More Opportunities in Central Asia


Does getting an inside view of the TVET systems in Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan, working with UNESCO in Almaty, sound interesting to you.  Here are the terms of reference for this opportunity.  TOR for Consultant

My apologies for the late posting of this opportunity.  The TOR has the closing date as 20 June.  Advice from the UNESCO Office is that it is now 27 June.   The first deadline is similarly pushed back.

I followed a posting from the UNESCO UNEVOC Forum and simply commented that I would follow the research outcomes.  The recruiting person seems very keen to receive expressions of interest from international TVET professionals.  Good luck if you are interested.

Have you heard of the RAVTE group, associated with United Nations Centre for Vocational Education and Training?  Its mission is to “emphasize the importance of TVET (technical and vocational education and training) in general and VTE (vocational and technical education) in particular at regional and national levels.”  It assists in the publication of an open source journal, TVET@Asia.  Issue 8 contains research from various Asian countries.  As Australia struggles with the place of VET in tertiary education, it is interesting to see what other countries in our region have determined to improve the TVET systems and ultimately improve the economic conditions of many countries.  I recommend a read.


Research Showing VET Is Making a Difference in Closing The Gap

I have just joined the NCVER webinar on Participation and Outcomes for Indigenous People Engaging in VET.   I recommend you watch out for the recording on NCVER’s website.  I was particularly heartened by the research of Crawford and Biddle of the Centre for Aboriginal Economic Policy Research.

The data shown below was very powerful, particularly showing the differences between metropolitan / East Coast and remote Australia.  The interesting exception seems to be Tasmania.  I wonder what is going on there?

Indigenous People by Region Highest Educational Qualifications C3 or C4


What role do apprenticeships and traineeships play in VET?

I would like to thank the Assistant Minister Karen Andrews for her recent update.  It is reassuring to know that there is considerable contemplation of VET’s future, particularly as we are getting very close to the expiry of the National Partnership Agreement on Skills Reform (202-17).

The update from the Minister did lead me to consider the role of apprenticeships (incorporating traineeships) in Australia.  Doing a little basic statistics work I determine that as of September 2015 this group made up 6% of all students in the VET system (262625 apprentices:4,500,000 total enrolments) according to NCVER data at

This group is very significant to VET, and the formation of skills in Australia.  The commentary, though, sometimes lead me to think that there may be a view held that VET is largely based on an apprenticeship model.  For example, the Minister states, “As the flagship of the vocational education system, apprenticeships are my key priority and we are focused on reversing the decline that began in 2012.”

Do you share this concern that a view of VET could be described perhaps as a 1950’s view, rather than a 21st Century view?  I will be very interested to read the replies.






Building bridges with universities

I recommend reading Barney Glover’s address to the Press Club and his assertions about universities. More particularly, his point about building bridges with the world beyond the university is important. Could that include better collaborations with VET institutions when it comes to the knowledge economy and start-ups?