Description
This paper was presented by Robin Shreeve at the NCVER Research on Toast seminar in March 2009. It briefly compares the vocational education and training (VET) sector in Australia with its equivalent in England, which is known as the skills or further education sector. The paper then outlines two key aspects of the English VET sector which might be of use to Australia: using course completion rates as a key performance measure at all levels of the VET sector; and using vocational 'foundation degrees' as a way for students to articulate between the VET and higher education sectorsSummary
About the research
Australia’s vocational education and training (VET) system is well regarded internationally, in particular for its competency-based training and flexible delivery. Yet we can also learn from the experiences in other countries.
In March 2009, NCVER invited Robin Shreeve, Principal and Chief Executive of City of Westminster College in the United Kingdom (UK), to present at a seminar on developments in vocational education and training in the UK, where VET is known as the skills or further education (FE) sector.
This paper provides Shreeve’s views on the UK system and his insights into lessons for Australia.
Key messages
- The English and Australian systems, while sharing some similarities, have distinct differences socially, economically and politically.
- One of the biggest differences between Australian technical and further education (TAFE) institutes and English FE colleges is the student profile. In the UK over 40% of students use FE colleges as the primary pathway to gain university entrance rather than as direct preparation for a job.
- Foundation degrees in the UK (equivalent to the first two years of a bachelor degree) are largely delivered by FE colleges and offer a ‘cross over’ level qualification between VET and higher education. This model is worth considering in Australia if we are to increase articulation into higher education.
- Course success rates are used as a key performance measure for FE colleges. Used appropriately, they emphasise learner achievement and clearly affect institutions’ behaviour.
Those interested in this work should also read New directions in European VET policy and practice: Lessons for Australia by Roger Harris, Michele Simons and Katie Maher (forthcoming).
Tom Karmel
Managing Director, NCVER
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| TITLE | FORMAT | SIZE | |
|---|---|---|---|
| ideasengland_mar09_shreeve | 169.6 KB | Download | |
| ideasengland_mar09_shreeve | .doc | 119.0 KB | Download |
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