History of VET

Industry and society started to change. The traditional manufacturing, mining and agricultural industries started to decline in economic significance and new industries, like communications and finance, were emerging. More women entered or re-entered education and the workforce. The 1974 Kangan Report on Needs in Technical and Further Education defined the roles and the mission of what is now known as the TAFE system. Training began to change with more preparatory and pre-vocational training and slowing growth in the traditional heartland of trade and technical training.

The services industries continued to expand at the expense of the mining, manufacturing and construction industries --- TAFE’s traditional territory. Networks of private training providers, largely providing training to service industries, were also emerging. A number of reports pointed to the need for the training system to be driven by the needs of the individual and industry so the economy as a whole could prosper.

The Deveson (Training Costs of Award Restructuring), Finn (Young People’s Participation in Post-Compulsory Education and Training) and Carmichael Reports looked at expanding training systems, increasing young people’s participation in training and a consolidated national system. Consensus developed across Australia that substantial reform and a unified national effort was required.

All states, territories and the Australian Government agreed to the establishment of ANTA and a co-operative federal system of vocational education and training with strategic input by industry.

The Fitzgerald Report into the implementation of the national system led to some of the current elements of today’s VET system, including concepts of best practice and user choice, states and territories taking responsibility for accreditation and standards endorsement and a stronger and more coherent industry training advisory structure.

This period saw the introduction of  Australian Apprenticeships , the establishment of the National Training Framework, the introduction of VET in schools and the development of Training Packages.

The national VET system continues to respond to industry, individual and community needs, focusing on capturing the best advice possible from industry; meeting client needs; and clearer, higher quality standards, all within a nationally consistent, quality VET system. In a rapidly changing global work and social environment, improvement must be continuous and the VET system will continue to change to equip Australia and Australians for the future.

On 1 July 2005 ANTA’s functions were transferred to the Australian Government’s Department of Education, Science and Training.