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This discussion paper considers the development of a uniquely Australian
system of innovation and its relation to the vocational education and
training (VET) system. It asserts that the Australian system of innovation
fits the pattern of incremental innovation and diffusion of technical
knowledge.
- Creating knowledge is a necessary condition for innovation to
occur; however, the creation of knowledge is not a sufficient condition
for innovation to occur. In practice, innovation comes from complex
interactions between many individuals, organisations and environmental
factors rather than being a straight line from new knowledge to
a new product. These complex interactions are the result of the
particular
historical experiences which shape individual national systems of
innovation.
- The Australian system of innovation fits the pattern of gradual
innovation and diffusion of technical knowledge. Most innovation
occurs as a result
of incremental changes to production processes or services. It
is not primarily the result of radical new breakthroughs in basic
science
or
technology.
- To respond to challenges of geography and climate, Australia depended
on innovative local solutions to local problems. With the growth of
an Australian-born population, the skills supplied by migration were
increasingly supplemented by the skills developed by an emerging technical
education system at semi-skilled, trade, certificate and diploma levels.
- A key characteristic of Australian developments in technical education
and its relationship with industrial, agricultural and extractive
industries that distinguishes Australia from Britain was the formative
roles of
the states. Industrial law, through apprenticeships and industry,
rather than enterprise-based awards, provided a de facto national
system of
occupation-based definitions of formal skill.
- A skilled workforce is a key pathway by which diffusion of knowledge
occurs and the development of the skilled workforce is, in general,
the domain of the VET institutions in Australia.
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