Last week I talked in the TDA Monday Newsletter about the differences that exist within vocational education and training (VET). There are some providers which specialise in single-subject or small numbers of subjects for specific purpose training. And there are others, TAFEs are in this category, where the focus is on education and qualifications.
This does not diminish the importance for TAFE delivery of skill sets (or Microcredentials) especially where there is an economic priority for their State or Territory. Nor does it mean that some non-TAFE providers do not focus on whole qualifications. The point that I am trying to make is that VET is being used to embrace it all.
The perpetuation of using the term VET to mean upskilling in compliance training, while still being the same term used for Australian critical industry qualification delivery, fails to position the vocational education market appropriately.
By using ‘VET’ to mean all these skills development applications, it may hamper the harmonisation discussion with higher education. For example, in the later we often hear about those with degrees undertaking VET – when most are undertaking compliance training, not a new vocational education qualification that leads to deeper skills and knowledge for their existing industry or for a career change.
If we were to more deliberately use “vocational education” perhaps that would help move toward the much desired ‘parity of esteem’ that we seek with higher education. By using “vocational education”, we would focus on the skills and knowledge and applied skills and knowledge that are developed through longer engagement with practical learning that distinguishes vocational from higher education.
Training then becomes a valuable term itself. Training would be used to mean the short compliance courses that are so very important for the upskilling of existing workers as well as for entry level competencies that often are necessary for that first job.
As we know VET is not well understood, and problems of perception continue. Is there a way to break away from that by ceasing to use the acronym that encompasses everything and to introduce two new terms: vocational education as distinct from training?
The federal Minister for Skills and Training Andrew Giles has revealed that the number of enrolments in Free TAFE stands at 685,000 since the program commenced in 2023.
Speaking in Melbourne last week, Mr Giles said the latest statistics on Free TAFE also showed that 190,000 courses have already been completed.
“And these aren’t just numbers – these are lives that are being transformed and industries being supported,” he said.
The biggest take up has been in the care sector, where there have been almost 200,000 enrolments.
There have also been more than 52,000 enrolments in construction related courses, he said.
Mr Giles described Free TAFE as a “runaway success” but one that couldn’t be taken for granted.
Australia’s new Future of Housing Construction Centre of Excellence has been inaugurated at Melbourne Polytechnic.
The $50 million centre is part of a nationwide network of 20 TAFE Centres of Excellence and will focus on advanced construction.
It will be a significant force in advancing Modern Methods of Construction (MMC), with a focus on sustainable, modular, prefabricated and modern building methods.
Federal Skills and Training Minister Andrew Giles and Victorian Minister for Skills and TAFE Gayle Tierney opened the facility at Melbourne Polytechnic’s Heidelberg campus last week.
Frances Coppolillo, Chief Executive of Melbourne Polytechnic said the achievement reflects incredible work by the Melbourne Polytechnic team and industry partners, together with the federal and Victorian governments.
“We look forward to continuing our collaboration with industry to develop new education and training programs that address skills gaps, which will be rolled out to TAFEs and education providers across Australia,” Ms Coppolillo said.
The Call for Proposals for TDA Convention 2026 closes at 5pm (AEDT)15 October 2025. Don’t miss your opportunity to share industry and community partnerships, applied research, innovation and great practice at TDA Convention 2026.
TDA welcomes proposals from all partners and stakeholders.
The labour requirement needed to meet Australia’s housing targets will present profound challenges, far in excess of industry expectations, according to the latest report from BuildSkills Australia.
BuildSkills’ 2025 Housing Workforce Capacity Study presents updated estimates of the scale of the labour uplift needed to meet the National Housing Accord, which aims to build 1.2 million new homes by 2029.
The report finds that, under a “business as usual” scenario, the sector’s normal labour supply channels will deliver an additional 23,000 workers by 2029.
To meet the Housing Accord target, a further 116,700 workers will need to be mobilised beyond the baseline.
“This modelling underscores the nationwide scale of labour mobilisation that would be needed to support a level of construction activity that is consistent with the Housing Accord,” BuildSkills says.
“Achieving this target will require a substantial and geographically broad-based expansion of the residential construction workforce – a demand far exceeding typical industry expectations.
“Meeting the full scale of this mobilisation will pose a profound challenge for the sector,” it says.
BuildSkills also warns that, unlike in previous business cycles, there is little likelihood of workers simply shifting from other sectors, such as construction or mining, in response to the labour needs in residential building.
“Expected increases in fixed capital expenditure across the economy raise the prospect of historically unprecedented labour imbalances within the sector over the coming years and decades,” the report says.
The new $12 million Frankston Tech School has officially opened at Chisholm Institute’s Frankston campus.
It is the first of six new Tech Schools being developed by the Victorian Government which will deliver a range of STEM learning.
The Frankston Tech School’s facilities and programs were designed in collaboration with local schools, industry and community partners. It will provide a purpose-built space catering for up to 60 secondary school students at a time, supporting the surrounding local government area.
Acting Premier and Minister for Education Ben Carroll officially opened the centre.
“Tech Schools help students stay ahead of the game, giving them access to industry-standard technologies and opportunities for STEM learning that have not been available before,” Mr Carroll said.
Chisholm CEO, Stephen Varty said the opening was a significant milestone in supporting communities to be job ready.
“By giving local students access to cutting-edge technology and practical experiences, we’re investing in our community and supporting teaching excellence across the region.”
Join us for an engaging TAFETalks session exploring how tertiary harmonisation can be supported through shared data standards. The Australian Government is taking action to break down barriers between TAFE and Higher Education to create a more aligned tertiary education system. In this TAFETalks session, Dr Fan Xiang, Acting Assistant Secretary, National Skills System, Jobs and Skills Australia (JSA), will set the scene discussing progress against the recommendations outlined in JSA’s Tertiary Harmonisation Roadmap.
Olivia Roberts from TechnologyOne, TDA’s longest Corporate Affiliate, will talk about the importance of higher education data standards. A critical challenge to harmonisation is that tertiary providers’ data systems are not aligned, limiting collaboration, creating duplication, and making student mobility difficult.
Large scale HE tech companies have been working towards data standards as a key ingredient of harmonisation for some time. MortarCAPS has been set up a not-for-profit model to pursue the development of these data standards.
Charlsey Pearce, CEO of MortarCAPS, will explain how the MortarCAPS Higher Learning Data Standard (MCDS) is helping to break down barriers between universities, TAFEs, and vocational providers, and the benefits of implementing the shared data standards.
You will gain practical steps to explore MCDS and learn that harmonisation is not about forcing institutions to be the same, it’s about allowing them to be different while still connected.
The Future Skills Organisation has kicked off the Skills Accelerator-AI, with strong engagement from partners across industry, training, unions, and government.
The Skills Accelerator is a platform for VET and industry to connect, collaborate, and share best practice, expanding access to AI skills for VET learners, educators, and administrators.
There’s already significant work happening across the sector. The Skills Accelerator aims to reinforce this — strengthening the bridge between industry and training providers, creating a sustainable knowledge base, and driving productivity and innovation across the sector.
FSO invites VET leaders and their teams, industry, unions, and government to partner with them to help identify challenges, co-design and trial AI solutions, and build capability.
Through a Unique Student Identifier (USI) account, students can access their USI VET transcript – a government authenticated document listing nationally recognised training completed since 2015.
Having a record of VET training can help:
A VET transcript can be downloaded and shared.
TAFEs and the USI
TAFEs can view a student’s full copy or extract of their VET transcript with permission via the USI Organisation Portal.
RTOs can also update the student’s VET transcript training information using the USI Transcript Update Tool
Accessing a student’s VET transcripts can help TAFEs with enrolments, credit transfers, entitlement assessments or troubleshooting VET transcript queries from students.
Learn more about USI VET transcripts www.usi.gov.au/transcripts.
What happens when the power of generative AI meets the practical needs of TAFEs?
In this engaging webinar, Build the future of education with humans and generative AI, Professor Martin Bean unpacks how leading TAFE providers can harness this emerging technology to transform learning, streamline student services, and build a stronger sense of belonging across campuses.
Drawing on real-world insights and sector-wide shifts, Martin explores the opportunity for TAFEs to go beyond automation, leveraging AI to empower staff, personalise learning pathways, and drive measurable impact for learners and institutions alike.
OctoberVET 2025
Throughout October 2025
Various events
More information
Vocational Degrees Symposium
15 October 2025
VET Development Centre Melbourne and online
More information
TAFETalks: Tertiary harmonisation and the importance of shared data standards
22 October 2025, 2pm-3pm AEDT
Register here.
TAFETalks: Build the future of education with humans and GenAI
29 October 2025 14:00 Canberra, Melbourne, Sydney
Register here
Velg Training National VET Conference
30-31 October 2025
Gold Coast Convention and Exhibition Centre
More information
Association of Colleges Annual Conference
18-19 November 2025
Birmingham, England
More information, contact TDA: memberservices@tda.edu.au
11th Annual Conference on VET Teaching and VET Teacher Education
Australian Council of Deans of Education Vocational Education Group
‘VET teaching in the tertiary education sector: New horizons and possibilities’
11-12 December 2025
Canberra
More information
Abstract due date for presentations and workshops extended to 30th September.
TDA Convention 2026
5-7 May 2026
Brisbane
Call for proposals now open!
More information
VET National Teaching & Learning Conference
13-14 August 2026
Melbourne Convention and Exhibition Centre
Save the date
48th WorldSkills International Competition Shanghai
22-27 September 2026
More information
2026 WFCP World Congress
23-28 November 2026
Kenyatta International Convention Centre (KICC) in Nairobi, Kenya
Save the date