VDC Symposium: A Conversation on Vocational Degrees in Australia

Australia has a unique opportunity for game-changing reform in tertiary education and to break down barriers between VET and higher education. The Canberra Institute of Technology and the University of Canberra is showing how it can be done! We’re excited about their announcement of a nation-leading suite of seven guaranteed pathway arrangements, making it easier for students to move between vocational and higher education. Their work on tertiary harmonisation shows what’s possible when VET and higher ed work together to boost opportunity, productivity and equity for all learners. Tertiary harmonisation isn’t about merging systems but about aligning them and creating pathways that help our students to gain the full mix of skills that Australia needs for a productive future. Learn more about our work on tertiary harmonisation: https://lnkd.in/gx8Udg-t Together, let’s build on the important first steps that are already underway. #JobsAndSkillsAustralia #TertiaryHarmonisation #SkillsReform #UC #VET #HigherEd #Education

ACU education and wellbeing experts have united to provide practical advice to support senior school students in the lead up to their end of year exams. About half a million senior students will sit national exams for secondary school certificates including the Victorian Certificate of Education, the New South Wales Higher School Certificate, and the Queensland Certificate of Education from October 16. ACU standardised assessment expert Associate Professor Steven Lewis, of the Institute for Learning Sciences and Teacher Education, advised students to ensure they are well prepared leading into the exam period. “You will have likely heard the expression, ‘failing to plan is planning to fail’. Seek out past exams to familiarise yourself with what to expect. Don’t let yourself be caught off-guard, as this could increase your anxiety,” he said. Associate Professor Lewis, a former teacher, said it was important students did their best during exams but that they also understood their Australian Tertiary Admissions Rank (ATAR) did not define them. “Year 12 exams are the gateway to many post-school opportunities like university, apprenticeships and work. Research your preferred outcomes but remember that many roads lead to that destination,” he said. “Success looks different to different people, and it is about finding the right path for you. You can always change your mind about where you’re going or how you will get there.” Read the full story - http://bit.ly/471adoO 📹: Hear from ACU School of Education Senior Lecturer and resilience expert, Dr Kylie Trask Kerr, as she speaks to the advice for senior school students in the lead up to their end of year exams. Matthew White, PhD, Amanda Telford, Dr Paul Kidson

USA TODAY has named EMCC among America’s 2025 Top Vocational Schools, a distinction awarded to fewer than 10 percent of community colleges and vocational schools nationwide. EMCC was among 117 schools on the list to earn a 5 Star rating, the highest possible score. USA TODAY partnered with the research firm Statista to create the list of the Top 250 schools in the U.S. that offer vocational training that leads to a certificate or associate degree. Read more about it here: https://bit.ly/43gmiEe

New vocational courses called V-levels will be rolled out for 16-year-olds under government plans to simplify a "confusing landscape" of qualifications in England. Ministers are expected to lay out proposals for higher education funding, including university tuition fees, on Monday afternoon. The government has launched a consultation on its V-level plans, which form part of its post-16 education and skills white paper.

📚 How many exams is a UK student expected to take these days? I really hate exams as I'm no good at memorising information, my degree is a perfect example - subjects with exams = close to failing, subjects with coursework or other assessments = good results. From early assessment to sixth-form qualifications (and now vocational equivalents) the UK’s education system presents a complex landscape of testing. SATS (Key Stage 1 & 2) 11+ exam Common Entrance exams GCSE AS Level A Level T‑Level BTEC and other vocational qualifications Welsh Baccalaureate or equivalents Resits / retakes 🔍 What does this mean? The sheer variety of assessments means children and young people may face multiple high-stakes exams across their schooling years. With the introduction of T-Levels, students now also have an alternative route that emphasises vocational skills, yet still involves significant assessment. Schools, parents and learners are navigating not just one exam point but a journey of assessments: early years SATs, potential entrance tests, GCSEs, post-16 options, and vocational routes. This breadth raises important questions around: Assessment burden: how many exams are too many? Equity of opportunity: do all learners have the support to succeed across such a landscape? Clarity of pathways: do students and parents fully understand which route suits each learner (academic vs vocational)? 🎯 At Spark2, we believe in equipping young people not just for exams, but for skills for life — resilience, creativity, critical thinking and adaptability. While test performance matters, helping students navigate the myriad of assessments and make grounded choices is just as crucial. Spark2 Education #Education #Exams #GCSE #ALevel #TLevels #Vocations #SkillsForLife #UKSchools #StudentExperience

"In a rapidly evolving tertiary education landscape, how do we ensure our services are adaptable, scalable, and personalised to meet the needs of an increasingly diverse student cohort?" How would you answer this question if asked? In the inaugural JANZSSA "Voices From the Field", you can read about what various organisations are doing and how they are responding. Ours was a person-centred approach: "...It would be easy to craft a technology-based reply. But for all of its many benefits, technology also brings a divide. Learners become isolated and lonely amidst digitally mediated “social” interactions. People are overwhelmed by the constant onslaught of information, and the impetus to untangle fact from not. Educators feel pressure due to the immediacy of communications and expectations for prompt responses and attention. Instead, to ensure genuine, responsive services, I would argue we need to maintain the “person” in personalised. Embrace our humanness, and the empathy and insight that comes with that. Only our unique capabilities as humans offer us the insight to respond to others in kind, not as a number or data analytic. From our personalisation, our service offerings will be driven by demand. Yes, we can leverage technology to drive scalability, but our true strength will be to offer understanding and human connection: exactly what people want." Read the paper and all responses here: https://lnkd.in/gDy6fjHW Oostergo, N., Rueckert, C., Burge, L., Choudhury, P., Navin, F., Ardern, S., Arya, E., Austin, K., Baker-Andresen, D., Baldwin, M., Balson, K., Beresford, E., Billingham, K., Brady, F., Cavu, K., Charlton, M., Corbett, K., Daniells, S., Dao, T. Y. N., … Winter, A. (2025). Voices From the Field: Transforming Student Services: Inclusive, Scalable, and Personalised Solutions. JANZSSA - Journal of the Australian and New Zealand Student Services Association, 33(2), 133–146. https://doi.org/10.30688/janzssa.2025-2-06 #SkillsEducation #JANZSSA #VoicesFromTheField

Black River Technical College (BRTC) reported strong Fall 2025 enrollment, continuing to serve students across Northeast Arkansas and Southeast Missouri. The college welcomed 253 first-time freshmen—a 2% increase—and saw a 12.6% rise in Career and Technical Center (CTC) enrollment.   Vice President of Student Affairs Jason Smith credited the growth to BRTC’s focus on career and technical education and partnerships with high schools and employers to align programs with workforce needs.   Each year, BRTC serves nearly 5,000 individuals through academic, GED, and workforce training programs—underscoring its key role in regional education and economic development.

Looking forward to joining the Times Higher Education Student Success Conference in Edinburgh next month to debate how we define graduate success. My research shows that meaning, progression and skills utilisation often don’t align with pay or employment rates by subject. As the Post-16 Education and Skills White Paper refocuses attention on economic returns, we need to defend higher education as more than job training. MetroPolis Centre for Decent Work and Productivity Institute for Children's Futures, Manchester Metropolitan University #GraduateOutcomes #HigherEducation #StudentSuccess #Skills #Post16

The Department for Education proposal to introduce new vocational qualifications V-levels for 16-year-olds marks a significant moment in post-16 education reform. These qualifications are set to replace Level 3 BTECs and other technical pathways, forming part of the broader Post-16 Education and Skills White Paper. As Principal and CEO of Leicester College, I welcome the strategic intent behind these reforms. It’s encouraging to see a renewed focus on vocational education and the role it plays in shaping future talent. However, there are key areas that require further clarity: Funding parity: Delivering high-quality technical education demands sustainable investment in the FE sector, including fair staff remuneration. Awareness and engagement: A robust national marketing strategy is essential to ensure students, parents, schools, and careers advisors understand the value and purpose of V-levels. Progression routes: Clear pathways to higher education must be established, with universities recognising V-levels as valid entry qualifications. Core curriculum alignment: The proposed changes to the requirements for GCSE English and Maths are also welcomed. These foundational subjects are essential for learners’ progression and employability, and it’s positive to see them being considered as part of the wider reform. As the Association of Colleges rightly notes, this is a “big focus on qualifications reform” and feels more grounded in the current realities of the sector. At Leicester College, we remain committed to supporting our learners through these transitions and ensuring that vocational education continues to thrive. #FurtherEducation #VocationalTraining #VLevels #Post16Education #LeicesterCollege #AoC