Links between concepts of skill, concepts of occupation and the training system : A case study of Australia

This paper explores the nexus between the concepts of vocation and of occupational identity and their links to the training system. Vocational education and training (VET), and apprenticeship systems in particular, have grown from concepts of occupation. It is self-evident that VET prepares, or upskills, people for work, and therefore the training must relate to job roles, whether broadly or narrowly defined. However, the processes by which students receive training that is high quality, rigorous and government-funded are not clearly defined. One yardstick that can be applied is that training is much more likely to be privileged (in terms of training provision, rigorous curriculum and government funding) when a job is considered to be an ‘occupation’. The development of occupational identity is taken for granted, for example in traditional ‘trade’ apprenticeships in Australia or the UK trainers and teachers, employers, trade unions and policy makers share a commitment to the apprenticed trades as distinct and valuable occupations. What are the implications of these issues for the training system as a whole? In Australia, as in the UK, the availability of qualifications has kept pace with the structural changes in the economy as a whole (i.e. with the relative shift to service industries), yet some occupations and some qualifications are less respected than others. This paper uses recent research carried out in Australia to show the potential effects on workers and their access to training of conceptions of ‘worth’ in work