AVETRA 2026 - DAY 2

 Friday brings fine and mild weather. My walks to and from the conference, along the Brisbane River, provide a time to reflect and consolidate the many ideas and information from yesterday's presentations. Andrew Williamson (AVETRA president going forward to 2028) welcome delegates back to the conference and thanked sponsors and the organising committee.

The conference begins with a keynote from Kira Clarke, Brotherhood of St Laurence, .(AVETRA president for the last 4 years). She presents on Equity and inclusion: Strengthening policy, practice and inclusive productivity. Her work on equity and inclusive inclusion in VET goes back 20 years. She summarised some of the many projects she has worked on, along with the background and methodologies used. However, very little has shifted :( Focus to day on economic crises as a catalyst for change; government imaginary of VET as the backbone of inclusive productivity; and propose a framework reinvigorating a social justice vision that locates the learner at the heart.

From 1992 to the present, various productivity agendas have been drawn up on the role of VET, mostly in response to economic downturns, and the need to utilise training to raise productivity, often through VET training contribution towards a 'skilled and adaptable workforce'. ACross the years, there has been a strong policy focus on the contribution of skills to productivity. Current policy to provide equity and inclusion in VET still present and explicit. However, systemic capability and a meaningful change is missing. Therefore each subsequent system change, moves VET further away from its original commitments towards equity and inclusion.

Summarised the ways equity has been defined in policy discourse. Limited maturation in the ways equity and inclusion have been framed and in turn understood. Naming equity groups risks diluting the needs of these groups rather than recognising the barriers, across many parts of the system. Presented evidence of the current equity performance, which has been poor and not progressed across the years. These include persistent gaps in enrolment of people with disability and women, geographical inequities and inequalities and declining completions of people with disabilities and those in regional and rural/remote areas. There have been positive increases in enrolment and completions of first nations and culturally and linguistically different (CALD) communities. Therefore, although equity ambitions are present in policy, they are not consistently realised in VET.

Poatulated some reasons for the above. Structural tensions (marketisation of VET, short course funding incentives, fragmented accountability, support services pilot funded only, blunt policy instruments) limit the policy translation into actual equity outcomes for individuals and communities. 

Proposed a systems lens to understand and improve the system. Used Nancy Latham's humam systems approach - shifting system centred to person centred. Need to as what is the ideal succesful pathway, what does a challenging pathway look like? Shared the 5 Cs framework to help shape VET. Commencement, Connection to Training, Completion, Conversion of training into employment and Career continuity. How each of the 5Cs can be worked through to support a person-centred system detailed.  Reinvigorating a social justice vision for VET through human systems approach provides a way forward There is a need to shift from a 'training culture' to an 'education culture'. (See Noonan, 2010 as example). Suggested policy actions to move VET into stronger realisation of the equity/inclusivity function. 

Then, a panel session facilitated by Andrew Williamson  with panelists Shawn O'Sullivan, Amy Morgan, and Nick Howie on 'Impact of VET applied research: an activity report from TAFE Centres of Excellence. The panel included Nick Howie, Amy Morgan, and Shawn O'Sullivan. Andrew provided the background on the formation of the Centres ( (established 18 months ago) and their purpose, which includes research. Each panelist presented on their Centres. 

Shawn - TAFE centre of excellence Queensland - began with  definitions of applied research - with Berwyn Clayton's quote ' applied research is the major means of scratching constant itches that irritate us at work'!. Shared details of two rounds of applied research carried out or in progress thus far. Round one mainly information gathering and work around lithium batteries, agriculture and sustainable energy etc. Round 2 around building TAFE capabilities for R & D, addressing industry need and opportunities, and translating research  - community knowledge for aged care, disability support and skills gaps for nursing, allied health and mental health. Each with a several separate projects. 

Ann presented on TAFE NSW - manufacturing centres of excellence. Shared the various 2023 policy/documents informing the work of the centre. Establishing of 3 centres ( net zero - Hunter/New Castle; advanced manufacturing - Sydney; heavy manufacturing - Wollongong) to be completed by 2027. The centres commit to 'enrich students' learning experience, support industry needs and enable applied research programmes. Some industry challenges need to be thought through - attracting future workforce, retaining existing, aging workforce and improving productivity. Need to move towards industry 4.0 by extending on apprenticeships and trade qualifications towards accessible post-trade education, microcredentials/microskills, higher apprenticeship and applied research (5 years) and higher education, research and future tech (10 years). The two present streams of applied research are in teaching and learning and and equity stream (encouraging and supporting not-traditional people into manufacturing). 

Nick - TAFE SA centres of excellence. Summarised activity to date. Also a desktop/lit review of the frameworks, evidence practices and models/methodologies to underpin the centres. Shared work on Early childhood and degree apprenticeship (including adjustment, delivery and asssessment using Pijantjara language). Future projects include research partnerships with a emphasis on the scholarship of teaching and learning in VET. 

Q & A followed.

As with the Aotearoa NZ Centres for Vocational Education Excellence, each of the centres has a different focus, let by their state policies/governance and history. 

The four streams continue on after morning tea. I attend the following:

- Navigating change: health professionals' learning practices in digitalised work contexts - with Sarojni Choy and Maria F. Larrea. Presented a small part of a larger funded project (Investigating professional learning lives in the digital evolution of work). Covered background and rationale, the conceptual framework, methodology, findings and implications and recommendations. Across almost all occupations, digitisation is embedded in practice. These changes increase demands for expertise and judgement. Effective professional learning is required but increasingly practice-based. Professional learning patterns are moving beyond formal training. The research question was 'how do health professional experience, navigate, and learn to cope with digitisation in their everyday work? and 'what are the implications on professional development? The conceptual framework on practice-based learning is used (socio-cultural learning, practice-based perspectives, learning embedded in identity, relations, artifacts). The larger project includes survey, case studies and large scale survey. This presentation focuses on case studies with 15 health professionals - nursing, radiography, allied health, music therapy. Themes include: learning is embedded in everyday digitalised practice; digital tools are constitute of everyday practice re--production; professional judgement shapes practice in a digital world. Learning in a digitised workplaces is not skills acquisition but an intrinsic part of practice. 

Implications for VET - the need to move beyond compliance-driven continued professional development; design learning around practice, not tools; support development of professional judgment, not just digital skills; value collective and socially mediated situated learning, position VET as partner in workforce adaptation; reposition VET in digital transformation. For RTOs - recognise learning occurs in the workplace; design training around real work practices; go beyond technical skills to develop judgement; align assessment with practice-embedded learning; position RTOs as partners in workforce adaptation. For trainers/assessors - anchor learning in real work practice; focus on learning while working; cultivate professional judgment; leverage collective learning; assess learning in context. 

- Learning that works: exploring work-related training in Australia and the implications for VET - Brett Hall from the Australian Industry Group. Based on HILDA data, 40% of workers' existing skills to be transformed or become outdated between 2025 and 2030. Around 7 in 10 Australians working today require upskilliing. Work-related training 'includes structured learning activity undertaken in the past 12 months that is related to the respondent's current or future employment'. In general, over 30% of the workforce are above average in their participation rate in work-related training. Most work-related training is fully sponsored by employers and therefore mostly occurs in paid work time. Summarised the implications for VET. 

Boosting lifelong learning in the workplace is critical. Supported by comprehensive system-wide approach, unlocking barriers to investment by employers and individuals; strengthening foundation skills; and skills policy settings that encourage and enable work-related learning. Each of the components discussed. 

- Embedding student-centred learning in trades education: A continuum of change for novice teachers - Rhiannon McNamara - Unitec. Began with the Aotearoa NZ - changing governments, multiple reforms, funding shifts and fluctuating industry influence. Challenges are expectations for learners are high along with requirements to embed literacy/numeracy, cultural competencies etc.  trade professions are not necessarily learner-focused. Literature review indicates very little support for unique nees of novice TVET teachers. PD standardised and academic and qualifications provide the what but miss the how. Required context specific, personalised, familiar and strengths based and sustainable. Used action research to study and improve practice. 7 participants with no teaching qualifications from a variey of trades with 3months to 2 years in teaching. Adapted the CELTA (language learning) framework to priortise practical teaching strategies. Launched a trades teaching apprenticehip journey. Started with a needs analysis and draw up personalised PD plan; input sessions for coaching, observations, teaching, feedback on teaching; weekly catch-up; (9 months) scaffolded support; teaching qualification achieved. Collected observation notes, notes from professional discussion, anonymous student course and participant surveys. Did the intervention shift novice teachers towards student-centred teaching?? Thematic analysis against Bremner's student centred framework (2020). Over 1/2 of the participants moved positively towards adapting to learner needs, using formative assessments, sharing 'power' with students, giving students greater autonomy. Active participation was increased and relevant skills connection was already high. Findings indicate relationship-based approach (whanaungatanga) was embraced, digital competency was a barrier to progressing with teaching skills, basic teaching skills important. Whole school approach important (every 6 weeks); collaboration on teaching strategies, not just the building site; development for trades teaching apprenticeship; and creation of trades learning and teaching advisory group. Qualified teachers increased from 33% to 78%, 1 to 7 senior lecturers, 6 institutional awards and 1 national award. Transformation of identity is a key, not just skills, but becomes who they are. 

Back to the AI track after la convivial lunch.

- Students use of Gen AI in online VET in the school of business: insights for teaching, assessment, and academic integrity. - Dr. Kalpana Narayanan, Dr. Darren Turnbull, Silpi Pant and Allie Swan from Central Queensland University. Started with the context of the study. Conceptual framework was summarised through TPACK and Grow-AI. Focus groups and interviews used along with surveys. To find out why, how and when Gen AI is used. Findings indicate Gen AI present but not universal; ethical awareness and integrity concerns, support for independent learning, shared responsibility, guidelines and policy clarity important, skills development possible and AI literacy required. Therefore key findings are not all students use Gen AI, ethics remains a concern, low student recognition of Gen Ai as a learning support, students aware of their responsibilities but need clearer guidelines and Gen AI builds skills, but students need AI literacy to use it well. 

Navigating the AI revolution with an inclusive twist: strategies for ethical integration in the Australian VET sector - Dr. Tyler Payne from RMIT University. Capabilities exist so it is not the problem. It is system design and communication standards. Over 5 decades, the same 7 groups of retained their label of disadvantage despite extensive research and public programmes. Introduced institutional ethnography as a way to map policies, paperwork and systems, shape day to day work. In doing, real workflows and decision chains are mapped, brings to light administrative labour, reveals how policy shapes language and practice, produce field evidence and case examples, and map RTO, teacher and industry communication gaps. Generally, insitutions recognise one kind of communication as professional. Recommended drawing on Norway's language bank (2024) establishing open shared data infrastructure built on transparency, privacy and user consent. Ethical Ai frameworks are mandated with a focus on human rights and inclusivity. Human oversight maintained in all AI decision making. Shared the neuro framework to name the system, expose the gap, use the data, redesign daily practice and own the change. Institutional ethnography helps us understand what is happening. Carnal sociology tells us what it feels like. NEURO framework helps to work out what to do next. A useful framework applicable to many circumstances. Shared various resources, including a communication guide - learn to code switch. 

A panel on workforce needs and skills priorities: a cross sector perspective, facilitated by Natasha Arthars, closes the conference. Panelist are Dr. Aneeq Sarwar (Workforce planning), Dr. Niall Smith (Skills insight)  and Craig Robertsonn (Victorian Skills Authority).  

Aneeq began with the importance of enabling people to operate beyond a task. Doing the task is surrounded by many other skills with being able to identify what has to be learnt next, a key skill. Niall provided example of 'traceability of food' where by it is not new skills to be learnt, but adaptation of current skills. Craig advocates the use of educational institute instead of provider and to respect teachers/educators's perspectives. Tight job market but qualifications have value but often, someone with the right attitude is more important. Teaching is an example of where having a degree, may not prepare one for the teaching techniques required to engage diverse cohorts of students. Again, those who are ready to continually learn, have an advantage. 

The panel moved on to the impact of technology (and AI) on work and skills. Craig postulated using AI to develop training packages to help maintain their currency. Technology changes the ways things are done, and these lead to behavioural changes. How are these worked through and how do they affect the workplace culture? Therefore, technology is not only a structural shift but leads to behavioural/culture change. Leadership is important when change is rapid and new technologies are available with little time to plan their implementation and use. 

What are the skills that are essential? Human focus through communication and collaboration are key components going forward. Technology has been making things safer, less manual, less complex/ onerous/ repetitive but human contribution is still required. Human's abilities to use tools to craft unique bespoke/designed items will remain. Experience is important as wisdom is difficult to replace with AI. Problem solving draws on deep understanding of specialist processes. Innovation also comes from expertise. However, need to relook at how much expertise is required, given the time required to attain it. Exampled with doctors, specialists had heavy cognitive load and AI can replace some of this. So, perhaps, into the future, more generalists physicians and a few specialists? Employers are keen on workers with good soft and metacognitive and problem solving skills and willing to train for specialised work processes and tasks. Adaptability and flexibility are important skills going forward. 

Research on workforce needs and skills will have to focus on research quality, ensuring data and analysis integrity, given that AI will be used. Science of learning and learning design now required to understand how pedagogy, given the challenges brought through by AI and the need for workers to ramp up their skills to continually learn, unlearn, and relearn. 

Conference closed with thanks to sponsors and the conference committee. Next years conference will be in Melbourne 14-15th April.

An enjoyable conference. As always, good to catch up with kindred spirits. This year's presentations were well-focused, relevant with several providing concepts and resources to draw on. 

AVETRA DAY ONE - Afternoon

After lunch, a series of panels, followed two sessions in each of four streams.

First up, a panel session on 'apprenticeship completions' facilitated by Dr. Warren Guest. The panel include Suzi Hewlett (Manufacturing skills alliance), Brett Schimming, (Build skills Australia)  Quinn Sunderland, Manufacturing skills Queensland) and David Camper (VET educator / employer - motor engineering). Warren provided some background and the reasons for the panel which is sponsored by the Manufacturing sector. Apprenticeships have a long history, continual challenges with regard to completions, and in the age of AI, perhaps needs to be reconsidered. 

Suzy summarised a recent report undertaken on skills. Apprenticeship uncompletions have historically been high - dating back to the guilds! NCVER carried out the project with manufacturing apprentices starting 2019 with over 1000 apprentices data analyses. Custom data used - with many going through several employers to complete, bringing the 50% to a 60% completions rate. Workplaces in regional areas tended to have higher completions. Priority cohorts lower than average. Most common for driving non-completion are workplace factors - usually based around affordances to training. Also mismatch between off and on job 'curriculum' due to equipment availability. Flexibility and RPL availability also cited. Need to improve supervisor training, wrap around support for apprentices, and financial incentives for both employer and apprentices.

Brett agreed the themes similar in the Building industry. However, some contextual differences. Workplace culture and behaviour are factors. Many apprentices leave a workplace and move into another to try to complete. Lack of flexibility in 'time served' also an issue as the difference between apprentice wages and 'qualified' wages is large. 

Quinn encouraged research in to finding out if the apprenticeship non-completion rate is 'set' and how this challenge can be met. Mismatched expectations between apprentices and workplace.can be one factor. Economic reality of apprenticeship is that there is a disconnect between what young people are interested and what is actually available. Example of fashion for people wanting to become designers, but what the industry needs are sail makers. 

Suzy shared learnings from using promotional tasters, try a trade, etc. and found not one method was better for exposure. Media exposure often lead to increased interest in an occupation but the realities often mean many do not continue. Increased average of apprentices as people decide later in life to commit. Stickiness is difficult, especially if the work is challenging/difficult and workplace culture is not supportive. Discussion amongst the panel on above. Economical viability in many SMEs means that training and dealing with novice worker.is now too difficult. However, apprentices still well regarded and needs to be supported.

David reiterated that industry needs to put in the commitment. TAFE and school not able to train for every variation for job tasks. Industry still needs to play their role. Perhaps training for workplace trainers/supervisors etc. will be useful. In general turnover in all jobs is between 2 - 3 years, which is less than apprenticeships of 3 - 4 years. School pathways need to provide opportunities for students to 'try things out'. Decisions can be made to engage or that an occupation does not match.  

Brett discussed certification of trainers. However, the key is that it is not just trainers but the ecosystem in the workplace may not still be supportive. However, trainers need to understand how to get the most out of their apprentices, and care for their workers. 

The panel provided examples of things that work. In particular, flexibility in how training is availed, matched to the needs of learners and employers. 

Then a presentation on the Australian - Indian - advancing research programme  with Deepak-Raj Gupta (0n video) and Sonal Nakar. The programme with the Australia-India Business Council over 40 years. Sonal detailed the delegation to India and the various initiatives that were discussed and experienced. Opportunities are available with various institutions, centres of excellence etc. for joint projects with possible funding streams for research. 

The conference convened to provide a tribute to Berwyn Clayton, who passed on a few weeks ago. She was a prolific Australia VET practitioner, researcher and AVETRA leader. Andrew Williamson initiated the session. Tributes presented from various AVETRA members both f2f and from online messages.

Two 'long presentation' sessions across the 4 streams then occurred. I stayed in the AI stream.

- 'Gen AI and assessment in VET: A systematic review of three wicked problemss" a PRISMA 2020 systematic review of Gen AI and assessment in VET - with Geethani Nair (Skills Bridge Solutions). Project completed with Dr. Wijendra Guanthilake amd Ishini Hathruisinghe from Sri Lanka. VET Gen AI problem is structurally different from Higher Education (HE). In HE there is a focus on academic integrity frame; VET has a workplace competency frame - use of AI required and it is around capability with AI. Gen AI already in the classrooms. 

54 peer-reviewed and grey literature, 3 interlocking wicked problems unique to VET assessments and compared Australia and Sri Lanka national systems. Research Questions include - how can VET providers maintain industry cridibility when integrating Gen AI in assessment?, How can VET providers preserve the employer validation of graduates' independent competency? and How can VET providers ensure assessment authenticity while leveraging Gen AI in rapidly changing technological and workplace contexts? 

Identified 412 (2022 to 2025), screened to 186, 98 eligible and 54 included in synthesis. For RQ1 - students use Gen AI to produce written deliverables; even authentic workplace-relevant tasks can be Gen Ai substituted without reliable detection. Therefore for RQ2 - detection dominates; For RQ1 - workflow integration across browsers, word editors, etc. so for RQ2 - redesign of assessments is uneven. In RQ3 authenticity as design fails as is does not prevent substitutions. RQ HE guidance imported but scarce in VET. 

Wicked problems require institutional rather than purely technical response. Require ongoing management rather than single-point solutions. Identified 3 patterns as wicked problems. Industry credibility becomes challenged if detection dominates. Even VET's preferred response must go further than task design - as redesign of assessments is uneven. No common language between employers and RTOs for what counts as valid - as HE guidance imported and not always relevant to VET. 

Therefore assessment design needs to account for industry credibility,  employer validation and assessment authenticity. Shared recommendations for each. Provided examples of how challenging each of these wicked problems is. Across the two systems, Sri Lanka has a larger digital divide, so the context is different. Recommends for RTOs, policy, and practitioners. Phase 2 will interview students and VET educators to see what the wicked problems mean. 

- I then present on 'the changing role of VET educators in the age of AI: from 'guide on the side' to 'conductor of learning'. The argument was for greater pedagogical understanding to ensure that AI can be deployed effectively to support learning. Implications of using AI which is relevant, ethics around how to deploy, AI use replacing actual deliberate practice, and care needed when using AI to support teaching admin and resource development.

AVETRA AGM followed and the conference dinner. A long but productive day. 

AVETRA 2026 - DAY ONE -morning

 This year's Australasian Vocational Education and Training Research Association is held in Brisbane.

Workshops begin the yesterday, and I co-facilitate the session on 'dos and don'ts for publishing in the International Journal of Training Research which I co-editor with Associate Professor Teressa Schmidt.

Thursday begins with a welcome from Kira Clarke, AVETRA president and a welcome to country. Always an interesting session on the history of the country with the stories/songlines. 

The first keynote is with Dr. Don Zoellner. He provides an overview and perspective to start of the conference with 'Reframing VET's past: what happened when governments declared their policies and then instigated them? Check recent article in JVET.

Focus on the continuum how government policy (from 1980s) have been acted on and the consequences of these. The National Reform Agenda set out in the early 1990s has been resistant to fundamental change. Argued that VET and HEZ were never designed to be joined up, as they have unique and different social, political, economic contributions to national development. Using Fouchault's interest in how problems can be novel responses within specific fields of action. 

In the 1980s, the global economic environment challenged Australian economic and social foundations. By 1989, the NTRA set up the 'skills focus'. Presently Jobs and Skills Australia forecast that 9 out of 10 jobs require post-secondary qualifications. Therefore, still a similar approach. wen through the essential items across the decades - equity (access); quality (standards, assurance, accreditation of providers etc.); industry needs (alignment to needs, competency-based); training as an investment; opportunities and outcomes for individuals (flexible delivery, portability, choice etc.); National training system (registration, accreditation etc.); outcomes standards; VET markets as intended; research implications (focus on governmental national strategies/goals). Ended with a summarise of where to next. There is inertia in better understanding what is to be undertaken; OECD reports often not drawn on to inform how Australian VET could move forward; the original intend of VET retained; use data to find out what has worked (rather than what has not); to change something, is not to fix something but to extend the things that work! 

The keynote is followed by a ministerial address from Andrew Giles, Minister of Skills and Training. Supportive of the work of VET to be an 'equaliser' for many Australians. Ran through the various initiatives set out by the present government to increase access and opportunities. 

Plus an update with Craig Robertson, CEO for the Victorian Skills Authority. Drawing on the opening keynote, there needs to be a bridge between research and implementation to improve VET. VSA has had a MOE with AVETRA to fund researchers to undertake research on key aspects of VET. Used RPL as an example. RPL should be used to recognise skills that can be transferable, not just the ones that are specialist. Encouraged researchers to keep at it :) Work undertaken many years ago, still drawn on to inform new policy formation. Finished with comments on the challenges of the future, the need to prepare the future workforce for rapid change and ongoing geopolitical turbulence. The VET system has remained the same, bur does it need to change? Australia still retains competency-based qualifications in its purest form, yet every other country has moved on, beyond CBT. Encouraged the shift to learner-led and learning-focused learning rather than the need to assess and certify work tasks.  

After morning tea, presentations begin across 4 streams. I stick to a stream with a technology/AI focus.

- AI integration in VET: a scoping review - with Caroline Constant and Natasha Arthars. AI now being shaped globally with rapid developments. Research specific in VET remains fledging and fragmented, as most still from HE and formalised school sector. To find out 'how are AI used  VET'. PRISMA framework literature review from 2019 to April 2025, including peer-review journal articles, conference papers, and book chapter. From 436 studies, 46 papers included and with 18 emperical studies. 

Reported on initial findings - 18% conceptual, 39% empirical, 11% review and 11% other. Balance between qualitative and quantitative and 22% mixed methods. No longitudinal studies. 72% on vocational qualifications. ChatGPT used the most along with no specified tool! Pedagogical applications of AI in VET focused on performance/assessment, training delivery and learning supports, and engagement and satisfaction. 

Shift in teaching and learning - teaching becomes generating materials, configuring AI-mediated activities, overseeing supported environments, reducing workload. Learning becomes interacting with AI systems, personalise pathways and feedback. Knowledge changed to AI being a disruptor and contributor. 

Next steps - evidence -based AI pedagogical application in VET remains limted and uneven. Shift of focus from traditional forms of performance and assessment to learning embedding higher order skills, Ai literacy and fluency of VET and educators remains a 'black-box' There is a need for empirical studies in Australian VET. 

- The digital mirage: unmasking poser, compliance and neoliberal governance in online VET professional development  - Christopher Ward & Dr. Piper Rodd (Deakin University). Based on PhD on the value VET practitioners bring into professional development. Began with a context, shared emergent data and the 'AI gap' management 'efficiency' vs practitioner 'exclusion'. Analytical framework revolved around discourse around power and identity using Foucault framework on power, subjectification and the digital panopticon. Comparison between the mirage (rhetoric) and the reality (lived discourse) whereby online PD functions as a 'technology of neoliberal governance'. Detailed methodology with 12 participants (7 practitioners, 5 managers). Findings in the 'generic mirage' (professional diminishment, cycles of trends rather deep pedagogical development, compliance). Interpreted through Foucauldian lens and shared possibilities for moving forward. 

- Harnessing the power of problems for innovative VET course design - Steven Hodge, Natasha Arthars and Mike Keppell. Proposed the project as being a tryout for a post-competency Australian VET. The project drew on problem-based learning to develop a programme/micro-credential for a new/emerging technologies. The context of is in advanced manufacturing industry and the project through the TAFE NSW manufacturing centre of excellence. Involves higher apprenticeship, and also community driven strategies and targets key equity groups. 4 year project with TAFE, University and industry partnership. Project includes development of microskills, microcredentials, and higher apprenticeships (details at the centre site).

The research study undertook a literature synthesis, horizon scanning and semi-structured interviews with industry associations, SMEs, and TAFE head teachers. To find a generative advanced manufacturing problem for applied research (level5) for SMEs. Interative hermeneutic circle/spiral approach followed by thematic analysis of the data. Findings included shared contextual conditions that shaped the problem; three overarching problem areas - digital manufacturing, reverse engineering and mass customisation, resulting the problem frame of digital manufacturing as a shared problem domain for students to work through. 

Shared David Jonassen's (2011) analysis of problems for problem based learning includes 5 'external' characteristics - structuredness, context, complexity, dynamicity, and domain specificity. This framework is proposed as a way to frame the problem based learning approach. Working through these, provide one way to focus on the range of 'generic' skills attained through completing the problem based inquiry. Argued that applied research as pedagogy is viable. Students complete literature review, interviews, observations, descriptive statistics, and analysis. 

Next steps include upskilling TAFE teachers and then the students to carry through the project. Implications are that it is radical departure for VET curriculum and pedagogy (in Australia) PLB rather than competency; future focused rather that rooted in present and past; equips for uncertainty, change and emergent types of work; can intergrate with skill-based microcredentials to serve as capstone course, integrating and extending existing learning; recasts the VET educator ad facilitator of industry-based applied research. 

Networking for lunch follows. 

Thought provoking keynote, followed by contributions from the following speakers provide food for thought. A diverse range of presentations with a range of perspectives. 

AVETRA day 2

 A shorter day today, beginning with a welcome and recap of yesterday's programmed activities. Kira Clarke welcomes everyone back to the second day of the conference and Natasha Arthars introduced today's keynote. 

The keynote is with Claire Field who presents on AI. Claire is in Dubai and the presentation was recorded. Spoke on how Gen AI is changing the world of work so that what VET teachers and how VET is taught must also change. AI is changing work for many occupations, examples were provided, drawn from the literature and from her work. Also provided examples of tools used in business administration to automate workflows, coaching, construction management, consulting, creative industries (writing music), healthcare (medical imaging), law, marketing, meat processing, retail.

Future of jobs is being impacted as companies adopt AI across their business and there is a critical need for professional development is key. Jobs and skills Australia is undertaking a capacity study of Gen AI for the labour market and the education and training systems. The pervasive and speed of change as Gen AI develops requires shifts of how VET updates curriculums and pedagogy. ASQA has undertaken work on the risk and priorities of AI (2024-2025) on academic integrity! However, there are no resources or guides for the VET sector. 

Used the work of Professor Rose Luckin (University College London) who has worked with AI for 30 years on concerns with AI - not to use AI to provide answers only; the inequality on AI's being a consumer product; the majority of young people think AI will solve a lot of problems; and the capability gap in education between teachers and their learners (as there is a focus on assessment integrity). Ai 'detection' is inherently biased! False positive is a problem. Surmised that checking for whether students use AI is therefore challenging.

Shared a diagram of how AI can be used across the learning journey. Also a summary of personalised learning to improve student outcomes. Paper on AI in personalised learning - systemic review by authors from Hong Kong (Li & Wong, 2023). Deakin CRADLE provides guidelines for assessments in the worlds of AI. Digital Education Council has a good overview on 'best practice' on the dimensions for using AI - understanding AI, critical thinking and judgement, ethical and responsible use, human centricity, emotional intelligence and creativity and domain expertise.

Provided examples of best practice from Aotearoa NZ including Ako Aotearoa project to support foundation learners, UK (policy paper), EU (European strategy on AI) and CEDEFOP's focus on the impact of skill demands in the workplace); European Association of Institutes for Vocational Training - policy camp on applying AI for real-world impact; and European EdTech companies well-advanced with personalised learning (especially Ireland and Scandinavian countries). 

Identified research gaps:

- what are the experiences of Australia's dual sector providers in adapting to Gen AI?

- could Australian VET researchers partner with TAFE Directors Australia to examine difference approaches?

- what support do community based providers need in an era of Gen AI?

- what insights specialist private providers offering ICT/digital courses have on AI skills?

- How can RTOs best balance requirements of outdated training packages with the increased pace of change in the workplace?

- What assistance do RTOs need to be more nimble in the face of change?

I then participate in a panel session on AI and VET chaired by Natasha Arthars. The panel members are Don Zoellner, Thomas Corbin, Patrick Kidd and myself. We extend on some of the ideas from Claire Field's keynote and discuss the issues of keeping up with how quickly AI has developed and the strategies required by VET to keep up with the pace of change. 

After morning tea, the three streams of presentations/workshops begin.

First up, .Future-Ready Educators: Redefining PD for Behavioural Transformation in VET'  with Michele Tocci. Discussed how behaviours need to be changed to enable the outcomes of professional development workshops (or similar) to have impact. In many cases, attending PD is a requirement and a 'tick box' exercise. How can we do better, to bring into our practice, the learnings attained from PD? We lose much of new learning over time. To progress change, we need to engage with new information to ensure that the new information and ways of doing are more anchored. Long term potentiation (LTP) is more effective if there are more frequent touch points are undertaken. Rick Hanson 'encoding of lasting change' model involves encoding, consolidation, activation, installation, state and trait. We tend to not move from activation into installation. Learning is difficult and new learning, if brought back and washed over by a busy work life, does not have the opportunity to be 'installed'. 

Stressed the importance of educators to role-model the skills of learning and to action learning that is picked up through PD. The design of PD needs to be about transformational change and not just about content. PD with impact (behavioral change framework) need to know, understand, do, reinforce. Shorter sessions to allow for spacing and repetition, coaching-based delivery, learner-centred methods, and post-training support and reinforcement. As an example, a PD structured as 90 minutes once a week over 6 weeks, had know (workshops, resources, exposure), understand ( peer discussions, reflective activities), do (practice, implementation, coaching), reinforce (nudges, follow-ups, feedback) and sustain (community of practice, mentoring, review).  

Then, a presentation on 'From blind spots to bright spots: Filling the intelligence gap for VET recognition of prior learning (RPL) excellence' with  Deb Carr. Summarised the 5 blind spots with regard to RPL. 

RPL data not always easy to find and not always collected. A change in how data was collected and presently data collections are not capturing all RPL activity n Australia. Some types of RPL are also not recorded due to the many ways RPL is structured/delivered. Data collections do not capture demand as RPL candidates are turned away, dissuaded, diverted or ignored. There is also low awareness of ROL by individuals and employers. We don't know who pays for RPL Data on student outcomes is not available. Summarised a systematic review of the impact of RPL on individuals - high psychological impact and improved ability, good economic impact and some social impact. In Australia, there is limited visibility of RPL RPL data needs are different to that of training. Argues that RPL is an important part of any skills agenda. Data collection is an essential process to better understand how RPL is used, how can it be improved for people seeking RPL and to ensure that RPL is a viable and supported. Suggested the data needs to help inform RPL processes and systems. Shared a list of research required to address the challenges faced by RPL

After lunch, I facilitate the annual workshop on 'publishing your article in the International Journal of Training Research. As per usual an overview of the journal is provided, along with processes to get an article published. Also workshopped how to build an effective abstract.

A panel on 'Lessons from the AVETRA/VSA partnership (moderated by Andrew Williamson) is the last session for the conference. The project commissions work that can be useful to inform policy makers in Australia. 

The panel participants were Craig Robertson, Kira Clarke, Deb Carr adn Seth Brown. Craig provided the background for the importance of VET research through the VSA projects and their contribution to policy development and other decision making withing the sector. Kira discussed the rationale for the partnership, to raise awareness of what is VET, how the system works and what are its challenges. The partnership also draws on the expertise available. Seth was the researcher in the first project - the student voice - which was on the student experience from the macro and meso levels (see the report). Deb is at the start of her project and provided a background on progress on the project and why the partnership approach/process is important and of relevance. 

Discussion ensued as each shared their experiences, learnings and progress. Craig provided good background on the relevance and importance of the process, to bring the right people to create/develop current 'state of the play' records that can be drawn on to inform policy development. Craig updated on potential projects and updated on current projects outside the AVETRA/VSA partnership. Deb noted that the current economic climate, with flux in the employment supports her project's profile, so timing is important in what topics are selected. Andrew thanked all the supporters of the project from AVETRA and from VSA and welcomed questions. 

Overall, a busy but effective conference. A smaller number of conference participants, but this made it easier to touch base with both established and new AVETRA members. 

AVETRA - Day 1 afternoon

 After lunch, I attend a session with Steven Hodge and Reshman Tabassum on 'provider practices to enhance curriculum relevance in dynamic industries. Reshman set the scene with a scenario. The project was to explore RTO methods of interporeting and translating training packages. Conruses were in vet nurising, agriculture and rural operations. Did the RTOs approach qualifications with different intended outcomes and purposes? Posited that learning qualifications lead to a specific occupation, is for multiples occupations and have cross or multi-sectional interest. Process on interpretation goes from pre-translation, to translation and then mobilisation. Pre-translation requires understanding VET system, provider organisation, students, industry, training context. Translation involves interpreting, organising, elaborating, framing and structuring (through the quality assurance processes). Mobilisation is a continuum between educator and resource 'delivery'. Used a series of interview vignettes to unpack the processes of interpretation. What is important here is that no matter how detailed or prescriptive a standard is, currency of the standards and how they may align with diverse contexts are not guaranteed. Educators will use agency to work with, around and outside of standards, as required, to bring about learning. 

Following is Karl Hartley from Epic Learning reporting on the ConCOVE funded project 'AI-generated assessments in vocational education: enhancing quality and accessibility through cognitive design'. Customisation of assessments is one way to meet individual learners' needs. Assessment writing is complex work and manual assessment development is slow, consistent and inequitable. How can AI be used with safety and integrity to assist. Use a case study of developing assessments for a 'trades essentials' micro-credentials. applied cognitive science, ethical AI and educator validation. Began by selection of GPT-based model. Prompt engineering informed the working memory theory. 3-rounds of subject matter expert review process, and stakeholder consultation. Gen AI can generate multiple-choice and short answer quesitons, adapt the tone and language complexity, contextualise questions by trade/experience and enable personalised based learner profile. Personalisation features include literacy-adjusted versions, industry-specific variants, support for neurodiverse learners (format, language). A robust AI workflow to develop generic base assessment, then use base assessment and use AI to apply customisation. Prompt engineering strategy included the use of chain of thought prompting, using variables around writing style. providing example questions, assessment guides and for Gen AI to produce in batches of 5 assessments. Development loop was taking too long and involved too much time. Now development 5 assessment in batches. Seek rapid initial feedback for a 'go or no go' call to do a full review. Flip the feedback from 'what is wrong' to 'what is good'. Provided example of how the process looked, prompts and outputs. 

Challenges include AI constantly evolving, AI have been heavily trained with US of A assessments and are biased and AI will make mistakes. Risk and mitigations of Ai hallucinations by using structured prompt design and ensuring a human view is added. Cultural bias with ethics review and co-design with Māori and Pasifica advisors. Need to be wary of over-reliance on AI and issues of privacy. Benefits include the ability to have more inclusive and relevant assessments for learners; reduced workload to get to a quality product for teachers; and an opportunity for greater consistency and innovation. Plans for the next steps are to seek learner feedback and validation; finalise an ethical framework, expand to writing assessments for other microcredentials and disseminate findings and guidance.

The project demonstrates viable use of AI in assesment design; establishes moderation alignment proof of concept; builds foundation for personalised learning, and aligns to system transformation. 

Then a session on 'Planning and Actioning VET Research Studies: issues to consider' with  Llandis Barratt-Pugh. Shared 10 'critical incidents' that have informed his research practice, each supported with the narrative of how these came about. Used autoethnography, critical incident technique, reconstructive memory theory and the experiential learning cycle. 

The pointers include: tell industry what you can do for them then listen to what they want doing; start with the end in mind and plan toward it with frequent monitoring; seek out lions in the field and engage them as mentors; gain top commitment or the project may be swept away; publicise research studies to gain collaborators; collaboration is the key to multiple publications; a research proposal should be developed by serendipity as we don not know what lies ahead; when confronted with data collection dilemmas the options are to change the plan, call for support and the wisdom to know which is best; the research plan should include resources and action to use the finding constructively; taking a framework from a close discipline may shed unique light on the data in a wat that has not be done before; and the only certainty about a research project is that it will not progress as planned!

After afternoon tea, Craig Butler presents on 'Uncovering the Complexity of VET Teacher Identity' which is part of his PhD study. Summarised his background and his interest in the topic. Provided a overview of the study, with a theoretic framework of 'funds of identity', the research methodology, participants (25 VET teachers) and analysis method. Shared some of the findings around practical funds of identity resources (experiences, across many specialised contexts within and without a field) of vocation focus, VET practitioner, learner (life-long learning), expert performer, mentor, non-vocation (hobby , community work etc.) and institutional funds of identity through organisation role, employment type, and employment status. 

Shared framework to visualise how participants, across their life-course, had at a point of time (the interviews) had a particular role identity. Implications include a need to better understand the integration of vocational and VET identities; and recommendations for further study. Shared how study could inform VET support of teacher identity and limitations of the study.

I offer the last session of the day, providing an update on our Gen AI projects with ' AI in Vocational Education and Training: Progressive learnings on the integration of Gen AI into vocational programmes'. The primary purpose was to provide an overview of the projects to date, the challenges and learnings and propose a way forward as to how VET can use AI to support learning and teaching.

AVETRA AGM is conducted and the conference reception and awards round of a busy day.

AVETRA - DAY one - morning

 At the annual AVETRA conference in Melbourne which runs for 3 days. Workshops focused on specific topics were head yesterday afternoon.

Today, there is a full programme of activities.

The conference is opened with a welcome to country and the conference with the AVETRA president Kira Clarke. Kira thanked the conference sponsors, the conference committee, and the conference abstract reviewers. New membership directory was launched to help people find VET research experts. Niall Smith provided a demonstration of how the site works. 

The first keynote is with Craig Robertson, presented his thoughts on 'when robots replace VET, what's next?' Discussed the springboard into the digital, the challenges of competency in Australia, the new potential for VET and the research challenge. Used the example o Kodak and their rejection of moving across to the digital and how that ended up in their demise in 2012. VET needs to meet the challenge now, as the implications for its future role and direction, need to be considered now, at the cusp of great change through the rapid changes which will impact not only on work but also across society.

Suggested looking at the special issue in 2016 of the International Journal of Training Research on competency education to review the challenges through the system. Summarised the way in which so much of our lives of being changed by the digital economy. Use Frey & Osborne (2013) - 47% of the jobs in the US at risk of automation over the nes 10 - 20 years. Australian Computer Society 2021 report that proposed that by 2034, automation would displace 2.7 workers, 56% who are male. David Autor proposed the hollowing out of the labour market and the delayering of the middle-management layer, in assessing the impact of digitisation, there is the move from skills substitution to task substitution. 

The OECD - do adults have the skills they need to thrive in a changing world, summarises the types of skills needed to move into the future. Challenges of the current competency regime for VET in Australia include 'designing down', constrained learning and unitised standards. The 'outcomes' education model is too focused on 'education's contribution to the economy' and that they contribute to 'increasing efficiency'. Therefore, there are to many 'products', too many unclimbed qualification ladders, outcomes for the labour market are too near-term, and inputs are proxy for quality.

So are 'robots' here yet? There are over 200 data centres in Victoria with plans to build another 3 +. Although some skills will become obsolete, there is still a need to be able to work with non-routine tasks and the demand for new workers is still high post-CoVID. Therefore VET needs to re-orientate towards thinking more about the types of application, skills and knowledge (ASK) that enable workers to move to work tasks that are not always clear cut. A progressive VET qualifications system needs to uncouple from division of labour, transferability, tertiary harmonisation, and manageable product set.  Research needs to shift towards an educational focus, have a cultural component, capability needs to be rebuild and collaboration is required. We need to bring the best aspects of capability and competency together. 

Following is a panel discussion on - the rise of applied research in TAFE - 2017 to 2025. The panel was chaired by Karen O'Reilly-Briggs. Karen opened with a overview of the nature of applied research and its journey across the TAFE contexts. 

Panel consisted of  Teressa Schmidt, Melissa Williams, Katrina Jojkity and Sam Duncan. Sam began with an overview of the work undertaken at Holmsglen. Provided an overview on TAFE's role in the research and innovation ecosystem. TAFE provided a point of difference as it is often hands-on, industry integrated and solution orientated. The objective is to use applied research to solve real-world industry problems. Often conducted by educators with industry expertise rather than traditional academic researchers. Often with SMEs and community organisations. The doing-using-interacting (DUI) model ensures applied research translates into practice. Investment and recognition needed to support along with clear role and strategy and the need to build capability among educators.

Summarised the evolution of the Centre of Applied Research and Innovation at Holmsglen. The centre raises the profile of applied research and innovation and develop a culture of applied research. Shared the outcomes and outputs over the last decade.

Katrina presented on the International Specialised Skills Institute (ISS )institute international practitioner fellowship programme, funded by the Victorian Skills Authority over the last 23 years. 196 fellowship programmes awarded leading to continuing improvement and innovation across the VET sector. Provided details of the fellowships, their foci and the role of applied research fellowships. Presented several examples, their work and the impact and the repository of the fellowship reports. 

Melanie shared the work undertaken at William Angliss Institute to encourage practitioner research. Melanie completed an ISSI fellowship in 2019 to bring the Basque County's EHAZI model of collaborative challenge-based learning. Then piloted the pedagogy in 2024, ongoing evaluation to inform the review of the Diploma qualification in 2026. Presented on the challenges and lessons learnt towards supporting practitioner research. 

Teressa on 'what is needed to elevate the potential of applied research in TAFE'. TAFE is already doing applied research, mostly unfunded or underfunded, not always well supported and has limited promotion. There are many benefits including innovation, building capability, future proofing, and opportunities for industry partnerships. Challenges are the need for resources, the precieved value, capability development and the 'cloak of invisibility'. New opportunities include TAFE Centres if Excellence, recognition of TAFE's expanded capability, Government initiatives to build and increase R & and engage more stakeholders in research with impact. Used Canada as an example where by the Canadian colleges and institutes are valued as critical Canadian R & D. Specific funding is available to colleges for R & D. Encouraged the connections with SMEs which make up 98% of businesses in Australia. Shared the TDA recommendations to encourage applied research. 

After morning tea, presentations begin. The sessions are organised into three streams.

First up, Don Zoellner on 'theorising the elusiveness of an integrated tertiary education system: mirage, chimera or talisman?' Presented his 'plausible probe' into the unrealisation of the integration of tertiary education. There is a need to test the theoretical constructs to advance policy development and implementation. He applied Foucauldian post-structualist discousres to analyse policy artefacts and used institutional logics to explore VET and HE governance through the plausiblity probe. Caveats include that there is no absolute truth but to identify knowledge/power types and who gets to say it. Who and what knowledge/power are made visible. Introduced institutional logics debates with origins in North America which is unrelated to European logics - but which were applied to Australian VET analysis by Wheelahan. Shared the orders - state, profession, market, corporation, family, religion, community and elemental categories - basis of norms, source of legitimacy, source of authority, sources of identity; basis of attention, basis of strategy, informal control mechanisms and economic system.   Explained the differences between theories, frames, narratives and entrenched practices as building blocks of institutional logics and ideologies (which guide political norms and actions). 

Summarised the historical background that make VET different from HE. Until the late 1990s, integration of VET and HE was not a problem! After that, VET training packages were built on a very restrictive interpretation of competency-based training and assessment. VET reform arose from industrial relations rather than education and training! unitised VET knowledge that fit with industrial awards could be monetised and sold in a competitive market. HE knowledge also monetised but at the course level, Introduction of the hierarchical Australian Qualifications Framework created further VET/HE integration as a problem.

Compared the governance of VET and HE with HE being bureaucratic, hierarchical, managerial capitalism. Fundamentally, VET and HE is conducted through different perspectives which have little in common, Harmonisation is difficult as each is structured differently and the social actors have deeply held feelings and perceptions of who they are, how they are constituted, their objectives and purpose etc. However, harmonisation may not be a good thing as each contributes in a different way.

Then 'Action research as professional development for VET teachers with Suzanne Francisco from Charles Sturt University. Detailed the study based on four action research teams. Today, focused on two - in beauty therapy and nursing. Focused on what enables and constrains middle-leaders in supporting the development of quality VET pedagogy. In the presentation discussed, how, what and why action research was used. Data analysis using inductive/deductive approaches including the practice architectures framework. Summarised the advantages of learning in and through action research. Presented the enablers and constraints of action research. 

A good range of learning this morning :) 

AVETRA Day two

 Notes taken on the second day of the AVETRA conference, held at the University of Technology, Sydney.

The day started with a 'panel' on the theme - the past is a foreign country, or is it/ The curious journey of Kangan discourses over 50 years. Dr. Kaye Schofield responds to Don Zoellner. A good overview of the history of TAFE since the Kangan report in 1974. This report provided the blueprint for the formation of TAFEs in Australia.

There have been many challenges, changes, innovations but also setbacks, years when VET was continuously restructured, deconstructed, re- constructed!,  found status and supported by some governments and other times when they were neglected. NZ could learn from this history, to not politicise education and to hold on to the principle that education, is a public good. Especially to not use education as a political football, but for each government in power, to work collaboratively, for the long term betterment  of the country. The presentation covered how Kangan should be read now, half a century later. What core principles and propositions have stood the test of time? and where are the continuities and discontinuities? 

Presentations across 3 streams then begin.

Before lunch, 3 presentations.

First up, Dr. John Howse from Toi Ohomai, Tauranga, Aotearoa. He presents on an aspect of his PhD thesis with ' exploring the symbiosis and tensions between vocational practices and the aspirations for VET in Aotearoa NZ. John was awarded the AVETRA conference abstract :)  Covered the practice-theoretical approach to VET research. Thpractice study was to challenge VET vocational practice. Used practice architeture architecturetheory helped cover helped how learning could be understood better as patterened, embodied, networked and emergent as 'sayings, doings and relatings'. Ethnographic context was bee keeping in the workplace, and campus-based learning. Hive work and seasonal colony management were selected for focus. Bee keeping required an affective dimension of care, something that is difficult to capture in assessments. Practice was then compared to graduate outcomes in current apiary qualfications. Emphasis in the qualifications on production and no mention of the affective dimension, the community of practice and localised context of beekeeper work. Challenges to the relevance of how VET qualifications are constituted, cycles of reform in VET, the shifting of beekeeping into commercialised production, sustainable, beekeeping practices and been keeping as a way of life. Opportunities could be in changed qualifications, reimagined graduate profiles, micro-credentials, a mixture of work and block courses. Contributions of this study to the continual review of qualifications. 

Then, Associate Professor Melanie Williams and Angela Tsimiklis from William Angliss share their work on 'evaluating collaborative challenge-based learning: teaching for the future. Introduced CCBL as a 11 step process with both students and tutors working in teams CCBL needs to be mapped back to the training packages. detailed a pilot in Cert IV patisserie where a challenge takes place across a term and evaluated at the end of each cycle. Evaluation was to understand teachers experiences. Determine how it may improve student learning and adjust to allow for self-managing teams. CCBL requiries teachers and students to compile weekly reflections. Data collected and analysed through mini research cycles to allow for adjustments to the process as the CCBL process continued through the year. After the first term, all were excited but also frustrated and confused as students needed to be self-directed. Teachers observed high levels of student engagement and focus, more advanced technical skills covered, time constraints led to shortcuts, coordination was ad-hoc, it was challenging to align session planst to actual class happenings. In term 2, master classes extracted and taught traditionally for first 4 weeks. Challenges and teamwork delayed until week 5 and reduction from 2 to 1 teacher per room. Student valued a slower pace but excessie repetition led to boredom and decreased motivation, complaints of inconsistent teacher instructions, students awareness of 21 cnetury skill development grew through the use of self-assessment rubric. Teachers felt classes ran more smoothly, one teacher in a room was management, students had improved confidence, critical thinking, multi-tasking, teamwork, produce multiple products. It seems that the extraction of master classes from challenges resulted in bybrid model, teachers view it as an improvement, but hybrid runs cunter to CCBL. Maybe CCBL is too low for Cert IV. teacher collaboration still important. Teachers enthusiastic, students less so. Students developed greater technical proficiency. Cert IV may be problematic for CCBL. Two more terms to be evaluated. 

Third up, Anthony Allan and Associate Professor Steven Hodge present on 'understanding complexities of user acceptance and considering the influence on digital evidence collection in VET'. Rationale for the project was the need for frequent job change, micro credential opportunities and the influence of new technologies that can help capture evidence of learning. Observation of practice, eportfolios, digital badges all possible. Participants were trainers, managing leaders, expert leaders and system leaders. Drew on the technology acceptance model (Davis, 1986) on percieved usefuness, percieved ease of use and attitudes towards use. In tVET, modification of TAM ot C- contextualised, TAM and E (extension). (CTAME). Went through the findings as they were connected to CTAME. Acceptance of technology changes over time - usually becoming more positive. Therefore acceptance is a complex concept, identifying specific types of acceptance could enable future research to shift from aiming to determine use, to aiming to determine the effective of use. \

After lunch, there are two presentations. Starting with Professor Erica Smith on 'a new and different look at women's participation in the apprenticeship system in Australia. Started with 3 vignettes to illustrate that the thinking on gender and VET has not moved along very much :( Then summarised the history of apprenticeship. Over 60 plus years, most reports on did not involved few females writing them and many did not include the female aspect. Trade apprenticeships (maingly male) much higher than non-trade apprenticeships (mainly female occupations in health, retail, cleaning etc). In general, women then to be in traineeships/shorter training times. Suggested the need to increase women's participation in traditional apprenticeships. WAVE has been doing important work to ensure women are not discriminated against in occupations which are non-traditional for women. Men going into women dominated work, probable need similar support. With skill shortages, there have been encouragement to 'conscript' women to help alleviate the shortage. After WW2, women returned to domestic duties when the men returned. So there are deep seated perspectives on what are womens' jobs or men's jobs. The social construction of skill (Smith & Teicher, 2017) means that jobs that have professional or industrial power, gain formal training and qualificaiton structures. Women work in care, customer skills etc. considered not really skilled and are generally low skill and low wage. another concept is to view people (the unemployed, women gig workers) as 'the reserve army of labour (used by Marx but likely Engels). Therefore important to avoid tokenism, include the female voice, value jobs that women do and provide pathways that are as good as those for men.

Followed on by Teressa Schmidt, Tracy Flenady, Dr. Julie Bradshaw, Shweta Singh and Rachelle Cole on their work 'progress, benefits and barriers: supporting scholarly activity and development of VET teachers in a regional university. Began with the challenges and rationale. Important to apply scholarship to supporting VET teacher 'currency' the usual tools to recognise this, did not exist in the reporting structures! The changed labour market, technological innovation, global responses, future pandemics etc. need the curriculum to be updated. 19 participants in cummunity services, health and nursing, all female most 50-59 and most have taught 5-9 years. Pilot involved particpants assembled into teams to undertake a literature review. Workshops monthly to undertake the review across 12 months. By the mid-point, 8 participants left, and engagement was low. Workload increased due to enrolments doubling. Learning did take place. Summarised the barriers and suggested solutions. There is a desire. Barriers included organisational and personal. To succeed, additional support in the form of allocated time for scholarly activity, mentorship, and recognition of the scholarly activity.

The conference closes and is followed by afternoon tea and final networking. Steven Hodge closes the conference beginning with thanking the sponsors, Skills Insight and the NCVER. Then reviewed the learnings from the conference. Landis Barrett-Pugh then officially closed the conference with plans to meet next year in April in Melbourne.

AVETRA Day One

 The Australian vocational education and training Association's (AVETRA) conference is held later this year. Here are notes taken on day one of the two day conference held at the University of Technology Sydney.

Welcome from country with Michael and from Steven Hodge who is standing in for the AVETRA president Kira Clarke. Michael provided us with the significance of indigenous places and fauna in Central Sydney, the history of indigenous peoples with their long association with the Indonesian archipelago, along with the brutal and sad history and impact of colonisation. 

Steven thanked the conference committee and went through the various conference items. 

First keynote is with Professor Barney Glover, Commissioner of Jobs and Skills Australia. Overviewed JSA's capacity studies with several big reports about to be disseminated. All part of the emphasis by the Australian government to upskill Australians. JSA involved in several including qualifications reform, stewardship of the tertiary education and encouraging industry to be more proactive in informing skills development. Establishment of JSA part of the larger reform of understanding the role of skills. Objectives of JSA include addressing issues of equity so all Australians are able to gain the relevant skils; understanding the current Australian labour market; shaping the future of the labour market (including Gen AI in the labour market); how to optimise the national skills system; and activating the 'dailogue' to engage with government, industry, and unions. Summarised several recent and up and coming reports. - Clean energy workforce capacity; Skills misalignment data - over the last decade qualification levels of Australians lifted, higher education completions higher than VET but there is a shortage in many VET-qualified occupations. By 2050 80% of population must have tertiary qualificaion. More work on the preparation and support of apprentices required as many drop out in the first year. Skills shortages most frequent in technicians, trade workers and professionals. Gender skewed occupations more likely to have shortages. Shortages are not about supply!! gaps are created by longer training, shorter training!, suitability and retention. Better understanding of workplace culture and how toxic work practices can be ameliorated (funding/procurement standards). 

The second keynote is from Dr. Bob Boughton who presented on First nations communities. Began with acknowledgement of the Gadigal people. Has worked since 1974 with First nations communities, where many were not well-served by the education system. In 1998, returned to Alice to take on a post-doc research which he provided details on. Explored the impact of poor outcomes from education on the health and well-being of first nation communities. Three pieces of evidence, collected over the last three decades. 1) Scale of challenge was large. IN 1996, over 45% at level 1 and another 35% at level. Unfortunately, since then no distinct data available via international surveys (PIACC). Resorted to localised collection of data. 60% of first nations people through household survey have low literacy. No real change seems to have occurred over the years! 2023 research premised that schools have not made sufficient difference in the English language literacy for first nation students. 2) VET system actually has the capacity to make a difference! but the challenge is large. In an example from 2022 - 2023 data, only small numbers of learners identified with literacy needs participate in programmes, withdrawal rates are high (over 70%) and actual completion very low (0.28%). 3) Provided a case study in Timor-Leste which has successfully created good outcomes. Literacy for Life in Australia provides a good example of something that works through community involvement, with first nations teachers supporting their people using the adult lliteracy campaign model. Communities can solve the problem if provided with sufficient resourcing. Shared hypotheses as to why things move so slowly and why resourcing is still difficult. Acknowledged the many first nations peoples who have worked on these initiatives over the years. 

I chair the a stream in the first collection of presentations. There are 3 presentations before lunch.

First up, Eve Price with  Brenden Mischewski on their degree apprenticeship project in NZ. Pathways to success- unlocking the potential of degree-level apprenticeships in Aotearoa NZ. Covered the context and gap in educational framework. There is growing need to align education with industry demands; skills shortages in key sectors; and gap in higher level apprenticeships. Defined career apprenticeships that combine undergraduate education with on and off job training, leading to a bachelor's degree while learners are employed and earn while they learn. UK has 70,0000 enrolments. NZ has one degree and small scale pilot programmes at the moment. Overviewed the project to define the principles of degree apprenticeship, running pilots - architectural technology, civil engineering, construction management, surveying (casdral, and quantity). How can the tertiary education system change to better support the uptake of degree apprenticeship, in relation to scalability, quality assurance, and long term stability. Current challenges include policy gaps, structural barriers, cultural and preception challenges, industry engagement and institutional. Summarised the method - see ConCOVE project website 

The UK rapid growth supported by employer levy. Other ways to fund it being looked at as the current is at capacity. Benefits included increased produectivity, enhanced employability, and greater employer engagement. Challenges include complex regulatory structures and accessibility barriers for smaller/medium businesses. Time consuming programme development. The comparative pilots selected for occupations with a critical mass. Pathway from level 5 through to 7 useful. Professional registration requirements can be covered during the apprenticeship, saving time and other resources. Summarised the main benefits for learners (earn while learn), employers (greater influence on education) and economy (supporting social mobility).  The role of industry in VET (January, 2024) report good resource to draw on. Ended with a summary of policy recommendations, industry and government partnerships and pilot programmes. 

The second presentation is with Julie Edwards with work with Josephine Price and Taha Chaiechi who present on 'vocational to higher education pathways - the students' transformative experience. Qualitative phenomenological study, exploring the lived experiences of 10 participants who moved into post- graduate degrees from a vocational pathway. Thematic analysis based on Mezirow's transformation theory. Focused on pivotal points during the post-graduate journey. Not much done of transitions into undergraduate but not for later enrolment into post-graduate. Similar for first in family, academic writing, role of parents, academic research, juggling work, family, study. But main difference with role of partner, working in senior roles with significant responsibilities. Participants experienced a transformative journey, increased self-efficacy, increased confidence, exploration of alternative, lifelong learning, and potential for educators to prepare and support.

I then present the on 'Generative AI in VET: Guidelines derived from integrating Gen AI into foundation to degree level programmes. The presentation summarised the ways used to support VET learners. In the degree programmes, the emphasis has been on enhancing critical thinking and reflective learning skills. For the foundation programmes, using AI as a 'study buddy' to support academic learning scaffolds the learning without replacing learners' effortful learning. Focus of using AI can be decided by mirroring industry practice, supporting pedagogy or enhancing academic literacy developments.

After lunch, an AVETRA  life membership award was presented to Berwyn Clayton (who dropped in via zoom). 

Following on, there is a panel session on 'VET in the age of AI: What and how we teach and assess' The panel moderated by Dr. Natasha Arthars included Claire Field, Sally Browner and Dr, Suneeti Rekhari. 

Began with a question to Suneeti, how is TAFE NSW incorporating Gen AI into their curriculum. Need to look at it from a systematic and holistic perspective for governance; create Gen AI action plan; and capability development of all educators. 

Then asked Sally how Gen AI is being included into qualifications. Work now being undertaken to find out how Gen AI affects work in the finance and business sectors. Development of a priority framework - which qualification should be reviewed. Four qualifications in finance and business prioritised. NCVER about to release report of effect of Gen AI in the finance, information technology and business sectors. 

Claire presented on what is AI. Reactive machine AI - able to analyse large amounts of data and produce intelligent output - e.g. Deep Blue. Limited memory AI - Gen AI - generates words, phrases and visual predictions. Virtual assistants and chatbots used natural language processing, understinding questions, take actions and compose responses. Presonalised learning (RM AI) AI to accelerate learning, increase student engagement, reduce workload, target student interventions. RPL in real time! competency based but not time-based progression. Examples include Century for school and further education. 

How can Australia stay ahead- Claire composed that some countries and institutions have started personalised learning years ago. We should not think that the way we deliver on-line education but to ensure that we keep up with how AI may be useful and not just worry about the academic integrity challenges presented by AI. Australian schools have collaborated and produced a national framework for AI in schools.  Tertiary institutions have resources on AI through TESQA. VET in Australia behind on this front. 

Sally answered a question on how current training packages stay ahead. Still important to work through the evidence and consultation and analysis is undertaken to inform the changes in the training packages

Q & A ensued. Sustainability in AI is addressed by the AI selecting the most efficient way to generate the response, even though each response can use large amounts of energy. Warning on the future of AI especially as it is owned by corporates. Kinds of AI knowledge also discussed. 

Suneeti summarised the challenges involved with working with the issues of compliance and accreditation bodies. The new revised standards are more flexible :) The intention of the standards is to ensure learners receive quality education. There is now opportunity to incorporate AI into contributing to supporting learning. Academic integrity has been picked on but AI can design formative steps and to rethink assessments. 

I then facilitate an interactive session with Associate Professor Teressa Schmidt, who is co-editor with me for the International Journal of Training Research. The workshop covers summary of the journal's objectives, the submission process and activities revolving around writing a good journal article abstract.

The AVETRA AGM is then folllowed by the conference reception. All in a long but productive day.

AVETRA - Day 2

 Day 2 begins with a welcome to Country. Dr. Lizzie Knight provides a overview of Day 1 and introduces the first keynote.

Keynote 4 is with Dr. Geethani Nair, the Chief Innovation Officer with Digital Skills Organisation. She presents on 'building a resilient workforce: The critical role of prioritising skills in VET'. Overviewed the Australian VET sector and its challenges; need to innovate at VET for dynamic industry demands; and opportunities on the horizon for the sector. Reminder of how VET covers community-based adult education, private RTOs, government and non-government enterprises,  TAFE, VET in schools etc. Some perspective of VET as broken but perhaps it is crumbly - fragmentated, eroded, dysfunctional :( The introduced a case-study from Sri Lanka. Has less than 1% of government budget in VET, in the bottom 20% for labour market efficiency and low in quality of education. Skills shortage etc. with low productivity, mainly in low/unskilled occupations and 1/4 of population employed overseas (majority in low skill occupations). In contrast, Australia focuses on VET are to assure active citizenship and community engagement; opportunities for under-represented groups and an inclusive and equitable society. Challenges include declining enrolments, low completion rates, employer satisfaction could perhaps be higher, student satisfaction quite high, and quality indicators indicate 20% could do better, and funding forecasted to decline. 

There are increasing skill gaps due to changing landscape of work and rapid technological advancement. To keep out requires agile and responsive skilling sector, new pedagogical models and teacher capability. Innovative VET needs to 'hit the industry bullseye', maximise relevance an transferability, and ensure mobility of skills. Adopting a skills-based approach (skills taxonomy) one way - from transferable skills across roles and industries, skills analysis of workforce, clustering for maximising tranferability and mobility, and skills development reflecting the evolving demands of industry. Application over acquisition, skills standards into clusters, skills developed close to action and skills for jobs - stackable, accreditated + non-accreditated. Explained skills pathways to job roles - pathway to job, job specific skills mapped to credentials/micro-credentials, blend accreditated and unaccreditated micro-credentials, training delivery could be skills, competency or curriculum based. In doing, learners are helped to stay ahead, have the ability to stack job roles, align micro-credentials to full qualifications, have rapid adaptation. Case study of cyber analyst role with alignment to digital skills standards. Curriculum with cyber core (info security, security infrastructure, security ops), cyber assessment, and cyber development. Completed through work-integrated learning. Shared mapping of digital job pathways. Opportunities to improve, increase, enhance, strengthen, improve and increase various key platforms of VET. 

Keynote 5 follows with Professor Rae Cooper who is the Professor of Gender, Work and Employment Relations at the Australian Research Council - University of Sydney Business School, presenting on 'ceilings, walls, floors and gaps: The architecture of gendered inequality in work'. Gender equity also related to equity for all others. Overviewed the architecture of difference and discrimination; the gap between aspiration and practice, and meeting these needs and filling the gaps. The pervasive and enduring architecture of gendered difference - stratification (glass ceilings), segregation (glass walls), undervaluation and bad jobs (sticky floors), hours disparity (paid/unpaid work), 'bad flex' (good flex is in short supply), and disrespect (harassment and bias still pervasive). Over 40 years, women stay in the workforce (post child birth) at high rates (40% return in 1960s and 80% now). Australian women best educated in the world, than at any point in history and better educated than men -50% now have a degree. Women at work want respect, security, decent pay, balance between work and care and flexibility. However, there is still a gap between what respect, security, work balance (53% gap) flex they want and what then would like going into the future and there is still a gender pay gap. Australian women are educated, engaged and ready to participate. However workplaces are not yet meeting their needs. Mutual benefits for women, government and business from filling the gaps and dismantling the gendered architecture.

Concurrent sessions begin after morning tea.

I present on our 'mobile learning' project with 'Applying mobile learning towards digital inclusion for vocational education learners'. The data comes from a study with Alan Hoskin to find out how trades students coped with the pandemic in 2021, the devices they were able to access, and their experiences of remote/emergency learning. As with other studies going back 2 decades, mobile phone ownership predominated amongst the participants. Yet, our LMS is PC/laptop centric, making the mobile learnning experience, much less fluid and userable. Therefore, there is still a need to design for mobile learning, in particular, holistic design across all facets of learning - communications, student support, pastoral care, learning activities and assessments, to assure a consolidated mlearning experience. 

Then Kylie Taffard from the ConCove presents on 'constructing women: investigating the influences on career development educators when advising young women on construction trades' and overview of her PhD thesis. Summarised research process - to understand trades academies and gendered occupations - with constructions trades as the context. Detailed her model - the opportunities and influences of gender socialisation and stereotypes; occupation stereotypes and segregation. These impacted on learners career decisions; career development educators focused on student interests; trades women also appreciated sympathetic career development support. Theory of career choice assumes self-efficacy but if this was tapped on, career choice much more aligned. Perceptions of the industry played a part, some saw the need to leave their femaleness to enter a male dominated industry. School culture contributed to perceptions of how to behave as a female and peer values often can be challenging. Family connections often helped pave the way into the industry. Career developers often had to help young people mediate their career aspirations with family expectations. Need to ensure support provided to young people if they pursued non-traditional career choices. Career developers themselves had challenges, working with other teachers who had biases with regards to gendered career choice, having to work through too much information on the range of careers available, heavy workloads, lack of support from school leadership etc. Summarised recommendations. 

Followed by Professor Antje Barabasch, from the Swiss Federation University of VET, on 'how industry responds to new challenges for training apprentices in Switzerland'. Overviewed the school and VET system, with 70% of school leavers selecting - from a wide choice of options - apprenticeships as a post-school education option. Detailed the apprenticeship training process - in-company training, training centres and industry training (to cover the gaps). Summarised a project on 'innovative approaches to apprenticeship training'. Rationale is the changes in work and new conditions for work and learning. Across 6 years, 7 industry case studies have been derived- telecommunications, public transport, postal service, retail, pharmaceutical etc.  Stressed the need for 'transversal skills', support learners' enthusiasm and motivation and the roles of relatedness, competence and autonomy to support these. Shared innovations and examples to extend apprenticeship through mobility and exposition; responsibility and entrepreneurship; preparatory course and special training, and supporting creativity. Recommended conditions for success in innovations in VET - management commitment, leadership, trainer autonomy, openness and flexibility, culture shift, time for evolution to take place, and support of intrinsic motivation. There are challenges as well - apprentices' focus on social aspects, work environment is competitive, and stress and authentic learning at work. 

After a working lunch with the research dissemination sub-committee,  three presentations follow:

Dr. Warren Guest on 'VET learners as curriculum co-designers: examining the realities, opportunities and prospects'. Focused on curriculum design process and how apprentices see themselves in the process. Apprentice case study shared for exemplary and not as model workplaces. On paper, the enacted curriculum and training plans spell out things to be accomplished. However, workplace sub-cultures, apprentices' agency, expansiveness or restrictiveness of workplace etc. mean consistency between workplace/ learning sites will always be variable. Suggested the co-designing of the curriculum especially with regards to mode of training delivery (on/off job, who with, decision based on cost/time/availability), the structure of training delivery (how long, when, where), assessment arrangements (to work for apprentice), elective units (or relevance to the apprentice aspirations) and competency based completion timeframe (negotiated / flexible). Training plans, although supposedly apprentice-led, now mainly employer-led. So what is the apprentices' experienced curriculum? Investigated apprentices agency and understanding of the process. Development of occupational and vocational identity is important to establish the motivations and direction for their apprenticeship journey. For the experienced curriculum, apprentice knowledge augments engagement, off the job develops vocational belonging, gradual skills development leads to deeper knowledge depth, business needs prioritised over learning needs, and learning preferences are rarely considered. 

Then, John Blake from Eastern College Australia on 'engagement strategies that support retention of learners in higher education'. Model of student as being central to education. The class (teachers and peers) are wrapped around to provide immediate support and whole of school also required to provide positive support as well. Study to address high attrition rate of student with external students even more likely to withdraw. Summarised reasons for attrition and a content analysis to unpack solutions. Affective categories (mentor, support, belonging, communication, teacher-presence, feedback, collaboration etc.) seen to be most likely to assist. Multiple strategies, as all these categories intersect and intertwine, synergised to the context, useful as interventions to improve engagement to prevent attrition.

Last presentation from Dr. Karen O'Reilly-Briggs who presents on aspects of her ISS fellowship - report now published -  with 'VET school teachers in Norway and Finland: what Australia can learn from Nordic models of VET in schools'. Briefly summarised backgrounds of Norway and Finland - from an educational perspective. In Finland, Universities of Applied Science provide more practice-based education, school-based VET has improved prestige and young people view VET positively with 50% of upper secondary school students study a VET pathway. VET teachers must be qualified before teaching, and only a fraction of applicants able to enter the programme. For Norway, school VET integrated into general education. 51% of students are VET students and 80% on 2+2 which includes two years of school which is generalised and two years of industry-based learning. Two pathways into VET teaching - 3 year Bachelor or practical pedagogical pathway (1 year plus 4). In both countries, VET teaching well respected, have VET streams in schools and require higher qualifications before entry into VET teaching.

Panel discussion on building institutional research capability, chaired by Professor Michelle Simon follows afternoon tea. Panel includes Professor Sarojni Choy (Griffith University), Professor Michelle Simon (Western University University), Professor Stephen Billett (Griffith University), Dr. Henry Pook (Holmsglen Director of Centre for Applied Research and Innovation) and Dr. Joy De Leo (Manager, Research and Data Analytics, NCVER). Each shared their perspectives and recommendations as to how to build research capability in their own context. 

A plenary session closes the conference. 

Overall, a good re-acquaintance with conference presentation and networking. The conference committee was able to bring in a good range of keynotes, updating on important aspects of Australian VET policy. We need a similar event in Aotearoa NZ :)