Discuss about the Australian Public and Private Vet.
Vocational and Educational Training is a kind of further training which is given to students who have completed their school degrees and would like to be employed. The Australian government and various sectors provide such training, which results in the overall grooming of the students making them suitable for the professional world.
Students get loans for this type of training from both government and private organizations. Overseas students are also provided various training discounts in VET. Recently the market for VET in private organizations is making more profit than the governmental sectors, which is researched by statistical models (Eichhorst et al., 2015).
The following report consists of an entire description of the idea of VET, Its function, the loans provided, the training faculty and the turnovers of the industry.
Vocational training is a specific kind of training, which is usually given to individuals who wants their skills to be more polished in the working industry. This training nurtures the education already achieved by the individual making it applicable in the work field. It usually includes students, professionals or degree holders. Undergoing such training helps them to adapt themselves faster to a particular working environment and also a quality performance. People involving themselves in the vocational training reach success much earlier than the students not undertaking such courses do (“Vocational education and training | australia.gov.au”, 2016).
The Australian government has initiated a Vocational education system that has enabled a better professionalism, which resulted in quality work culture. Technical and Further Education (TAFE) institutions in Australia has been engaged in partnership with the Australian government to promote Vocational Education and Training (VET) (“TAFE and VET in Australia – StudyAustralia”, 2016). Various private institutions are also establishing themselves in this sector and contributing their time to the development of a strong academic and professional background for the individuals . This, in turn, leads to a quality of work and a well to do workforce who knows their exact job requirement and performs accordingly (“Vocational education and training | australia.gov.au”, 2016).
The educators involved in this sector provides knowledge that is exactly reflectable in the seekers work quality. These educators usually have a very strong professional success in their job profiles and often tend to discuss their experiences with the students. These help the students in relating themselves to such conditions in the workplace, which ultimately helps to overcome such problems (Garth et al., 2016). This is of immense help for an individual because he can be entirely prepared for various circumstances that he might have to face both mentally and physically. This extra preparatory effort provided by the VET institutes produces individuals efficient and clear about their activities on their work floor thereby creating fewer hassles on their work and thereby a very happy organization (Zimmermann et al., 2013). VET also provides individuals to be appointed in practical sessions beside their classrooms in real working environment. This helps not only gaining knowledge from classroom teachings but also experiences from a real work environment that would enrich his previous academic degree in a much better way (Kemmis, Hodge & Bowden, 2014).
The main governing body that helps in maintaining the various aspects of the vocational education on a national level is known as the Australian Skills Quality Authority or ASQA (“About ASQA | Australian Skills Quality Authority,” 2016). It mainly regulates the training and educations which are accredited. They also perform qualitative training sessions with the overseas students from registered institutions like Commonwealth Register of Institutions and Courses for Overseas students or CRICOS (“Vocational education and training | australia.gov.au”, 2016).
The VET courses may involve some courses both in public and private Registered Training Organizations called RTO may include Certificate l to V (involving the preliminary training of various skills in communication and teamwork. It may continue for about six months or may be of two years that vary according to RTOs (“Vocational education | Study in Australia. Study Abroad with Studies in Australia”, 2016). Diploma and Advanced Diplomas mainly help students having an entire idea about industries and professional fields. This might continue for about a year or more. Graduate certificate and diploma courses may include a high degree of Employment based skills and issues. Besides, English language course are conducted to a huge extent both overseas and within Australia which is found to be of great benefit to a large number of students (“Vocational Education And Training: The Australian Model,” 2016).
One might be confused by the fact that why would one require VET after acquiring a high degree of qualification in the academic background. High qualifications achieved in schools and colleges usually give an overview of the processes that works in an organization (Waters et al., 2015). It gives a theory-based knowledge of the various models of work and the ways to handle them (Jha & Polidano, 2016). It is the firsthand knowledge. Vet provides the experiences and the circumstances that arise while adopting the basic knowledge that is already known ( Mavromaras, Mahateau & Wei, 2013). It trains an individual for a more professional approach and basic vocational skills. It mainly focuses on a more practical based approach rather than a theoretical one and helps to display one’s knowledge in the organizational platform for a quick experience of the advantages and disadvantages Cooney & Stuart, 2013).
Australia possesses two branches in the sector of VET – one is the governmental sector that is called TAFE and its associated RTOs (Registered Training Organisations), and the other is the private sectors that consist of various schools and organizations that provide vet. Certain policies are maintained by the system such as the decision of the wages that has to provide to the students (Dustmann & Schönberga, 2012). These students are the apprentices who develop their skill as professionals. The wage of them increases as their duration increases. Mostly government of Australia and the various states mainly provides the fund for this training but schools and colleges also provide training with fees received from students. The governmental organizations include RTOs such as the TAFE (Technical and Further Education), various colleges, some schools and different technical as well as agricultural institutions. Private RTOs include a huge variety of associations such as the companies which train their workers, business management colleges, various community and clubs that provide such associative training.
Statistical Data shows that between the year 2010 and 2014, the number of individuals who takes vocational training remains more or less stable. Recently, it has been noted that number has been falling rapidly as the private organizations are quiet being successful in the arena. A great portion of share has been lost by the governmental organizations. The private sectors have readily gained this share, the number is continuously increasing in the sector, and the government is going through a loss (Biavaschi et al., 2012). Moreover, the data also predicts that employment rates are higher from the private organizations than that of the governmental sectors.
Recently, the non-TAFE organizations have attracted a huge market resulting in the loss of TAFE providers. The businesses of the private organizations are also found to be increased by a whopping 200% and a financial profit of about A$ 1000 million. Student load has fallen from about 70% to 40% in the years in Victoria in the number of government-funded student percentage (Hetherington & Rust, 2013). South Australia faced a fall from about 70 % to 50%.
The government as well as the private sector are very much keen towards helping students who are not capable of paying the required fees through various loans and aids. The governmental center helps students by giving various loans. These loans depend on the circumstantial crisis that the students face as well as to underprivileged children who are otherwise having a good academic background (Federation, 2014). The private sectors and the associated registered organizations provide a Commonwealth supported place. They may also provide help to the students for a ‘student contribution,’ which is far less than the tuition fees allotted for this cause. Various loans, which are provided by the organizations. One is the HECS-HELP, which helps the Commonwealth students to pay their fees with a good discount. Similar types of various policies are also present to help the student to pay their fees. OS-HELP is provided for the overseas student that helps them in payment of their fees. Other loans involve the FEE-HELP and SA-HELP. VET FEE- HELP is the loan provided to the higher degree vocational studies to pay their fees to the organization (“HELP Paying My Fees – Study Assist,” 2016).
Conclusion:
The government and private Vocational and Educational Training of Australia is famous for the variety of students that they produce after the entire duration of the course. The course has indeed found to be successful over the years and in a variety of industries starting from business, management, sales, marketing to hardware, software, grocery, etc. The students are extremely confident and comfortable in the new work place where they get introduced. Researchers have noticed that they can handle various situations in a very smart way and doo not get hyper (Farrell et al., 2013). The main reason for their composed behavior is the way they are groomed during the vocational education training by professional experts. These help them in managing different issues and handling them with professionalism. These, in turn, help the work culture of /Australia to be very much improved. In the long run, Australian organizations employing such officials gets benefitted to receive such students who already have a list of activities that they have to perform in the new place (Pearlman et al., 2016).
For this development, the government also spends a good amount for students to receive a good feedback such as in the case of workplaces whose economy reaches a high degree. Both governments and private organizations provide loans to help students those who are unable to pay the assigned fees for the courses. Thus in every way VET is essentially correlated with the education of an Australian individual after completion of his academic education and thus results in opening a huge amount of opportunities for the students and their future gets secured.
References:
About ASQA | Australian Skills Quality Authority. (2016). Asqa.gov.au. Retrieved 15 September 2016, from https://www.asqa.gov.au/about/about-asqa.html
Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M. J., Muravyev, A., Pieters, J., … & Zimmermann, K. F. (2012). Youth unemployment and vocational training.
Cooney, R., & Stuart, M. (Eds.). (2013). Trade unions and workplace training: Issues and international perspectives. Routledge.
Dustmann, C., & Schönberga, U. (2012). What makes firm-based vocational training schemes successful? The role of commitment. American Economic Journal: Applied Economics, 4(2), 36-61.
Eichhorst, W., Rodríguez-Planas, N., Schmidl, R., & Zimmermann, K. F. (2015). A road map to vocational education and training in industrialized countries. ILR Review, 0019793914564963.
Farrell, E., Magin, P., Pirotta, M., & van Driel, M. L. (2013). Training in critical thinking and research: an audit of delivery by regional training providers in Australia. Australian family physician, 42(4), 221.
Federation, At. “A brief history of medical education and training in Australia.” (2014).
Garth, B., Kirby, C., Silberberg, P., & Brown, J. (2016). The utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives. BMC Medical Education,16(1), 211.
HELP Paying My Fees – Study Assist. (2016). Studyassist.gov.au. Retrieved 15 September 2016, from https://studyassist.gov.au/sites/studyassist/helppayingmyfees
Hetherington, D., & Rust, J. (2013). Training days: Models of vocational training provision: Lessons from the Victorian experience. Sydney: Per Capita.
Jha, N., & Polidano, C. (2016). Vocational Education and Training: A Pathway to the Straight and Narrow”… (No. wp2016n21). Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
Kemmis, R. B., Hodge, S., & Bowden, A. (2014). Transferable skills in technical and vocational education and training (TVET): implications for TVET teacher policies in Australia. [email protected] Asia, 3, 1-13.
Mavromaras, K., Mahuteau, S., & Wei, Z. (2013). Labour mobility and vocational education and training in Australia. education and training, 23, 10.
Pearlman, J., Morgan, S., van Driel, M., Henderson, K., Tapley, A., McElduff, P., … & Magin, P. (2016). Continuity of care in general practice vocational training: prevalence, associations and implications for training.Education for Primary Care, 27(1), 27-36.
TAFE and VET in Australia – StudyAustralia. (2016). Studyaustralia.eu. Retrieved 15 September 2016, from https://www.studyaustralia.eu/study/tafeandvet
Vocational education | Study in Australia. Study Abroad with Studies in Australia. (2016). Studiesinaustralia.com. Retrieved 15 September 2016, from https://www.studiesinaustralia.com/types-of-education/vocational-education#4
Vocational Education And Training: The Australian Model. (2016). Huffington Post India. Retrieved 15 September 2016, from https://www.huffingtonpost.in/entry/vocational-education-and-_b_10587444
Waters, M., Simon, L., Simons, M., Davids, J., & Harreveld, B. (2015). A case for scholarly activity in vocational education in Australia. Higher Education, Skills and Work-Based Learning, 5(1), 14-31.
Zimmermann, K. F., Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M. J., Muravyev, A., … & Schmidl, R. (2013). Youth unemployment and vocational training. now.
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