VET Teacher Training in Australia: Preserving Australian VET ...

(2004, p.2) proposition that social capital is the missing production factor in the pursuit of economic
goals – i.e. in my and Libby’s terms, a person wanting and being able to make the most of what they
know and can do in a manner which adds to organisational achievement and their pride‐in self.
As Libby and I have found there is a ‘want’ within the VET system for a graduate to possess more
than just knowledge and skill (strong in social capital), it follows that the VET teacher who nurtures
this must also have pride in self. It is somewhat mystifying that this ‘want’ in respect of graduates
doesn’t appear to be held by the system in respect of teachers. It seems unreasonable to expect
professional commitment from teachers when their terms of employment are increasingly casual
and the impression is given that they are seen as disposable.
Taking note of the Harris et al (2009, p.29) observation that, in addition to having been largely
excluded from reform processes, Australian VET teachers have been conceptualised as occupational
rather than professional and, as a consequence, their preparation to teach and ongoing professional
development have been undermined. Maybe, this is at the heart of moving from rich pedagogical
alertness and responsiveness to setting the Certificate IV in Training and Assessment as the entry
requirement (in addition to vocational competence) for a VET teacher.
Note: In the Australian Qualification Framework (AQF) a Certificate IV –Level 4 ‐ is described as
‘Graduates at this level will have theoretical and practical knowledge and skills for specialised
and/or skilled work and/or further learning’. When compared to the next level up – Diploma –
‘Graduates at this level will have specialised knowledge and skills for skilled/paraprofessional
work and/or further learning’, it is apparent that a VET teacher doesn’t even rank, at entry, as
a paraprofessional. The question arises – What is the VET system understanding, and valuing,
posture of being skilled as compared to being professional? It is worrying, if the answer lies in
a view of VET teachers as being markedly of lesser fitness to facilitate learning when
compared to a secondary school teacher who requires professional qualification at level 7 in
the AQF – Bachelor Degree ‐ ‘ Graduates at this level will have broad and coherent
knowledge and skills for professional work and/or further learning’ (AQF).
So where to?
In my practice and researching experience, VET outcomes as prescribed in the foregoing require a
VET teacher to be ‘educationalist’ in orientation (Hughes & Hughes 2011; 2012). That is, the teacher
brings commitment and passion to their facilitating role; and it is not exaggerating the occurrence to
say that this is of an infectious nature.
I am particularly reminded of the truck driver who, having injured his back to the point where he had
to find a new career, and was persuaded to reluctantly give being a social worker a try, was
fortunate in coming under the influence of a VET teacher who nurtured passion within him to the
point where he now regards having the injury as good fortune (Hughes 2008).
In the ‘truck driver to social worker’ case the teacher was regarded by the student as highly
professional and, accordingly, deeply committed – presumably highly valued by the VET provider.
However, this teacher was likely to have been labouring under the uncertainty of continued
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