Vocational Education Training Interest & Challenges Essay

Question:

Discuss two interests that Australian employers have in the provision of Vocational Education Training (VET). Discuss two challenges that employers face when engaging with the VET sector.

Answer:

Introduction

Vocational Education training prepares individuals to work in various jobs, craft, and trade or as a technician (Pasura, 2015). The vocational education is provided by private and public institutions employer from across Australia. Vocational program generally provides training and education to students and employees such that they can find their suitability at a job. VET plays a significant role to improve and enhance the efficiency and effectiveness of the workers (Calder & McCollum, 2013). The current analysis is to provide a brief overview about the interests that Australian employer faces in creating provision for Vocational Educational Training (VET) and the various challenges that employer faces in the VET sector.

Analysis

Vocational education is referred to technical and carrier education, hence employers generally prefer their employees to be trained in such field before employees join their job roles (Wilson, 2014). Though there are several benefits of VET, there are certain challenges as well, the scope of this analysis first takes into consideration interests and then argues against the possible challenges faced. Employers generally prefer employees having VET, there are several interests that Australian employers possess while creating provision for VET. Appointing employees who have acquired necessary VET allows employers save time and costs in induction and training programs. As VET is the training in skills, and teaching of knowledge related to a particular trade, vocation, and occupation in which the student or workers wish to participate, employees do not need to retrain such employees for performing on the job (Zoellner, 2011). This allows employers to develop efficiency and productivity without direct contribution from their side. In this way, the employers can maximize the profitability of the firm with minimizing the risks and challenges of the market.

VET may be undertaken at an educational institution as part of the tertiary or secondary education or might be part of initial training during the job. Therefore employers can save on space utilized for training towards other activities. Employers thus, rely on registered training organizations to render essential skills, experience, and knowledge to both new employees and existing employees. The standards for registered training organizations 2015 require RTOs to maintain strong employee engagement with industry to ensure their services (Davis, 2012). This highly interests the employer, as they are able to get maximum benefits from industry level trained employees, who are employable.

Employers who provide provisions for employees gain positive engagement outcome from employees to become highly committed towards the organization. Thus, VET helps to retain the potential and capable employees in the workplace. It will also help to motivate the subordinates within the organization (Eichhorst et al, 2015). Another motive behind vocational training is to produce and enhance higher levels of learning and skills amongst technicians. Investment in vocational training and other forms of learning is required to achieving smart, sustainable and engagement related growth. With the help of VET, the employers are able to make a strong and unique relationship with workers within the organization. Initiating VET in the organization, the employers can resolve and handle the queries and grievances of the employees (Stromquist and Monkman, 2014). The capable and skilled workers are able to utilize the resources and capital in an effective and hassle-free manner. It develops and increases confidence, trust, loyalty and morale among the workers for performing tasks and duties successfully and effectively.


Employers through VET can provide training to the subordinates for understanding and knowing advantages of new technology (Zimmermann et al, 2013). As a result, the organization can use latest and innovative technologies within the organization. Resistance to change is reduced with the help of vocational educational training at the workplace because it helps to provide knowledge to the workers, this can allow enhancing competitive edge (Leberman & McDonald, 2016).

Challenge that employer faces when engaging employees in VET sector acts as negatives for the purpose of accommodating VET. VET does not incorporate sufficient academic information and knowledge and focuses on practical skills (Agrawal, 2013). This challenge may influence the productivity and performance of the employees. A practical knowledge must be properly prearranged to better understand the new procedures in the organization. Along with this, the use of skills and experience forecasting create complexities in the workplace. The apprenticeship is rigid and seems to be dependent on the duration instead of competence. The training implementation process is complex and inefficient. Due to lack of academic knowledge though employees are able to fill in their requirement gaps however they are lagging significantly behind in capability. This hinder employer’s capability to undertake succession planning with current set of employees. They are unable to promote employees with trainings that they gain from VET institutes as they are mostly application oriented. Vocational educational training is very costly and it increases competition in the marketplace as well as within the workplace (Mavromaras and McGuinness, 2012). Employers bear the cost of vocational training and invest time to train employees, often leading to the employee leaving the job for better opportunities in the end. Thus, the investment of the employer goes in vain. Moreover, ageing of the teacher workforce is a serious issue in vocational educational training. Due to lack of knowledge, the teachers are unable to provide effective and good education to the workers. All these challenges are faced by the organization when using the VET in the organization. Analysing the positives and the negatives associated with VET for employers, it can be said that it has some positive outcomes. However, negative outcomes of accommodating VET needs to be overcome such that employers can have maximum benefits from accommodation of VET. VET is not only applicable across Australian industries rather they form a vital part of all developed industrialized nation. Through VET it is possible that an industry is able to train and accept appropriate levels of employee skills and knowledge. Absence of VET in employees can create potential challenges for the employer, who will face difficulty I n appointing an employee due to absence of required skillset.

Conclusion

Employee engagement can be done with the help of VET. It increases and enhances the level of satisfaction among the followers. Vocational educational training institutors should focus on the prices of the course, as they should set the appropriate packages for providing training to the students and employees. They should also focus on the practical education to enhance their level of confidence and morale. The institutions should hire skilled and experienced teachers to teach the students effectively. It will help to protect the rights of the employees. The government should also promote the vocational educational training programs and sessions. Advertisement strategies shall be used to promote and encourager this education. Employers need to accommodate contractual agreements that allow them to retain employee’s posts such training ends. This will allow employers to benefit from the investment they make towards VET for its employees.

References

Agrawal, T. (2013). Vocational education and training programs (VET): An Asian perspective. Asia-Pacific Journal of Cooperative Education, 14(1), pp.15-26.

Calder, J. and McCollum, A. (2013). Open and flexible learning in vocational education and training. Routledge.

Davis, G. (2012). Formulating a VET roadmap for the waste and recycling sector: A case study from Queensland, Australia. Waste management, 32(10), pp.1802-1810.

Eichhorst, W., Rodr?guez-Planas, N., Schmidl, R. and Zimmermann, K.F. (2015). A road map to vocational education and training in industrialized countries. ILR Review, 68(2), pp.314-337.

Leberman, S. and McDonald, L. (2016). The transfer of learning: Participants' perspectives of adult education and training. Routledge.

Mavromaras, K. and McGuinness, S. (2012). Overskilling dynamics and education pathways. Economics of Education Review, 31(5), pp.619-628.

Pasura, R. (2014). Neoliberal economic markets in vocational education and training: Shifts in perceptions and practices in private vocational education and training in Melbourne, Australia. Globalisation, Societies and Education, 12(4), pp.564-582.

Pasura, R. (2015). International students in the private VET sector in Melbourne, Australia: Rethinking their characteristics and aspirations outside the deficit model. Journal of Vocational Education & Training, 67(2), pp.203-218.

Stromquist, N.P. and Monkman, K. eds. (2014). Globalization and education: Integration and contestation across cultures. R&L Education.

Wilson, J.P., 2014. International human resource development: Learning, education and training for individuals and organisations. Development and Learning in Organizations, 28(2).

Zimmermann, K.F., Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M.J., Muravyev, A., Pieters, J., Rodr?guez-Planas, N. and Schmidl, R. (2013). Youth unemployment and vocational training. Foundations and Trends® in Microeconomics, 9(1–2), pp.1-157.

Zoellner, D. (2011). Change and VET–thinking the unthinkable. In Avetra Annual Conference, Melbourne.

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