This research examines the form and content of existing teacher capability frameworks and professional standards, with the aim of identifying approaches that could enhance teaching quality in the vocational education and training (VET) sector.

Consultations were held with industry leaders, peak bodies, registered training organisations (RTOs), representatives from the Australian Education Union, and regulators to obtain their views on the desirability of implementing such frameworks. Also explored were issues relating to the registration and accreditation of VET trainers, trainer entry-level requirements, ways of attracting practitioners to the industry and the development of a capable VET workforce.

Key messages:

  • There are mixed views on mandatory registration, with the majority of stakeholders questioning its value and the additional regulatory burden, while others argue that it would professionalise the sector and raise its status.
  • Stakeholders are generally united on the need to implement systematic approaches to teacher preparation, mentorship support and opportunities for continuing professional development.
  • Some respondents consider there is a need for a review of this qualification in the future to incorporate an increased focus on pedagogy, educational theory and practice, and the use of applied training methods. Some would also like to see the qualification taught by more highly qualified teachers.  Despite this, some stakeholders have a limited appetite for making any immediate additional changes to the Certificate IV in Training and Assessment as the basic entry-level qualification for trainers due to their experiences with the recent qualification upgrade.
  • There is strong support for using teacher capability frameworks and/or professional standards as diagnostic tools and guidelines for teacher self-evaluation and reflection, including for the planning of objectives for personal and professional development. Nonetheless, limited appetite exists for a nationally prescribed VET teacher capability framework due to the diversity of the VET sector, although a small group of interested teachers have established a network investigating this issue.
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