Author: Jye Marshall, Lecturer, Swinburne University
The Australian education system is at a crossroads, while the world is rapidly changing, the Australian Qualifications Framework (AQF) remains an outdated and rigid structure, prioritising knowledge over skills.
This imbalance has long been a topic of debate, yet little progress has been made in reimagining an education framework that integrates knowledge and skills equally. Vocational Education and Training (VET) has historically been undervalued, occupying a lower position within the AQF hierarchy; But what if this was no longer the case? With workforce shortages highlighting the flexibility, practicality, and hands-on nature of VET, it’s time to consider a transformative approach to education.
The AQF shapes more than workforce readiness; it also influences how students transition from school to tertiary education. The current Australian Tertiary Admission Rank (ATAR) system, while long-standing is increasingly irrelevant. Only a minority of students use the ATAR to enter university, leaving room to design a framework that better reflects students’ diverse capabilities. A new system could encompass not just formal academic achievements but also broader, less traditional skills and knowledge.
VET operates under a competency-based assessment (CBA) framework. Unlike traditional ranking systems, CBA measures whether students meet set competency standards based on evidence they provide. It does not rank students against each other or evaluate the quality of their performance but simply assesses whether they are competent or not yet competent. This equitable approach could form the foundation of a more inclusive and holistic pathway to tertiary education. Integrating VET into high school curricula would allow students to showcase evidence of their skills gained both inside and outside the classroom, fundamentally broadening the scope of what is considered valuable learning.
For students to thrive, they need high levels of both affective and cognitive engagement in their education. Yet the current system fails to recognise the broader achievements and passions of students. For example, the ATAR system does not account for a VET course completed during high school, nor does it acknowledge extracurricular accomplishments such as coaching a local sports team. This narrow focus places undue pressure on academic achievement ignoring the broader, multifaceted nature of students’ capabilities. Australia is the only country in the world that ranks students at the conclusion of their schooling, creating an unnecessary hierarchy and excluding many young people from pathways that align with their strengths and interests.
This limited approach to education is reflected in outcomes. Only 15% of students pursue VET pathways, while 37% enter university. This leaves a significant portion of students who neither engage in further education nor enter the workforce equipped with sufficient skills. These figures highlight a glaring need for an education system that caters to all learners, not just those who excel in traditional academic settings.
The future of VET in Australia holds promise, by rethinking its position within the education system, VET could become a cornerstone of a modernised AQF that better serves the diverse needs of students and the workforce. Envision a system where CBA and VET qualifications are seamlessly integrated into high school and higher education, creating a unified pathway to the workforce. Such a system would not only prepare students with the practical skills needed in their careers but also cultivate broader competencies that foster lifelong learning and adaptability.
A reimagined education framework that values VET alongside higher education could bridge the gap between the classroom and the workforce. By embracing this balanced approach with nested programs, Australia could empower its future workforce with the skills and knowledge required to thrive in an ever-changing world.
