Future Business Directions of Vocational Education in Australia

Vocational education is a major industry in Australia, and affects every other industry in the country (Turner, 2023). Likewise, the changes in every Australian industry affects vocational education. For these reasons, the vocational education sector has seen rapid growth and change, and has had to adapt to many disruptors. New disruptors will continue to emerge, and the sector must be prepared to meet and deal with them. Key amongst past, present and future disruptors are technological innovations and an increased use of information technology, but there are many others that need to be considered in relation to these technological innovations.

Overview of current key trends and challenges

Key trends in vocational education include technological advancements, evolving needs of the labour market, changing demographics, government policy frameworks and initiatives, industry collaboration and engagement, skill development and training methods, and funding and investment (Hogan, Charles & Kortt, 2021). In this essay, I will primarily discuss technological advancements and information technology in relation to their effects on each of the other key trends, and will use TAFE Queensland as the primary point of reference.

Analysis of the use of information technology in vocational education

Disruption caused by new technologies often occurs faster than industry can keep up with it (Cukier, 2019). This is one of the problems that TAFE and other training providers have had to deal with. This in turn has social implications, as employers have also had to integrate these new technologies into their business models and employees have had to adapt the way they do their work.

Likewise, innovation in technology has made previous products and services ineffective (Millar, Lockett & Ladd, 2018). Whereas TAFE and other training providers once delivered theory in the classroom, over the years they have progressed to distance education in the form of printed learning materials mailed out to students, the inclusion of CDs along with these printed texts, then DVDs included with the printed texts, and now online. Each of these can be seen as an innovation that has caused disruption, and each disruptor has initially been met with resistance from TAFE employees and even by competitors within the industry.

TAFE Queensland already deliver a considerable amount of their courses online, and this is expected to increase in the future, particularly because of COVID-19 (Bandias, Sharma & Anderson, 2022). A second issue which has caused TAFE to migrate to online learning is catering to rural and remote students (Mahat, Dollinger, et al, 2023), especially where rural employers cannot access vocational education in their local area.

With rural and remote apprenticeships in particular, employers cannot afford the luxury of sending apprentices to the city or larger regional centres to do their required classroom study (Smith, 2022). Instead, with online learning, apprentices can study from their employer’s office, or from their own homes. This has required some adjustments on the part of TAFE and other online providers, who have had to train staff in online presentation, and develop interactive learning platforms that are user friendly.

The initial online learning platform used by TAFE and other training providers was simply to put the printed materials used in the classroom online, so it was available outside the classroom. It was, in effect, an electronic text book. As with text books, this often failed to maintain interest or enthusiasm from trainees and students, without the interaction provided by trainers or teachers (Nguyen, Mai & Anh, 2020).

Today, trainers can use online training that incorporates written text, diagrams, graphs, pictures, PowerPoints, audio, video, search facilities and links to related information on the Internet.

An aspect of technology that is being utilised more frequently in vocational education is virtual reality (Sepasgozar, 2022). Virtual reality is a simulated experience that employs a head-mounted display, controller and 3D near-eye displays to give the user an immersive feel of a virtual world. In vocational education, it is particularly useful in areas such as medicine, arts, architectural design, archaeology, construction, mining, civil engineering, and military training. It can also be used for virtual meetings and virtual classrooms.

An extension of virtual reality is augmented reality (Al-Amri, Hamid, Noor & Gani, 2023). Augmented reality is an interactive experience between the real world and computer-generated content, whereas virtual reality is total immersion in a computer-generated world. Augmented reality and virtual reality are especially useful for students with disabilities, particularly mental health issues.

Artificial Intelligence is also being used increasingly in vocational education (Nguyen, Mai & Anh, 2020). While artificial intelligence was first introduced as an academic field in 1956, recent innovations in the last decade, such as machine learning and deep learning, have increased its use in vocational education. This is particularly the case in areas such as curriculum design, creating hands-on experiences for students, industry collaboration, flexible learning paths, and continuous learning. Institutions such as TAFE, however, need to balance the advantages of artificial intelligence with its accuracy and also ethical issues.

Social media is increasingly being used as a tool by professionals, and this includes in vocational education (Etemadi, Hon, Murphy, & Manley, 2020). Platforms such as Facebook are being used to keep students connected, while LinkedIn is used by trainers and TAFE to maintain professional networks. Both platforms can be used for advertising and information sharing. Blogs, Wikis and Bulletin Boards are also used by trainers to interact with students and other trainers.

Big data analysis was formerly the domain of universities, but is being used more by vocational education such as TAFE as professionals learn to handle and analyse large volumes of data in various industries (Nguyen, Mai & Anh, 2020). TAFE curriculums now cover fundamental concepts related to big data, including data collection, storage, processing, and analysis. Students are taught to understand the differences between structured and unstructured data, as well as various data formats. Like artificial intelligence, the field of big data is constantly evolving, and vocational education providers need to encourage a culture of continuous learning through alumni networks, webinars, and access to updated course content.

Critical evaluation of the viability of information technology innovations

Nine out of ten jobs in the future, according to a DET report (DET, 2017), will need a VET degree, and TAFE is already supporting a number of new businesses by fostering their expansion and supplying them with skilled workers. The future of Australia’s economy depends on these new industries expanding, especially with youth unemployment on the rise.

In the past ten years, TAFE have created a wide variety of courses covering an unusual and astonishing spectrum and keeping up with the rate of development (DET, 2017). Consider how the popularity of artisan beers has transformed the once-dominant multinational brewing business. Craft brewers all around the nation are now part of the market thanks to VET, which has driven this development. In all these industries, TAFE has an advantage over other VET providers in that it attracts more government funding to develop the new courses and purchase the technology needed.

Additionally, some of our key industries are undergoing transition thanks to TAFE (DET, 2017). Consider the transition in the health and community services sector, which has moved from a technical skills-based approach to one that is more focused on the needs of the individual. TAFE programs have adapted to this shift and have been instrumental in making it possible. TAFE should continue to advance in this area.

Not only have the courses themselves changed, but also how they are taught (Mahat, Dollinger, et al, 2023). In order to upskill young Australians in a way that is really agile, TAFE courses have transitioned from predominantly being face-to-face to employing an interactive approach that mixes classroom and digital learning with on-the-job training.

VET courses are often more practical and relevant to our businesses than their university equivalents because they are skills-based (Hogan, Charles & Kortt, 2021). It is because of this capability to swiftly and effectively adapt to market demand that VET will become a more significant part of the Australian workforce in the future. TAFE is taking the lead in this respect.

Vocational education worldwide has been disrupted by industry change and the need for a skilled labour force (Vecchiato, 2017). The significance of matching VET programs with industry needs has been emphasised by the government and business organisations. In order to create programs that are pertinent to and responsive to the changing job market, VET providers and businesses have been working more closely together as a result. This has been especially true with TAFE, and TAFE will need to keep constantly innovating in their courses to keep up with these changing industry needs.

Rapid technological improvements have disrupted traditional work functions and increased the need for new skills (Turner, 2023). As a result, Australian VET providers have had to modify their curricula to include cutting-edge technology like automation, data analytics, and artificial intelligence. To address the shifting needs of sectors, new courses and certificates have been developed as a result of this disruption.

Australian vocational education has been impacted by the digital transformation (Nguyen, Mai & Anh, 2020). Learners now have more adaptable and accessible learning alternatives thanks to the growth of online learning platforms and the accessibility of digital resources. To improve the learning process, VET providers had to implement online learning methodologies, offer blended learning models, and offer digital resources. Again, TAFE have performed well in this respect.

During COVID-19, domestic growth in VET increased, but international enrolments decreased (Bandias, Sharma & Anderson, 2022). Despite this, revenue in the VET sector increased by an average of 3.4% per year, largely due to online education (IBIS World, 2023). TAFE will continue to see growth because of increasing innovation in this area.

Further action and financing from the federal and state governments will be necessary to meet the resurgent demand for sectors like tourism, hospitality and construction that are struggling with a skills gap (IBIS World, 2023). People will be driven to upskill in order to better their pay prospects by ongoing cost of living pressures and strong inflation, which will increase demand for supported or subsidised courses.

In rural and remote areas, this is a particular problem (Mahat, Dollinger, et al, 2023). However, with online learning as provided by TAFE and other providers, trainees can attend classes from the comfort of your own home or office, and they don’t have to worry about commuting or finding parking. This makes it an ideal option for busy professionals or those who live in remote areas. TAFE is performing well in this respect.

Another advantage of online training is that it offers flexibility (McCall, Western & Petrakis, 2020). Trainees can take classes at their own pace, and can schedule classes around other commitments. This means they can fit their training into their busy schedule without having to sacrifice other important aspects of their lives. TAFE have introduced flexible learning courses to cater for these needs.

TAFE can also customise online training to the specific needs of trainees and organisations (McCall, Western & Petrakis, 2020). They can work with a trainer to develop a personalised training plan that meets their goals and fits their learning styles. This ensures that they get the most out of their training and achieve the outcomes they desire. TAFE have formed partnerships with industry groups and other organisations to achieve this.

Online training with a trainer can also be highly interactive (Turner, 2023). Many online courses include real-time discussions, chat rooms, and interactive exercises that allow trainees to engage with the material and a trainer. This can help them to stay motivated and engaged throughout their training. TAFE have been a leader here as well.

Online training with a trainer allows trainees to work with experts in their field (Hogan, Charles & Kortt, 2021). They can learn from trainers who have years of experience and a deep understanding of the material. This can provide trainees with invaluable insights and knowledge that they might not be able to gain through other forms of training. One of the major problems TAFE and other VET providers have faced is the higher level of training that such technology requires for the trainers, who are usually expert in their own fields, but don’t always have high-level IT skills.

However, there has been a tendency in recent years for VET providers to be very flexible in who they consider to be experts, and this has impacted negatively on the sector (Hogan, Charles & Kortt, 2021). TAFE have remained consistent with requiring current industry experience, whereas other providers haven’t always done so.

Conclusion

Information technology has been a major disruptor in the VET sector, and many providers have not fully embraced it, and in some cases are lagging behind. However, TAFE Queensland has, for the most part, stayed abreast of current technologies, and planned for future innovations and disruptions. In this respect, TAFE should continue to grow with the technological advancements, while many others, without the same level of government funding and self-commitment, will fall behind.

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