Industrial Factors affecting education
Mismatch between provision and industry requirements
Possessing a qualification may not necessarily imply possession of skills that are sought by employers. Wooden (1999 p15) suggests that it is possible that, despite its expansion, the formal education system has contributed to the mismatch between skills demanded and skills supplied by being poorly adapted to user’s needs. The ability of the education systems to keep pace with the changes that have been happening in workplaces is questioned (Wooden 1999) and in particular the failure of the apprenticeship system to adapt to the changing nature of work is held responsible for many problems.
Employers being satisfied with graduates from the TAFE system is shown to be relatively high and a survey of small businesses including those using and not using TAFE graduates concludes that there do not appear to be any fundamental mismatches occurring between the demand for VET from small businesses and the supply of publicly funded VET. Surveys showed that 35% of all respondents who had knowledge of the availability of TAFE courses indicated that TAFE training was not well suited to the needs of their business. Wooden (1999 p18) suggests that if the current systems of VET delivery are to better assist young people to acquire skills that are valued by the market, then delivery needs to be re-focussed on the new growth industries and not on the traditional trades. Others have argued that the quality and work-relevance of education in Australia, including basic schooling has declined (Dorrance & Hughes 1996).
Schools, as providers of VET programs, are not immune from this criticism with concerns being expressed that curricula have not responded appropriately to changes in the labour market and that a greater role for VET in schools is warranted (Wooden 1999 p18).
A way of change would be for better links and association between schools and industry and for young people to learn to work while still at school. Having classes such as work related or trade link can help students gain a better understanding of work issues and help prompt them for their future.
Possessing a qualification may not necessarily imply possession of skills that are sought by employers. Wooden (1999 p15) suggests that it is possible that, despite its expansion, the formal education system has contributed to the mismatch between skills demanded and skills supplied by being poorly adapted to user’s needs. The ability of the education systems to keep pace with the changes that have been happening in workplaces is questioned (Wooden 1999) and in particular the failure of the apprenticeship system to adapt to the changing nature of work is held responsible for many problems.
Employers being satisfied with graduates from the TAFE system is shown to be relatively high and a survey of small businesses including those using and not using TAFE graduates concludes that there do not appear to be any fundamental mismatches occurring between the demand for VET from small businesses and the supply of publicly funded VET. Surveys showed that 35% of all respondents who had knowledge of the availability of TAFE courses indicated that TAFE training was not well suited to the needs of their business. Wooden (1999 p18) suggests that if the current systems of VET delivery are to better assist young people to acquire skills that are valued by the market, then delivery needs to be re-focussed on the new growth industries and not on the traditional trades. Others have argued that the quality and work-relevance of education in Australia, including basic schooling has declined (Dorrance & Hughes 1996).
Schools, as providers of VET programs, are not immune from this criticism with concerns being expressed that curricula have not responded appropriately to changes in the labour market and that a greater role for VET in schools is warranted (Wooden 1999 p18).
A way of change would be for better links and association between schools and industry and for young people to learn to work while still at school. Having classes such as work related or trade link can help students gain a better understanding of work issues and help prompt them for their future.