Description
This paper was originally developed to help the Training and Skills Commission in South Australia consider the pathways between elements of the vocational education and training (VET) system, how they are working and what improvements can be made. It has been revised to make it national in scope. The authors reveal that quite substantial numbers of VET graduates go on to university level study or further study within VET itself. Significant numbers of university graduates also go on to study in VET. However, not all VET graduates choose to study at a higher level; a substantial proportion of students going on to further study do so at the same or lower level. This suggests that entitlement models need to consider horizontal (skills broadening) as well as vertical (only qualifications at a higher level) in their funding mix.Summary
About the research
This paper was originally developed to help the Training and Skills Commission in South Australia consider the mechanisms used to promote pathways between elements of the education and training system, how well they are working and what improvements could be made. We have since developed the paper to make it national in scope.
We found that quite substantial numbers of vocational education and training (VET) graduates go on to university-level study or further study within VET itself. Of the latter, many undertake additional VET courses at the same or a lower level. Significant numbers of university graduates also go on to study in VET, with management and commerce, and society and culture being the most popular fields. We suggest that entitlement models need to consider horizontal (skills broadening) as well as vertical (only qualifications at a higher level) progression. The caveat is that outcomes need to be worthwhile and that qualifications churning is avoided.
One of the difficulties in analysing pathways is the lack of precise data. A unique student identifier across tertiary education would directly remedy this.
Tom Karmel
Managing Director, NCVER