Juggling priorities: balancing economic and social drivers to address the language, literacy and numeracy needs of students in the VET sector

Abstract

Economic success and commitment to the social benefits of inclusive training opportunities are important goals for public Vocational Education and Training (VET). Currently in Australia, VET policy is a shared responsibility between the Commonwealth and the States and Territories. Priorities for investment are juggled between improving efficiency and responsiveness, and providing societal prosperity. Amid recent VET educational reforms and policy directives, the authors undertook a pilot study examining language, literacy and numeracy support and inclusive teaching and learning practices in a Diploma of Nursing course. The data highlighted implications arising from new, market-driven education reforms. This article reports on identified factors that influenced inclusive learning opportunities, noticeably associated with two recent policy developments: the release of the FSK Foundation Skills Training Package and Queensland’s Higher Skills Program Policy 2014–15.

Keywords:

• language literacy and numeracy
• VET
• nursing
• contestable markets
• social benefits
• education reform

Acknowledgements

The authors would like to thank the TAFE staff and students who generously participated in interviews and welcomed us into their classrooms. We acknowledge and thank the support of the research assistance provided by Donna Pennell and Kristy Farley through the Children and Youth Research Centre.