1. Purpose of the study
International comparisons of vocational education and training (VET) systems are important in order to benchmark one country's system against that of another. The objective of undertaking a comparison of the Australian and Korean training systems is to identify those methods that have proved successful in one country with a view to applying them in the other country. Despite the advantages that can accrue from international comparison, any international comparison needs to take account of the differences in the socio-economic contexts of the countries under review. A system which works well in a particular institutional setting in one country may not easily be transferred to another country with a different institutional setting. In addition socio-economic structures themselves can influence the development of different types of education and training institutions.
The objective of this study is to investigate the alternative approaches to entry-level vocational education and training practiced in Korea and Australia. In particular, the role of the VET provider and industry in delivering vocational education and training will be examined. Another purpose is to review the key features of the VET systems in the two countries, Australia and Korea, to survey the nature of the linkages the VET institutions have with industries, and to evaluate the kinds of effects different linkages have on the outcomes of VET.
Vocational education and training plays an important role in filling the gap between the general educational system and the labor market. Its original function is to provide people with opportunities to learn the skills and knowledge required in the labor market, skills and knowledge often not provided by the general educational system. For this reason, the nature of linkages between VET institutions and industries is critical in determining the outcome of vocational education and training.
Most people agree that close co-operation between VET institutions and industries is a key to the successful delivery of vocational education and training. However, the nature of these linkages is itself affected by various institutional factors (for example, historical background and funding sources).
The linkages between vocational education and training institutions and industries will play a particularly important role for young people entering the labor market since this group has often had no previous experience of work, and are known to experience difficulties adjusting to the workplace. This is because a gap exists between the skills they have learnt at school and the skills demanded at the workplace. To narrow this gap, there needs to be close co-operation between school and industries regarding what should be taught at school and how schools prepare students for job markets.
Although linkages between schools and industries are generally important, linkages between institutions providing VET and industries are especially important. This study focuses on the provision of entry-level vocational education and training, which aims to prepare young people to enter the workforce. It reviews the different institutions adopted and developed by each country in order to provide this training, and focuses on the nature of the linkages between VET institutions and industries for the delivery of VET. In particular, it will examine differences in the practical training that is provided by VET institutions (that is, the two-plus-one dual system of technical high schools in Korea and the apprenticeship and traineeship in Australia).
2. Outline of the study
1) Institutional differences
The major proposition of this study is that differences in key institutions and pathways will generate differences in VET outcomes between the two countries. It is most likely that these key institutions are school systems, vocational education and training institutions, and different transition to work pathways. In this study, we are comparing alternative approaches in delivering entry-level vocational education and training for young people. Therefore, various institutional settings which affect the entry-level vocational education and training need to be examined and understood as well as the different pathways and different options available in school-to-work transition. In this study, the differences in the school system, in the VET system and in the transition pathways will be described.
2) Types of linkage to industry
The nature of the linkage between VET institutions and industries in each country will be compared in general terms. It will also be explored at different school levels and across different industry sectors. In particular, the role of VET institutions and industries in forming the linkage will be assessed. Funding sources of VET institutions in determining the nature of linkage will also be considered.
3) Case studies
The major part of this study is composed of case studies. Individual cases are investigated in order to identify the nature of the linkage and its effect on VET outcomes. In this study, the cases relate to individual VET institutions and specific programs within these institutions. Case studies will explore how school and industry collaborations take place. Selection criteria and other details involved in case studies are explained later in this report.
4) Comparison of the linkage between two countries and its implications
Based on the institutional differences and findings from case studies, we will discuss the connection between the nature of the linkages and the outcomes of vocational education and training. A comparison will be made with respect to the connection at different school levels and at different industry sectors. This comparison will be made first of all for the Australian component and secondly for the Korean component. The report will conclude with a section on international comparisons and lessons learned.
3. Methodology of the study
As already mentioned the purpose of this study was to examine the linkages between training providers and industry at the secondary and post-secondary levels in the
Australian and Korean vocational education systems and to draw implications for policy for both systems. The three industry areas chosen for the study were
electrical/electronics, hospitality and tourism and information technology.
The study was conducted in five major phases. These phases are outlined below.
Phase 1: Familiarisation exercise
During phase 1 researchers from the Korea Research Institute for Vocational Education (KRIVET) and Training and from the National Centre for Vocational Education Research (NCVER) conducted site visits to selected institutions in both Australia and Korea. The aim of these visits was to provide researchers with some background knowledge of the two systems.
Phase 2: Describing the two systems
This phase comprised researchers identifying and describing the major features of the respective education systems. In addition. Australian researchers used information from student outcomes surveys, employer satisfaction surveys and apprentice and trainee statistics collected by the National Centre for Vocational Education.
Phase 3: Field work
During this phase Australian researchers collected information via face-to-face interviews with department heads in TAFE institutes and non-government private providers, vocational placement coordinators and teachers responsible for vocational programs in secondary schools.
Korean researchers collected information via face-to-face interviews with department heads, and principals in vocational schools and junior colleges. They also conducted a questionnaire survey of a small number of students and employers.
Phase 4: Preparing preliminary reports
This phase comprised researchers analysing the data, writing up the case studies, and drawing some conclusions and implications for action.
Phase 5: Sharing the findings
In November 2000, a seminar was held in Korea for researchers from both countries to share the results of their research findings with educators from the relevant education sectors, researchers from KRIVET and representatives from industry.
Phase 6 - Preparing the final report
Once researchers had discussed the findings of their research they returned to their countries to complete final reports.