12 months, for which it would receive payment. The Australian Government now pays universities significant amounts of money to find clinical placements for students undertaking health-related programs. I cannot see why the development of skills training would not attract the same support, especially in times of high youth unemployment.
Reform means improvement Reform in vocational education has been linked to nothing more than structural change. But reform is supposed to mean improvement. If the results that have shown up in the recent Victorian training market statistics are any guide, then there has been a significant misuse of the word reform.
There has been no reform in the core business of VET, that is, in the curriculum and the mechanisms that are used to deliver that curriculum. The issues raised in this paper reflect the neglect of our system. Apprenticeships have been totally resistant to change. We have little knowledge as to what attracts students to skills training, why retention rates appear to be so poor, where apprentices go if they drop out, why employers take on apprentices, and so forth. This proposal would lead to systemic change in curriculums, the role of the teacher, links with employers, and the means for bringing together group training companies and institutions. It would almost certainly improve retention rates and VET’ s status.
Arguably, it would be far more cost-effective and politically palatable than following the mantra of marketisation that has done so much damage, produced such appalling results and cost so much money. Of course, concepts such as this threaten existing superstructures and getting these to shift ground is a daunting challenge for any government. That is why so little change has occurred.
Bruce Mackenzie PSM, retiring Chief Executive of Holmesglen Institute.
Explaining the trade diploma
The trade diploma concept is best illustrated by example. The one given here is for a carpenter and joiner who, over two years, completes a Certificate III and Certificate IV, and also undertakes 1000 hours of work placement. After two years of study, the student undertakes a Trade Accreditation Test. A student doesn’ t need to gain employment to enter a trade diploma. Rather, access to employment comes at the completion of the educational program. However, as part of this plan there is significant work placement( 1000 hours). Not dissimilar to the way in which we develop academic and workplace skills for our healthcare workforce. The trade diploma works like this:
Year 1 – Carpentry Trade Diploma Off-the-job training( Cert II) On-the-job training
16 weeks x 40 hours = 640 hours
16 weeks x 40 hours = 640 hours Off-the-job training( Cert III) 8 weeks x 40 hours = 320 hours( completed Cert III off-the-job requirements) Total Year 1 Year 2
1600 hours over 40 weeks
Off-the job training 34 weeks x 20 hours = 680 hours( completed Cert IV off-the-job requirements) On-the-job training Total Year 2
8 weeks x 40 hours = 320 hours
1000 hours over 42 weeks Total Years 1 and 2 2600 hours( excluding Trade Accreditation Testing)
In this configuration, students at the end of Year 1 have completed all of the academic requirements for a Certificate III. They still have to complete approved work experience and at the end of Year 2 they have to undertake a Trade Accreditation Test( say 80 hours maximum).
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