Does Vocational Training Have an Inferiority Complex?

Vocational training should be designed and delivered to equip learners with the practical skills and knowledge necessary for a successful transition into the workforce. I know I say this a lot but the purpose of vocational education has become blurred over time. Historically, vocational programmes were distinctly focused on preparing individuals for specific trades or careers. Yet, I often encounter vocational training programmes that lack a clear focus on the industry. Often, industry consultation is minimal and merely a formality to meet programme documentation requirements, rather than a meaningful part of the programme's development and delivery.

I can’t help but wonder if this suggests an underlying inferiority complex within vocational training—a belief that its value could be enhanced by mirroring the structure of more academically focused tertiary offerings. Quality in vocational training should be defined by its ability to facilitate successful career pathways for learners. The true measure of quality is not found in academic exercises but in the programme’s effectiveness at preparing learners to achieve their real-world work aspirations. In preparing learners for careers, it is essential to offer practical work-integrated learning experiences. In the creative industries, for example, this involves providing opportunities for learners to work in real-world settings, building leadership capabilities through working in teams to respond to customer or client needs.

Practical hands-on learning should be strongly supported by research tailored to the industries into which learners are transitioning. This is crucial in designing a curriculum that is both relevant and applicable to the practical demands of the field. Unfortunately, I often see programmes where the focus has shifted to the delivery of general academic research, and the dated belief that learners must engage in academic essay writing is upheld. While there are careers where this is relevant, insisting on academic research and essay writing as a general requirement is counterproductive if this does not align with the skills needed in learner career pathways.

With the increasing demand for practical content that prepares learners effectively, integrating generalised academic research and writing with tenuous links to real-world applications makes little sense. Vocational training should prioritise content that directly supports the career goals of its learners, ensuring the programme is meaningful and applicable to their future work. This focus on relevance does not imply that learners will be less literate or that critical thinking, analysis, and reflection are undervalued. Instead, it means that learning should be appropriately contextualised to meet both the needs of learners and the industry partners who support them.

Academic research and writing are used here as an example of how components of vocational training programmes can sometimes fail to be adequately contextualised for relevance and currency. This example highlights the broader issue that every course within a vocational training pathway should have a clearly articulated purpose, contributing effectively to the overall structure.

Vocational training has the potential to significantly influence the future of work. To realise this potential, it is crucial to partner with industry to develop relevant, agile programmes with clear pathways to work. By embedding this purposeful approach into vocational training, we can ensure that these programmes thrive rather than losing the connection with the realities of working life that learners will face. In my next entry, I will discuss the essential role of industry advisory groups in supporting this work.