Upon completion of eight years of elementary education, students proceed to a secondary education programme

that completes twelve years of schooling. Programmes offered at secondary level can be both vocational (job
training) and academic. They are normally offered within the same school.

Formal vocational education in Canada dates back to the late seventeenth century. To make the fledgling colony
self-sufficient, the intendant and bishop of New France tried to establish both secondary industries and a trade
school. Their work affected only a small percentage of the population; most people continued to see education
primarily as an academic activity.

By the end of the nineteenth century, most provinces had established compulsory, tax-supported elementary
schooling. Public interest in education grew, and commercial and industrial leaders supported the drive toward
universal basic literacy. Traditional interpretations see these industrialists as practicing a kind of bourgeois
“noblesse oblige” because they recognized the need for an educated electorate in a democracy.

The Canadian Manufacturers Association (CMA), formed in 1887 to further the cause of secondary industry, led
this campaign. Assisted by such groups as the Trades and Labour Congress and the Dominion Board of Trade, the
CMA became the primary lobby force pressuring the federal government to promote vocational education. It
argued that to compete with other industrialized states, Canada needed more skilled workers.

The Royal Commission was Canada’s first federal commission on education. Its mandate was broad in scope,
concerned with all aspects of vocational education at all levels. The Commission’s report emphasized the need for
massive federal funding for the broad field of vocational education.

The Canadian government passed the Technical Education Act (1919). Under its terms, the federal
government was to provide $10 million to the provinces, to be spent over a ten-year period, to promote
technical education at the secondary school level.

The federal government responded to the need for more Canadian manufacturing by passing the
Vocational Training Coordination Act (1942), to federally fund a variety of programs for servicemen,
veterans, the unemployed, and supervisors in industry. The programs ranged from vocational courses in
secondary schools to apprenticeships. As with previous federal funding arrangements, the federal
government laid down conditions or restrictions to determine a province’s eligibility for funding.

The Vocational Schools Assistance Agreement (1945) went even further by providing federal, shared-
cost assistance to create provincial composite high schools.
The division of responsibilities between the Commonwealth and state and territory governments is unclear.
Principles underpinning funding are not apparent and nor consistent with human capital policies and
principles.
The use of skills forecasting creates some difficulties.

There are some weaknesses and gaps in the relevant data.

Apprenticeships are rigid and seem to depend on duration rather than competence.

Training package development and implementation processes are inefficient.

The ageing of the teacher labour force is a serious problem.

Australia has a very well developed vocational education and training (VET) system, which enjoys a high degree of
confidence. In particular:
Engagement of employers is strong.
The national qualification system is well established and understood.
The VET system is flexible and allows for a fair amount of local autonomy and innovation to adapt learning to
local circumstances.
Data and research on most VET issues are good.

 Graduates Employed After Training

 Training Satisfaction
 Average Salary (of those employed full-time)
 Higher earnings
 Retraining for a new career
 Better learning environment
 Increase personal development and growth

 Registered Training Organizations (RTOs) are constantly challenged to provide training which is applicable,
relevant and thorough, while maintaining costs which are affordable to their customers
 Inconsistencies in training.

articulated training arrangements matched to career structures defined in industrial awards;

nationally regulated occupational skills standards set by industry and maintained by a newly established National
Training Board
nationally consistent, competency-based modular courses with opportunities for students to progress at their own
pace;
integration between informal and formal elements of TVET through greater recognition and credit for training
undertaken in industry or private training institutions;
more provision for the assessment, recognition and certification of knowledge and skills gained through experience
in the workplace, through self-study or through study at institutions.

The Australian VET system has evolved over a long period of time. Some of the key developments and milestones
are:
early 1800’s—the ‘transportation’ of the craft based apprenticeship system from England
early 1800’s to 1960’s the gradual expansion of apprenticeships across different craft areas/occupations, but in a
different way in different colonies or states and territories the gradual establishment of ‘mechanics institutes’,
technical colleges, technical secondary schools and other technical, vocational education and training institutions
in different ways in different jurisdictions (with little national government funding)
1970’s—the establishment of the modern VET system through the establishment of a national system of publicly
funded Technical and Further Education (TAFE) institutes and the introduction of significant national government
financial support for TAFE following the release of the Kangan Report (Kangan 1975) the introduction of national
government subsidies for apprenticeships early 1980’s—the National Centre for Vocational Education Research
(NCVER) is established, then it was called the TAFE National Research and Development Centre mid 1980’s—the
establishment of the traineeship system to compliment apprenticeships following the release of the Kirby Report
in
1985 (Kirby 1985) late 1980’s—the decision to implement competency-based training 1990—the number of
apprentices reaches a yet to be broken record of just over 160,000 (but traineeships are still less than 12,000 at
this time)
1992—the Australian National Training Authority (ANTA) is established
1992—the total number of VET students in Australia reaches 1 million for the first time
1995—the Australian Qualifications Framework (AQF) is established to bring all post compulsory education and
training qualifications into the one national system of qualifications
early 1990’s—competition to TAFE’s monopoly on VET provision is gradually introduced through some tendering of
publicly funded VET to private training providers mid 1990’s—the decision is taken to start developing National
Training Packages to be introduced across a wide range of industries and occupations
1998—the New Apprenticeship system commences encompassing the former apprentice and traineeship systems,
including the commencement of user choice
1998—the Australian Recognition Framework (ARF) is established
1998—the number of VET students in Australia reaches a record 1.5 million
1999—the number of New Apprentices (ie apprentices and trainees) reaches 250,000

The typical intensity of each Australian Quality Framework qualification is as follows:

Certificate I and Certificate II programs to be the equivalent of around half a year of full-time study to complete
Certificate III and Certificate IV programs typically take the equivalent of one year of fulltime study to complete
Diploma and Advanced Diploma programs typically involve the equivalent of two years of full-time study, although
some programs involve the equivalent of three years of full-time study.

The Australian Technical Colleges Act provides for the establishment and operation of Australian Technical Colleges
in order to provide trade skills training, education and mentoring for young Australians. This includes establishing
an industry-led governing council for each Australian Technical College that is to set out strategic directions and
performance objectives for the College and select the principal of the College .

Career Outcomes Of Australian VET Courses

Certificate I
Duration - 4 to 6 months
Career outcome - Competent operator
Certificate II
Duration - About 1 year
Career outcome - Advanced operator
Certificate III
Duration - About 1 year
Career outcome - Qualified tradesperson or technician
Certificate IV
Duration - 12 to 18 months
Career outcome - Supervisor
Diploma
Duration - 18 to 24 months
Career outcome - Para-professional
Advanced Diploma
Duration - 24 to 36 months
Career outcome - Junior manager

The development of Finnish VET started when Finland became an autonomous Grand Duchy of the Russian empire.
In those days Finland was an agrarian country with few towns and poor transportation connections. The earliest
forms of vocational education originated in the 1830s when ‘Sunday schools’ were set up to teach urban industrial
workers. These schools, however, offered mainly general education in literacy, mathematics, and religion to
apprentices and journeymen in 1840–1870.
Institutional vocational education was initiated at the beginning of the 19th century. Schooling for seafaring
started in 1813, and schooling for health care and midwifery in 1816. The first business college was established in
1839, the first agricultural college in 1839, the first technical real colleges in 1847, and the first forestry college in
1861. The first schools for crafts and industry were established by the Board of Manufacturing on the basis of the
‘Act on the training of craftsmen and manufacturers for the country’ given in 1842 and the ‘Act on technical
schools’ given in 1847. The first vocational school was established in Helsinki in 1899.
In 1943, the continuation school became obligatory for applicants for other schools. In the following reform in
1958, this form of schooling was renamed the School for Citizenship. The popularity of grammar school exploded,
and vocational schools expanded and gained national recognition in the modernizing of Finnish VET. Folk school
reform and the reform of a system of school-based VET were integrated in the project of developing Finland
towards a welfare state, Welfare Finland.
The administration of vocational education and training was dispersed under several ministries and central
administrative boards until the 1960s. In 1966, the Finnish National Board of Vocational Education was established
as part of the Ministry of Trade and Industry, and in 1968 the Board was transferred to the Ministry of Education.
Finally in 1991, the general (the Finnish National Board of General Education) and vocational (the Vocational Board
of Education) boards were merged to form the current the Finnish National Board of Education (FNBE).

 Establishment of a distinctive VET system promoting national industries, networks between

administration, industry, schools, and civil society;
 Combination of community and occupational citizenship in work and VET; and
 Defense of vocational schools against vocationally oriented continuation school; VET as a specific form of
education.
A vocational upper secondary qualification can be taken as initial vocational training, a
competence-based qualification or apprenticeship training. The most common option for
young people who have completed basic education is day-time studies in initial training.
Adults can study flexibly and complete a competence-based qualification flexibly whilst
working.
As well as vocational studies, the education includes some general education, elective
studies and work placements. Young people can also take upper secondary school
studies or the matriculation examination alongside vocational education and training.
After completing a vocational qualification you can also apply for higher education at
universities of applied sciences or universities.

TVET starts at upper secondary level and more than 40 per cent of the relevant age group starts vocational upper
secondary studies immediately after basic education. The Finnish higher education system consists of two
complementary sectors: universities and polytechnics in which adults can study on separate adult education
programs.

The Finnish higher education system consists of two complementary sectors: universities and
polytechnics in which adults can study on separate adult education programs.
Finland’s TVET is available as School-Based Program, Apprenticeship Training, Polytechnic Education,
Vocational Special Education (VSE), and Competence-Based Qualifications (CBQs)

In 1994, Monbusho developed the concept of an integrated upper secondary course, offering both vocational and
general education. The initiative is intended to offer an alternative to the overwhelmingly popular general courses,
and to introduce learning styles, with aims similar to those of the general national vocational qualification (GNVQ)
in England, which are intended to encourage a more adaptable workforce. The group visited a Tokyo Metropolitan
High School, which offered this program. The school had been formed from the amalgamation of one general and
one commercial upper secondary school.

Making better use of evaluation and assessment results to promote better student achievement across the system,
particularly at school level.