Where is qualification reform up to? – comment by CEO Jenny Dodd

Last week in the TDA newsletter we shared the Skills Ministers’ communique which included a brief update on Qualifications Reform. Today in the TDA newsletter we will dive deeper into the Qualification Design Group’s written advice, both in this CEO piece and below in the newsletter.

Firstly, a big tick for a change that recognises that “one size does not fit all”. These were words I used in 2022 in this CEO piece where I wrote, “a continuation of the one-size-fits-all approach applying to all VET qualifications is a mistake. While it makes sense to have specificity and prescriptiveness in training products for licensed trades, for other qualifications this approach is not ideal. Qualification design that will facilitate pathways to and from higher education must be enabled.”

It is great to see those words “one size does not fit all” used in the advice from the Qualification Reform Design Group. On page 3 they write “the system moves from a ‘one size fits all’ approach to designing qualifications based on their purpose…”.

The Qualification Reform Design Group then identifies three different purposes. The first is “qualifications leading to a specific occupation (for example a licensed trade)”. This is distinguished from purpose two, “qualifications to prepare learners for multiple occupations within an industry”. An example might be qualifications where transferable skills are required, such as in technology. In this second purpose we would expect to see training packages return to what they were originally, i.e. industry outcomes, not specific tasks. These two purposes make sense. Good job!

Let’s now turn to purpose three. Purpose three is about “qualifications that develop cross-sectoral or foundation skills and knowledge which may be applied across industries or lead to tertiary education and training pathways”.

In TDA’s communication from 2022 we also called for more involvement of educators. We wrote back then, “Government is responsible for the national training system, employers are responsible for identifying what they need workers to be able to do now, and in the future, and educators are the ones who should determine how skills are developed and assessed.” A search on the word “educator” in the Qualification Reform Design Group’s advice shows that it takes until page 26 for educators to get a mention. Nonetheless, there are some good words in the advice that provide a role for educators, especially in purpose three, and they are “leverage learning design expertise from educators…”

As I wrote back in 2022, “to achieve pathways between vocational and higher education, educators must be trusted for their knowledge and skills”. So, when we lay this piece of work beside the work of the final report from the Universities Accord calling for TAFE and higher education alignment there, we have it. Educators will be essential in the learning design if those pathways, which currently don’t exist in any systemic way, are to be realised.

So, the ground has been laid for much needed change. Jobs and Skills Councils who will be leading this work would be wise to draw in TAFE educator expertise early, especially in delivering qualifications that are part of purpose three.