Linkages between vocational education and training providers and industry

This study reports on the general and vocational education and training (VET) systems in Korea and Australia with a particular focus on the role of training providers and industry in the delivery of entry-level vocational education and training in both countries. In addition, the study analyses the nature of the linkages established between VET institutions in the two countries and their respective tourism and hospitality, electrical/electronics and information technologies sectors.

Because of the differing cultural, economic and social factors which have an impact on the direction of general education and vocational education and training systems in both countries, straightforward comparisons are not always easy to make. However, it is clear from the findings of this study that better linkages between providers and industry would improve the quality of workplace and theoretical training available to students.

Linkages between training providers and industry

The role of training providers and industry in the delivery of entry-level VET in Australia differs from that of Korea. In Australia, industry is expected to take a leadership role in identifying the competencies to be delivered by the training system. In Korea on the other hand, industry people are not directly involved in developing course curriculum. However teachers in secondary schools and post-compulsory education institutions develop the course curriculum based on consultations with advice from industry.

In Australia, the school - industry linkages established at the secondary school provider level are manifested through the provision of VET-in-School programs where employers work with vocational program co-ordinators to provide workplace learning for students. Linkages established between post-compulsory education institutions and industry are generally reflected in a formal sense in the development and implementation of industry training packages, the composition of course advisory groups, and partnerships between employers and registered training organisations in the delivery of apprenticeship and traineeship training. In addition, in order to keep abreast of new developments and current practices, staff in institutions are very active in developing and maintaining informal networks with industry.

In Korea, linkages between schools, vocational colleges, junior colleges and industry also revolve around the provision of workplace training for students or trainees. Junior colleges, however, generally have a stronger relationship with industries and enterprises because of their specialised industry courses. Furthermore, students in junior colleges are also at an age where they have, in most cases, already decided on their career direction, and establishing linkages between institutions and industry is more straightforward. Students in vocational high schools on the other hand, are generally in the 16-18-year-age group. These students are still exploring their career options and many decide to follow the higher education pathway following the completion of their training at a vocational high school.

Major benefits

A number of benefits are derived from the development of industry linkages for training providers, for students, training institutions and enterprises in both countries.

In Australia, the benefits of establishing linkages between secondary and post-compulsory education providers and industry for students include:

• national recognition and portability of qualifications via the implementation of industry-developed training packages
• provision of opportunities to students to develop vocational skills and a heightened awareness of suitable occupations and organisations
• provisions of flexible and articulated pathways

For industry, these benefits are derived from:

• opportunities for enterprises to influence the off-the-job training programs of their apprentices or trainees
• streamlining and centralising of arrangements for work placements so that employers are not overwhelmed by requests for placements from local schools
• opportunities to recruit new employees from student trainees
• opportunities to fulfil their community obligations and present a positive corporate image to the public

Providers also stand to benefit from closer linkages with industry. In working with employers to identify suitable workplace training for students, or to customise off-the-job training to meet employer needs, teachers develop positive relationships with enterprises, and maintain their awareness of current industry skills and developments. In addition, these networks can help them to assist their students to obtain jobs once their training is over.

In Korea, the benefits of establishing such linkages for students also revolve around the provision of workplace training for students in industries. There is no formal responsibility given to Korean industry similar to that given to Australian industry to determine the competencies that certain programs will deliver. However, providers in Korea also make it their business to keep regular contact with industry to ensure that curriculum is informed by current trends and new developments. In both countries the quality of the training delivered at the workplace is also varied, with larger companies being better placed to provide structured training than smaller companies.

For Korean students, the main benefits of close linkages between industry and providers are the opportunities for them to develop specific vocational and occupational skills, and if they are in the 'two-plus-one' program, by spending substantial amounts of time in industry. If they are interested in moving into jobs once their training is over they also have an opportunity to enter employment with the same companies.

For industry the benefits of these linkages mean that they are able to recruit skilled workers who have been trained according to the culture and standards of the enterprise. By providing trainees with specific enterprise skills, enterprises also have available to them a pool of skilled workers. This makes it much easier for them to develop employee loyalty. In addition, close linkages between providers and industry also mean that industry can inform curriculum development.

The development of effective relationships with industry does not only revolve around the delivery of appropriate entry-level training; providers are also involved in developing and providing training programs for existing workers.

Concerns

Although the benefits derived from healthy linkages between training providers and industry generally outweigh the difficulties, the linkages established between these two bodies have raised a number of concerns for the Australian and Korean vocational education and training systems.

In Australia, these concerns primarily relate to the implementation of training packages. Training packages have been perceived to have limitations in terms of meeting the needs of school leavers in institutional pathways. This is because these students have generally not had the workplace experience to help them fully understand the relevance and importance of certain concepts. In addition, providers are also concerned that, where training programs are developed for individuals in traineeship programs, it is possible for trainees to enrol in specialist courses before they have acquired other necessary and basic underpinning or foundation knowledge. In addition, as employers are able to customise training programs to suit their workplace needs, it is believed that this customisation may not provide trainees or apprentices with appropriate skills applicable to other workplaces.

In Korea, the difficulties in establishing linkages between training providers and industry are experienced by many representatives from VET institutions. Not all industries in Korea are willing to provide training to trainees. Small- and medium-sized industries do not always have the necessary resources to provide trainees with appropriate training. Although large enterprises generally have the training facilities available, the costs involved in training a student often prevent them from taking on trainees.

Because Korean students on the whole aspire to professional and scholarly occupations, those entering the 'two-plus-one' system participate in the first two years of the program delivered in the vocational high school. However, they tend to avoid the last year of the program which includes in-depth practical training in industry, preferring instead to spend this year preparing themselves for university entrance exams.

Policy implications and recommendations

The Australian perspective

The following policy implications and associated recommendations are derived from findings from the Australian case studies describing the linkages between providers and industry.

1. Continuing and expanding the funds available for school - industry programs

It is recommended that a review of funding allocation processes be undertaken so that funds allocated to programs will better match the responsibilities undertaken in the different programs

2. Encouraging industry to support linkages in active ways

It is recommended that information about successful partnerships created by industry-driven initiatives be provided to industry so that they can consider ways their industries can initiate partnerships with local secondary schools, technical and further education (TAFE) institutes and other VET providers.

3. Reviewing training packages to meet the needs of students in institutional pathways and other pathways

It is recommended that in their review of training packages, industry training advisory boards (ITABs) develop strategies to allow school leavers in institutional pathways to develop the knowledge required before the competencies outlined in the training package are attempted. It is also recommended, that ITABs streamline qualifications available under training packages to avoid overlap.

4. Training for transfer

It is recommended that reviews of training packages implement strategies which will allow training in skills and knowledge which are considered to be of benefit to the apprentice or trainee, not only in their current workplaces, but in their future employment.

The Korean perspective

The following policy implications and associated recommendations are derived from findings from the Korean case studies describing the linkages between providers and industry.

1. Providing incentives and subsidies for industry to participate in vocational training

It is recommended that financial and organisational support be provided to companies who are willing to provide practical training for students, and that government incentives or subsidies be provided to encourage enterprises to engage in co-operative activities with schools for the provision of workplace training to students.

2. Providing subsidies for students

Because students in regional areas need, in many cases, to relocate to different cities for practical training, it is recommended that government subsidies or financial support be given for students to relocate for practical training.

3. Increasing the time students spend in practical workplace training

It is recommended that students spend a substantial amount of time (about one semester) in practical training in workplaces for programs which are not part of the '2+1' system.

Concluding remarks

The findings of this study have shown that effective comparisons between the Australian and Korean general and vocational education and training systems must consider the impact of differing social, economic and cultural factors. However, it is also clear that the nurturing of linkages between training providers and industry in both countries is essential to the provision of adequate and relevant skill development for students.