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The Campaign for Vocational Education and Training (VET) and Technologies Education (CVTE) was established in November 2020 in response to the closure of the only undergraduate Initial Teacher Education program in Victoria that prepared teachers for these curriculum areas. CVTE was established by a core group education stakeholders including school teachers, school leaders, union officials, university lecturers and researchers  to resist declining standards and support the provision of high-quality VET and Technologies education for young people in Australia. CVTE supports professional teacher qualification and registration, and resists policies and practices that deprofessionalise VET and Technologies school teachers. High quality education requires high-quality teachers, and without suitable programs to qualify teachers in VET and Technologies education, high-quality provision is not possible.


CVTE aims to:

  • Help establish high-quality ITE courses for pre-service teachers to specialise in VET and Technologies curriculum in Victoria

  • Offer VET, Applied Learning and Technologies students access to high-quality education taught by professionally qualified and registered VET and Technology teaching specialists

  • End discriminatory practices that privilege academic subjects and streams of education over technical and vocational education.


What is VET?

VET is an abbreviation of Vocational Education and Training (VET). The VET sector in Australia is generally understood as the tertiary sector in which learners can engage with nationally-recognised training for the purpose of gaining work related qualifications (or part-qualifications) as defined by national Training Packages. VET occurs in many settings including Registered Training Organsiations (RTOs) such as TAFE colleges, in industry, or in VET in Schools (sometimes called VET Delivered to Secondary Students VDSS) programs such as 'VET in VCE' which is offered to students in senior secondary education. VET is valued by governments and industry stakeholders as a valuable pathway for students transitioning from school to work. When VET is taught to students in schools, it creates an overlap of tertiary and secondary offerings, and it is in this space where the quality of teaching on offer to schools students is of critical importance. 

VET has suffered a great deal of reputational damage over past decades and unfairly maligned as an undesirable educational option for senior school students. It has unjustly been regarded as low status by many in society (including some students, parents, teachers and schools) who ignorantly assume that a pathway to university is the only pathway worth striving for. It seems that it is those who know the least about VET and the important role it plays in society are those who also perpetuate this myth. For the sake of young people and the nation is it critical that steps are taken to end this stigma once and for all, but without suitable teaching programs to qualify VET practitioners as professional teachers they will be unable to access the same professional development, pay, conditions or opportunities as regular teachers, and so overcoming its second-class status in society will be impossible.


What is Technologies education?

In the Victorian F-10 curriculum, Technologies education includes Design & Technologies (D&T) and Digital Technologies.


Technologies subjects provide a framework for students to learn how to use a variety of technologies to create innovative solutions that meet current and future needs. Technologies education encourages students to make decisions about the development and use of technologies as well as consider the impacts of technological change and how technologies may contribute to a sustainable future. The curriculum provides practical opportunities for students to be users, designers and producers of new technologies.


In Digital Technologies, students use computational thinking and information systems to analyse, design and develop digital solutions. In Design & Technologies, students are encouraged to design, create and build designed solutions to real-world problems using materials (VCAA, 2020).

Design and Technologies is a curriculum area that aims to develop the knowledge, understanding and skills to ensure that students:

  • become critical users of technologies, and designers and producers of designed solutions

  • can investigate, generate and critique designed solutions for sustainable futures

  • use design and systems thinking to generate innovative and ethical design ideas, and communicate these to a range of audiences

  • create designed solutions suitable for a range of contexts by creatively selecting and safely manipulating a range of materials, systems, components, tools and equipment

  • learn how to transfer the knowledge and skills from design and technologies to new situations

  • understand the roles and responsibilities of people in design and technologies occupations, and how they contribute to society - DATTA VIC, 2020



Technologies Education also relates to the following VCE Study Designs: