AVETRA - DAY 2 - morning

 

Kira Clarke opens the day with a welcome, acknowledgement of country, and a review of day 1.

I present the fourth keynote of the conference on the topic ‘the future of trades training: Industry 4.0 and the need for on-going professional development and career planning’.I begin with a brief overview of how occupation identity is an outcome of engagement with worthwhile work. Then summarise the challenges posed by Industry 4.0. Solutions based around the intended and enacted curriculum are then proposed for discussion.

Sessions are then presented in 3 streams – research, partnership and collaboration and equity.

I begin with Professor Rob Strathdee’s (Victoria University) presentation on ‘reform of school-based vocational education and pathways to work in the state of Victoria. Presented on what is wrong with VCAL - in relationship to social mobility and are the reforms able to achiee 'localisation. 

Began with the background, rationale and evolution of VCAL with current status of perhaps being abolished and merged into a broadened VCE (Victoria Certificate of Education). Summarised the two theorectical lens used to study the subject - critical sociology and field theory (social, human and cultural capital). Three provocations proposed: from faith to doubt and the continuing significance of manual work; vocational VCE; and the embedded labour markets and the role of networks. Proposed, manual skills / work here to stay and in many occupations; vocational VCE may not increase the status of vocational education and occupations; labour markets are more complex than just the production of skills, trades training takes place in relatively small workplaces and recruitment is based on personal networks. 

Then a presentation by Elizabeth Hutton from Swinburne University on a part of her PhD -  ‘the apprentice wellbeing project: exploring the mental health of Australian building and construction apprentices’. The aims of the project were to explore issue; coping measures and strategies for seeking help. Summarised the study design which is a qualitative study. Overviewed the problem with 25% of construction workers reporting a mental condition. There are high suicide, alcohol/drug use in the industry and this impacts on work production. Discussed the research questions and presented preliminary findings. Participans included apprentices (n=19 range of years, disciplines), VET teachers (2,) mental health professionals (4) and industry employers (7). Detailed methods with a shift to video conferencing due to pandemic, seen as an advantage. Data analysis through reflexive thematic analysis. 

Findings include: a lack of understanding of what mental health - what it was, how it impacted on life' etc.; Issues impacting the mental health of Australian building and construction apprentices include personal, workplace and industry factors. Coping strategies include avoidant, approach  (social support) and not coping! Help seeking behaviours associated with lack of psychological safety at work, lack of general knowledge about support available, and psychological safety with family and friends. Closed with research implications and outcomes. This is an important piece of work given the poor outcomes for many apprentices in some industries.. 

Following from a short break is a presentation from Llandis Barratt- Pugh on the topic ‘an analysis of 23 years of AVETRA conference papers. Began with context and genesis of the paper. Arose due to fire Llandis had in his home!! AVETRA conference papers survived and provided impetus for the paper. Compared 24 years ago with present - society, AVETRA, wider VET in Australia. Three questions across AVETRA histor: demographic patterns of papers, conference contributors and academic domains. 

Conferences mainly in NSW and VIC, mostly in hotels (but started in TAFE/Uni) and now virtual/hybrid. Usually 4 keynotes, workshops before actual conference, mix of symposia and workshops, and always posters. Teaching and learning and management/governance of VET main themes. Industry and apprenticeships also feature. Mostly single authors. Progression of refereeing of papers was strong but has dropped off since. International presenters/papers have increased across the years. over 1/2 papers come from university-based authors and then TAFE. Small research centre presence until recently. Generally people present at 1 conference with a few presenting at 10 conferences (but who have been prolific!). Top 30 produced over 500 papers!! Not just about skill/workplace learning VET, but also broader education, research, human resource, social systems etc. Proposed ways to maintain and grow - universities provide more than 1/2 of delegates, therefore database of university graduate schools, research centres plus selling the diversity of papers/presentations; TAFE has strong presence; support for newcomers and post-grad students and important to provide new researchers with a voice; bringing in keynote speakers and online options for delegates expands conference options; most papers presented to small core of delegates and this need to be maintained. 

Always important to treasure 'institutional memory and wisdom' :) 

Next up, Karen 0’Reilly Briggs from Box Hill TAFE presents on ‘professionals vs para-professionals: investigating the value of initial teacher education qualified VET teachers in secondary schools along with Drs. Rochelle Fogelgarn and Jacolyn Weller from La Trobe. Teachers in this study are in initial teacher education (ITE). In 2020, the only undergraduate ITE programme to upskill tradespeople to become VET or school teachers closed! Poor timing as the government ramped up apprenticeships and there was already a shortage of skilled VETiS teachers. Most used teachers from other subjects with little VET work experience. This study undertaken to try to find out what enabled tradespeople to transition into teaching. 73 responses (including 10 pre-service). 85% were trade qualified and entered teaching for various personal and career reasons. 

Without suitable VET teachers at school, some schools stop offering VET options. In Victoria, there is a 'permission to teach) as a special authority to teach tech at school. However, these teachers are not able to access the pay scale and other PD which qualified teachers have. The Victoria government announced a new 2023 VCE major but will offer study to attract VET trainers. This does not respect trades expertise!

 Provided details of the study. Shared early findings. There is a VET in school shortage; School teacher perceptions of VET teachers as being of inferior status; complacency regarding health and safety; and the importance of industry experience for this teaching role.