VET which is also known as Vocational Education Training is prepared to gain office-specific abilities and information for job associated professions. Vocational Education Trainingprovides protectionsto a big number of professions and businesses like hospitality, office work, trades, retail, and technology (Blumenfeld and Malik 2017).Vocational education training system produces chances for students and employees to improve their abilities and get trainings, achieve openings for Australian traineeships, paths, vocational education training system free help for students, apprenticeships, indigenous progression support etc.
The companies and employees seize the opportunity and use vocational education training system as a driver for talent development for businesses or companies and a way for contributing internal education and expansion of employees. This essay will talk over the two main interests that Australian employees have in the support of vocational education training system. Interests which will be communicated is the growth of skills overtraining which provides benefits to employees, at the same time it discusses that why staffs are fascinated by vocational learning and how it repays their profession pathways and employment.
Additionally, the discussion of two challenges which employees face when they are engaged with Vocational Education Training will be incorporated. These challenges comprises of absence of attaining better use of skills for employees and the difficulty of vocational education training system towards employee’s professions.
Vocational education training system permits employees to improve a number of skills with the help of training for getting benefit for the present and future purpose (Loveder 2017). With the help of vocational education training system in enterprises and industries the training of the employees can be enhanced which helps to drive novelty, improve engagement, abilities and information. This also assists in responding to changes swiftly. The employees of Australia improve their skills from training with the help of Vocational Education Training. This training helps the employees in meeting the business standards, maintaining their professional position and personal interests. It permits to move further in the work field. It has been observed that around three quarters of employees from different organizations are using the vocational education training system training to fulfil their skilling requirements.
The key purpose of interest in the vocational education training system training is to give help for the governmental, supervisory and certified necessities as well as growing employee professions (Ewing 2017). It has been known by a survey that the employees undertake training from vocational education training system for the purpose of their existing job or profession prospects. Other reason includes the personal interest of employees due to which their knowledge and skills are enhanced. Additionally, a case study was conducted on the Australian organization named “Read Meat Processing Firm”. In that case study, it was examined that the employees were interested in the training of vocational education training system.
The organization Read Meat was having a huge risk of hygiene and safety. If the safety and hygiene standards were not met than it would have severe effect. Therefore, the employees understood the vital role of skill development for the existence of the organization. In the provided training, the necessary areas were covered which included skill development, workplace accidents and official experiences (Goedegebuure and Schubert 2017). The training can be considered as a business strategy which helped to improve the employees and motivated them to enhance promise of quality, consumer satisfaction and productivity.
The employees have interest in conducting the Vocational Education Training since it improves their own personal profession and concentration. It also helps to achieve industry competitive advantage at the same time permitting extra profits for the employees in the long run. The employees of Australia get help with the usage of Vocational Education Training system since it contributes the professional learning’s which is required in the office. There are additional advantages associated with vocational education training system which ensure growth of future careers and personal growth.
The major interest areas from vocational education training system are the informal and formal learning. Informal learning includes on job training by colleagues or managers, seminars, and computer aided organized learning (Braithwaite 2017). On the other hand, formal learning involves information and skills by doing the work, obtaining information and appropriate skills and being presented how to do tasks while doing job.
One of the main challenges of the provision of the Vocational Education Training system is that its traineeships are inflexible and appear to be depended on time period rather than proficiency. The main focus of the vocational education training system is on the duration of training instead it must be on the appropriateness of the traineeships. The traineeships must be focussed towards giving clarity to the employees. If the Vocational Education Training system will focus more on duration rather than giving efficient training to the employees then it will not be beneficial for the employees. It will not enhance any skill in the Australian employees (Gekara and Snell 2018). Also, it will not be valuable for any of the employees. The main concentration should be on the learning’s provided to the employees instead of the time period of the traineeship.
Another main challenge which became known in the provision of the Vocational Education Training system is its complexity. The complexity is due to the fact that the system architecture and activities are very complex and difficult. It became known that the employees were confused since they were being trained on the job tasks instead of the selected and qualified field. Some of the critics were interviewed through which it became known that the focus of the Vocational Education Training system was on the training of some unrelated task and not on the chosen work field of the employees.
In that training the employees were not much interested. Vocational education training system focuses much on quality assurance. Vocational education training system must give employees the knowledge and capabilities that are essential for their graduate field of study as opposed to being task centred (King 2019). Moreover, employees feel challenged while working with the vocational education training system area as it morally centres on its own personal situationrather than building person's information, talents and characteristics for their future selected field of job.
There are two sides of a coin always. Therefore, it can be said that on one side the Vocational Education Training system have some benefits for the employees of Australia and on the other side it is facing certain challenges. The course is very competent for the employees of Australia as it increases their abilities which can be helpful for their future growth. Also, the companies arrange this course for the improvement of their employees. In contrast to this, the rigid nature of the course becomes a barrier for the employees (Down, Smyth and Robinson 2019). The course is inflexible since it provides training which is not related with the employee’s interest. It is required to reduce the challenges so that the course becomes more advantageous and valuable of the employees.
It can be concluded that the Vocational Education Training system has many interests and challenges which influence and give profits to employees. The interests are the training services from which the employees can improve the abilities, pathways, knowledge, skills, and get profited in future career and personal development. In contrast to this, the challenges of the Vocational Education Training system are that its trainings are inflexible which are more depended on time period rather than expertise which develop a negative impression in the employees’ wages, job satisfaction and mobility. Another challenge is the challenge of complexity which does not give profit to the employee’s field of work. The Vocational Education Training system of Australia is very difficult in its systems architecture and its activity. Due to these interests and challenges, the Vocational Education Training system will be able to identify its importance and chances to improve.
Blumenfeld, S. and Malik, A. 2017. Human capital formation under neo-liberalism: the legacy of vocational education training in Australasia and implications for the Asia-Pacific region. Asia Pacific Business Review, 23(2), pp.290-298.
Braithwaite, V. 2017. How do we support quality teaching in Australian VET?. Australian TAFE Teacher, 51(1), p.23.
Down, B., Smyth, J. and Robinson, J. 2019. Problematising vocational education and training in schools: using student narratives to interrupt neoliberal ideology. Critical Studies in Education, 60(4), pp.443-461.
Ewing, B. 2017. An exploration of assessment approaches in a vocational and education training courses in Australia. Empirical Research in Vocational Education and Training, 9(1), pp.1-18.
Gekara, V. and Snell, D. 2018. Designing and delivering skills transferability and employment mobility: the challenges of a market-driven vocational education and training system. Journal of Vocational Education & Training, 70(1), pp.107-129.
Goedegebuure, L. and Schubert, R.U.T.H. 2017. Vocational education and the innovation agenda: Towards the creation of effective innovation eco-systems. Visions For Australian Tertiary Education, pp.111-123.
King, L.E. 2019. Australian Transnational Vocational Education and Training Provisions: Sustainability, Quality, and Relevance (Doctoral dissertation, Griffith University),pp.4-6.
Loveder, P. 2017. Australian Apprenticeships: Trends, Challenges and Future Opportunities for Dealing with Industry 4.0. Conference Paper. National Centre for Vocational Education Research (NCVER), pp.5-7.
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