The Future of Vocational Education & Training 2020
On 12th March 2020, The Director-general of the World Health Organisation Tedros Adhanom Gherbreyesus officially announced COVID-19 as a world health pandemic (ABC News, 2020).
Educational institutions around the world temporarily closed or moved to online learning with over 70% of the worlds student population now impacted by COVID-19 (The United Nations Educational, Scientific and Cultural Organization, 2017, papa. 1).
As an educator in Technical and Further Education (TAFE) I am interested in exploring the impact of COVID-19. This essay will discuss the future of TAFE due to COVID-19 and the important role in providing Australia with the digital skills required for a global workforce. This essay will further explore the successful implementation of online and Blended Learning through utilising digital pedagogy to teach 21st Century skills focusing on the SAMR model (Substitution, Augmentation, Modification, Redefinition) for re-imagining education in a digital age (Hilton, 2016, p. 68).
Please watch this video to see the impact of COVID-19 on the world economy.
Vocational Education & Training
The privatisation of Vocational Education and Training (VET) has resulted in major reform, budget cuts and a lack of confidence in training due to over-regulation (Wheelan et al., 2018, p. 169). Prime Minister, Scott Morrison acknowledged spending on VET is at the lowest in over a decade prompting a review in funding (Crowe, 2020, para. 5). As part of the COVID-19 recovery plan, Scott Morrison announced
TAFE is now at the forefront of investment and will instigate a review on training, recognising TAFE is fundamental to provide the labour skills of the economy (Greene, 2020).
To safeguard Australia’s future TAFE will play an integral role in providing the skills for the future to write a new narrative as an educational leader.
The Tertiary Education Model reported that VET is regarded as a secondary provider in education and is less prestigious to University due to competency-based training, however, this framework is important to meet economic labour demands (Business Council of Australia, 2017, p. 82). The diversity and holistic nature of TAFE is an ideal environment to teach skills for a changing workforce with 90% of future jobs requiring digital skills. (Australian Industry and Skills Committee, 2016, p. 31). A renewed investment in TAFE has the potential to improve the public opinion of TAFE, however, citizens are divided and have taken to Twitter to express their views on government funding, as shown in the following highlight video.
Vimeo Video Created by Leanne Crawshaw (2020). - Password in EAST submission cover sheet for access to ensure "fair dealings" for academic purposes of copyright.
21st Century Digital Skills
The skills required for the future are largely unknown due to rapid advances in technology and the workforce will need to accept life-long learning to sustain active employment in the labour market (The Organisation for Economic Co-operation and Development, 2019, p. 9). A broad view of 21st Century digital skills are defined as technical, information, communication, collaboration, creativity, critical thinking, problem-solving and life-skills of flexibility and adaptability (Van Laar et al., 2020, p. 2). Educators have expressed concerns in teaching and assessing 21st Century skills stating difficulties in quantifying proficiency and not having the necessary support by educational institutions to develop proficiencies (Jinghong et al., 2020, p. 178). Training Packages in VET include digital literacy skills at a low level in the core units and higher levels are found in elective units. As a result, digital literacy skills are marginalised (Gekara et al, 2019, p. 4).
Scott Morrison stated training packages are a"bewildering" system where the average time to develop or update training is 18 months (Greene, 2020).
The financial investment into TAFE has the power to change outdated training packages to provide students with the correct digital literacy skills required to survive and thrive in the 4th Revolution as 21st Century learners, depicted in Image 1.
Image 1: 21st Century Learners – Mirjam Neelen & Paul A. Kirschner. (2016) Retrieved from
The 4th Industrial Revolution
The Education system is not prepared for the impact of the 4th Industrial Revolution (4IR) due to the limited capabilities and the ability to adapt to new technology and as a result will cause digital disruption in teaching and learning (Oke et al, 2020, p. 2). Disruptive technology occurs when new technology disrupts and changes the status quo causing a major shift within society, for example, automation may lead to job loss due to rapid technological advancements society is not prepared for (Seet et al., 2018, p. 16). The Australian Industry Skills Committee (AISC) in 2018 established the 4.0 Industry Reference Committee to implement “future-focused skills” to prepare for the changes in automation and digitalisation to mitigate outdated training packages (Seet et al., 2018, p. 20).
The National Skills Committee is currently reviewing the skills required for industry due to COVID-19 to identify emerging skills required for the Australian labour market (Department of Education Skills and Employment, nd). To enter the labour market all future Australian’s, require Digital Literacy (DL) alongside numeracy and literacy as a future job seeker (Higgs et al., 2019, p. 38). DL is defined as knowledge within digital media and the internet, including practical skills and involvement online for social inclusion (Goldstein, 2020, p. 2). Educators required digital literacy skills to confidently develop Technology Enhanced Learning (TEL) underpinned by Digital pedagogy to promote the acquisition of 21st Century skills.
Image 2– World Economic Forum – Gideon Moore. (2019) Retrieved from
Digial Literacy Challenges
The acquisition of DL within education is achieved through Technology Enhanced Learning (TEL) (Daniela, 2019, p. 5). Teaching DL requires confidence with many educators reporting current Professional Development (PD) does not support the teaching of DL (Reedy, 2017, p. 112). PD surrounding DL is often theoretical and does not support the teacher on how to implement practical application in classroom delivery and as a result resistance occurs (Aldosemani, 2019, p. 46). Educators require clear guidelines through digital frameworks to apply DL with instructions on how to use technology (Hamilton et al., 2016, p. 432). Investment in relevant PD will provide educators with the tools required to successfully introduce DL skills and create new networks of knowledge underpinned by pedagogical frameworks.
The SAMR Model
Dr Ruben Puentedura’s SAMR model is a framework designed to assist educators to integrate emerging technology into the learning environment to enhance and promote 21st Century skills (Hilton, 2016, p. 68). The SAMR model is comparable to Bloom’s Taxonomy and provides a progressive framework for implementing technology in education (Daniela, 2019, p. 52).
The task of Substitution and Augmentation is regarded as the first stage of enhancement where technology is used to substitute and transform the learning experience.
The second stage of Modification and Redefinement, are used to transform to present new ways and opportunities for learning previously not achievable without technology (Aldosemani, 2019, p. 47).
Using technology correctly underpinned by pedagogy will create student-centred learning to reach a higher level of learning as shown in image 5.
Image 5- Created by Leanne Crawshaw 2020
Listen to Ruben Puentedura explain the SAMR model on YouTube
SAMR in Action
At a substitution level, digital technology replaces traditional methods with the same learning outcome achieved. An example within my teaching practice is the instructional tactic of mind maps used to promote brainstorming and critical thinking. In face-to-face delivery the lesson plan is to research Scandinavian Interior styles. To do this, the student is supplied with notes and information and is required to read and synthesise the material to create a mind-map using butchers’ paper and coloured markers. (Image 6). This information is verbally shared to promote peer-based learning.
Image 6 - Mind map designed in face-to-face delivery 2019 Leanne Crawshaw
As an educator currently teaching online due to COVID-19, I have used the SAMR model to introduce technology into my teaching delivery. The traditional method of creating a mind-map in Image 6 is substituted with technology using Whimsical, an online visual workspace to create a digital mind map on Scandinavian design (Image 7). The learning outcome remains the same, to develop critical thinking, however, the activity moves into modification. The digital platform modifies the learning activity through the affordance of technology to enable the learner to research broadly and synthesise information via Google embed links and objects promoting an asynchronous method of learning where the students can share a link of the finished mind-map with peers for further discussion In Blackboard Collaborate for peer-based-Learning.
Image 7 - Digital mind map created during online delivery 2020 Leanne Crawshaw
The SAMR model is a four-level taxonomy approach, encouraging learning to move up the structure of teaching where technology guides the practice with teacher facilitating the process (Hamilton et al, 2016, p. 437). The next stage of modification and refinement is using technology to achieve new learning outcomes that would not have previously been achieved. An example from my current online teaching delivery requires the learner to answer the following question to form part of an assessment:
“Discuss the future of Interior Design and what emerging design technologies do you think are important to be a successful Interior Designer for today and in the future.”
This question covers the learning of element in Training Package unit BSBDES304 – Source and apply design industry knowledge, Element 1.1, 1.2 3.1, 3.2 (Commonwealth of Australia, 2020, p. 1).
Pre COVID-19 the students presented their findings in a written answer of 400 words. As a method to introduce technology and change the learning experience the students are required to prepare a 3-minute Flipgrid presentation to verbally discussing findings and comment on 4 peers video in Fipgrid. The introduction of technology created a new level of learning to develop soft skills of verbal communication and collaboration of ideas to promote 21st Century skills. The public platform within the learning environment promoted accountability, self-reflection and created a community of learning through peer and social interaction, removing the isolation of online learning.
Social Media
Online learning is regarded as a lonely platform and limits a student’s ability to develop analytical skills due to learning in isolation (Hogan, R, 2020, p. 111). Socio-Constructivist Theorists hold the view new knowledge is constructed through social interaction of collaboration, sharing ideas, resources, negotiating and providing peer feedback where the educator is in the background for guidance over instruction (Bower, 2017, p. 45).
The incorporation TEL spaces provides flexibility and supports social collaboration between the learner and the instructor (Daniela, 2019, p. 54). The example of Flipgrid provided the affordance of social collaboration and this can be promoted further through establishing social media networks.
Online social learning is achieved through establishing communities of practice utilising social media through Twitter, Instagram and Facebook to promote communication, collaboration and sharing of knowledge (Howard et al, p. 77). Incorporating social media into online and blended learning environments can create strong communities of practice to enhance the learning journey and create new knowledge networks through active participation.
The Future of Education
COVID-19 is likely to change the future of education forever as educators transition back to face-to-face learning. It is believed the acquisition of new digital skills and the utilisation of Learning Management Systems, such as Blackboard Learn and platforms like Zoom will continue to form part of day to day educational practice (Kim, 2020, p. para. 3).
In an American study, 29% of academics regard online learning as valuable and legitimate with 42% rating Blended Learning (BL) higher than online learning. A further 36% rated this superior to face-to-face delivery (Hogan, 2020, p. 112).
The digital disruption in education through COVID-19 has the potential to encourage educators not to return to 100% face-to-face delivery and use this as an opportunity to move forward with digital technology through the affordance of BL strategies (Jones et al., 2020).
Conclusion
The education sector is currently going through a paradigm shift as COVID-19 has increased the demand for DL skills. As a result, the Australian Government recognises TAFE is a major influencer in the “pathway to recovery” through injecting funds into the sector for Australian’s to develop the skills required to rebuild the economy. DL and 21st Century skills are essential skills and educators require support and PD opportunities to successfully implement TEL into the learning environment underpinned by digital pedagogy. COVID-19 is a catalyst for change to move forward and embrace the digital revolution of online and BL as a strategy to promote 21st Century skills and re-imagining education in a digital age.
Image 8 - Created by Leanne Crawshaw (2020).
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Images 9 - Created by Leanne Crawshaw (2020).
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