History of the VET Sector
Exploring the evolution of Vocational Education and Training from ancient civilizations to modern competency-based systems
Overview: What is VET?
Vocational Education and Training (VET)
VET provides practical skills and knowledge for specific jobs and industries. Unlike purely academic education, VET focuses on hands-on learning that directly prepares individuals for the workforce. This educational approach has existed since the dawn of civilization, evolving from ancient apprenticeships to today's sophisticated competency-based training systems.
Key Features: Practical skills-based learning • Workplace connections through apprenticeships • Industry-recognised qualifications • Flexible pathways • Recognition of Prior Learning (RPL)
Worldwide VET Timeline
Pre-Urban & Ancient Civilizations Era (c. 7000 BCE – 500 BCE)
Earliest Neolithic Skill Development
Mehrgarh, Indus Valley RegionEarliest evidence of domesticated agriculture (wheat, barley) and skills in mud-brick architecture, laying the foundation for complex craft traditions. This marks the beginning of specialized skill transmission in human civilization.
First Organized Apprenticeships
Ancient EgyptWorld's first documented organized apprenticeship systems for craftsmen, farmers, and construction workers. Skills formally passed from masters to apprentices through structured programs.
Agricultural & Construction Training
Egypt & MesopotamiaFormal teaching systems emerge for irrigation, farming methods, animal husbandry, and monumental architecture (e.g., pyramid construction). These systems establish the foundation for large-scale skill development.
Code of Hammurabi
BabylonFirst legal framework for vocational training. The Code includes specific rules for artisan training, apprentice contracts, and mutual obligations between masters and students.
Gurukul System Established
Ancient IndiaFormal residential education where students (shishyas) lived with teachers (gurus), providing comprehensive training in the 64 arts including crafts, medicine, and architecture through direct participation.
Hebrew Trade Education
Ancient PalestineEstablished the principle that fathers were required to teach their sons manual trades, making practical skills essential regardless of social status.
World's First Medical School
Varanasi, IndiaSushruta establishes a surgical training institute where students learned through practical demonstration, dissection, and supervised apprenticeships - a model later adopted globally.
Greek & Roman Learning Systems
Greece & RomeFormalized the "learning by doing" approach in workshops and markets, alongside military training and established craft apprenticeships.
Medieval & Renaissance Period
European Guild System
Medieval EuropeEstablishment of craft guilds with strict apprenticeship rules. Multi-year contracts, progression from apprentice to journeyman to master. Quality control and trade secrets protection. Guilds control training for blacksmiths, printers, weavers, and dozens of other trades.
Statute of Artificers
EnglandLegal framework mandating 7-year apprenticeships for most trades. Establishes government oversight of vocational training and sets standards for master craftsmen.
Poor Laws
EnglandMandates vocational training for orphans and poor children. Establishes principle of vocational education as social welfare and economic development tool.
Industrial Revolution Era
Rise of Technical Schools
Britain, France, GermanyIndustrial Revolution creates demand for formally trained technical workers. Mechanics' institutes in Britain, technical schools in France, and the beginning of Germany's dual system. Shift from guild-based to institutional training.
Morrill Act - Land Grant Colleges
United StatesEstablishes colleges focused on agriculture and mechanic arts. Brings practical subjects into higher education. Creates foundation for America's community college system.
German Dual System Development
GermanyFormalization of the dual education system combining workplace apprenticeships with classroom instruction. Becomes model for vocational education worldwide.
Modern Era
Post-War Global Expansion
WorldwideMassive expansion of technical education globally. Community colleges in USA, technical colleges in UK, TAFE in Australia. Focus on rebuilding economies and workforce development.
National Qualifications Frameworks
OECD CountriesDevelopment of national frameworks for vocational qualifications. European Qualifications Framework, Australian Qualifications Framework, and similar systems ensure consistency and portability.
Digital Age
Competency-Based Training
GlobalShift from time-based to competency-based assessment. Focus on demonstrable skills rather than hours of training. Industry-led training packages become standard.
Digital Transformation
GlobalOnline learning platforms, micro-credentials, digital badges. Virtual reality training for high-risk industries. AI-powered personalized learning paths. Focus on lifelong learning and continuous upskilling.
Australian VET Timeline
Colonial & Early Federation
Colonial Apprenticeships
Australian ColoniesEarly colonial period sees informal apprenticeships based on British model. Convicts and free settlers pass on trades. Focus on essential skills: blacksmithing, carpentry, farming, and construction for the growing colony.
Sydney Technical College
Sydney, NSWFirst major technical college established in Australia. Provides formal technical education for trades and industrial skills. Becomes model for technical education across Australian colonies.
Technical Colleges Expand
Melbourne, Adelaide, BrisbaneOther colonies establish technical colleges. Working Men's College (now RMIT) in Melbourne, School of Mines in Adelaide. Focus on mining, engineering, and trades crucial for economic development.
Early 20th Century Development
State-Based Systems Emerge
All StatesEach state develops its own technical education system. Apprenticeship acts passed in various states. Focus on supporting manufacturing and primary industries.
Depression Era Adaptations
Australia-wideTechnical education used as unemployment relief. Training programs for displaced workers. Focus shifts to practical skills for economic recovery.
Post-War Expansion
Post-War Reconstruction
NationalCommonwealth Reconstruction Training Scheme for returned servicemen. Massive expansion of technical education to support industrialization. Immigration brings new skills and training needs.
Wright Inquiry
NationalThe first joint Commonwealth–State review of apprenticeships recommended shorter, more flexible apprenticeships and set the stage for national apprenticeship reforms.
Apprenticeship Advisory Committee Established
NationalThe Australian Apprenticeship Advisory Committee (AAAC) formed to advise Commonwealth and state training authorities, creating the first national apprenticeship body.
Country Apprenticeship Scheme (CAS)
NationalThe first national scheme providing financial support for apprenticeships. CAS was later incorporated into the National Apprenticeship Assistance Scheme.
First National VET Statistics
NationalComprehensive national VET statistics were compiled for the first time, enabling evidence‑based planning and policy.
Technical College Growth
All StatesRapid expansion of technical colleges. Introduction of new fields: computing, electronics, hospitality. Greater emphasis on adult education and retraining.
National Apprenticeship Assistance Scheme (NAAS)
NationalThe first large‑scale federal program providing financial assistance for apprenticeship training. NAAS was later superseded by the Commonwealth Rebate for Apprentice Full‑time Training (CRAFT).
Industry Training Councils Established
NationalIndustry Training Councils (ITCs) formed as forerunners to industry training advisory bodies, strengthening industry input into vocational training.
Kangan Report
NationalLandmark report "TAFE in Australia" by Myer Kangan. Advocates for accessible, flexible vocational training. Blueprint for modern TAFE system emphasizing lifelong learning.
TAFE Systems Established
All StatesTechnical colleges reorganized into TAFE (Technical and Further Education) systems. Coordinated state-wide networks. Expansion of campuses and course offerings.
First Group Training Schemes
AustraliaThe Master Builders’ Association group training scheme in Canberra and a Metal Trades group training scheme in New South Wales were established, creating the first group training organisations.
TAFE National Clearinghouse Established
NationalA national clearinghouse was created to collect and disseminate information about technical and further education, foreshadowing the later establishment of NCVER’s VOCEDplus.
Group Apprenticeship Scheme (GAS)
NationalUnder GAS, apprentices were indentured to a central body and rotated between participating employers, broadening workplace experience.
National Centre for Research & Development Begins
NationalThe TAFE National Centre for Research and Development began operating, later becoming the National Centre for Vocational Education Research (NCVER) in 1992.
Australian Traineeship System (ATS)
NationalThe ATS introduced structured on‑ and off‑the‑job training for young people, expanding entry‑level pathways beyond traditional apprenticeships.
Competency‑Based Training Introduced
Commonwealth & StatesNational and state governments endorsed competency‑based training as the foundation for VET delivery, focusing on demonstrated skills rather than time‑based progression.
VOCED Launched
NationalNCVER launched VOCED (now VOCEDplus), an online bibliographic database providing access to research and policy resources in vocational education and training.
Training Guarantee Scheme
NationalThe Training Guarantee Scheme encouraged employers to invest in training their employees through a levy–rebate system that operated until 1996.
National Reform Era
ANTA Established
NationalAustralian National Training Authority created to coordinate national VET strategies. Move towards national consistency in vocational education.
National Framework for Recognition
NationalNFROT (National Framework for the Recognition of Training) introduced. Ensures qualifications recognized across states and territories.
Australian Vocational Certificate Training System (AVCTS)
NationalThe Carmichael report’s competency‑based vocational certificate training system was implemented, later superseded by the Australian Vocational Training System.
Age Restrictions Removed
NationalApprenticeships were opened to people of all ages by removing upper age restrictions, widening participation.
Career Start Traineeships (CSTs)
NationalCSTs were introduced to provide early school leavers with a bridge from traineeships to the new AVCTS, expanding entry pathways.
Australian Vocational Training System (AVTS)
NationalBuilding on AVCTS, the AVTS combined education, training and workplace experience using national competency standards and a wide range of articulated pathways.
Australian Training Awards
NationalThe Australian Training Awards were established to recognise and reward excellence in vocational education and training across Australia.
NETTFORCE Established
NationalThe National Employment and Training Taskforce encouraged employer uptake of traineeships and extended traineeships to higher certificate and diploma levels, introducing the National Training Wage.
Age Restrictions on Traineeships Removed
NationalAdults could access traineeships for the first time, making traineeships available beyond entry‑level youth.
Introduction of AVETMISS
NationalAVETMISS (Australian Vocational Education and Training Management Information Statistical Standard) established national standards for the collection and analysis of VET data.
Australian Qualifications Framework
NationalAQF brings consistent qualification levels from Certificate I to Advanced Diplomas. Links VET and higher education sectors. Enables pathways between different education sectors.
MAATS & Training Packages Introduced
NationalThe Modern Australian Apprenticeship and Traineeship System (MAATS) modernised vocational training arrangements and, following its introduction, the first national Training Packages were endorsed in 1997.
VET in Schools Introduced
NationalFunding for VET programs in schools was agreed, forging stronger links between schools, the VET sector and industry.
New Apprenticeships & User Choice
NationalNew Apprenticeships commenced, re‑launching national apprenticeship and traineeship arrangements and introducing user choice, allowing employers and apprentices/trainees to select their training provider. The Australian Recognition Framework (ARF) provided national registration requirements for training providers.
AQTF Established
NationalAustralian Quality Training Framework ensures quality standards for all RTOs. National consistency in training delivery and assessment.
Industry Skills Councils Replace ITABs
NationalFollowing restructuring of the national industry training arrangements, Industry Skills Councils were created to provide industry advice to governments on training needs, replacing industry training advisory bodies.
Australian Apprenticeships Commence
NationalNew Apprenticeships were re‑launched as Australian Apprenticeships, signalling updated branding and continuity of national apprenticeship arrangements.
FEE‑HELP Extended
NationalLegislation extended the FEE‑HELP student loan program to higher‑level VET qualifications, expanding financing options for VET students.
NASWD Agreement
NationalThe National Agreement for Skills and Workforce Development (NASWD) set outcomes and targets for the VET reform agenda across jurisdictions and remains the overarching funding agreement.
Contemporary Developments
ASQA & VET Quality Framework
NationalThe national VET regulator commenced operations on 1 July 2011 and the VET Quality Framework was implemented to ensure national consistency in registration and standards for registered training organisations.
My Skills Website Launch
NationalNational directory of VET courses and providers launched. Increases transparency and helps students make informed choices. Links to funding and support information.
National Partnership Agreement on Skills Reform (NPASR)
NationalNPASR introduced a national training entitlement and committed state and territory governments to implement student entitlements and contestable funding arrangements under the National Agreement for Skills and Workforce Development.
Total VET Activity (TVA) Implemented
NationalTVA expanded the collection of data to include all nationally accredited VET activity. From 1 January 2014, registered training organisations had to report AVETMISS data on all nationally accredited training, providing a comprehensive picture of VET delivery.
Unique Student Identifier (USI) Commenced
NationalThe USI system launched on 1 January 2015, enabling all nationally recognised training activity to be linked through a lifelong learner identifier and supporting electronic training records and verification of qualifications.
New Australian Apprenticeship Support Network (AASN)
NationalThe AASN replaced Australian Apprenticeships Centres, providing targeted advice and support services to apprentices and employers and streamlining apprenticeship contract management.
Australian Industry and Skills Committee (AISC)
NationalThe AISC, with Industry Reference Committees and Skills Service Organisations, assumed responsibility for developing training packages, giving industry greater leadership in the design of training products.
VET Student Loans Replace VET FEE‑HELP
NationalThe VET Student Loans program commenced on 1 January 2017, replacing VET FEE‑HELP and introducing stricter eligibility requirements, loan caps and approved course lists to protect students and public funding.
Skilling Australians Fund Announced
NationalAnnounced in the 2017–18 Budget, the Skilling Australians Fund aimed to deliver up to 300,000 additional apprenticeships, traineeships and other relevant training places through a partnership between the Commonwealth and jurisdictions.
Delivering Skills for Today and Tomorrow Package
NationalThe $525.3 million package announced in the 2019–20 Budget repositioned Australia’s VET system to meet future skill needs and responded to recommendations from the Joyce Review, funding pilots and system reforms.
National Careers Institute (NCI) Established
NationalFunded under the Delivering Skills for Today and Tomorrow package, the NCI provides authoritative and accessible careers information and promotes careers awareness across all education sectors.
Skills Organisations Pilots Begin
NationalPilots in human services, digital and mining sectors tested new industry‑led Skills Organisation models to make the VET system more responsive to changing skill needs.
AISC Emergency Response Sub‑Committee Established
NationalOperational from April to December 2020, the ERSC fast‑tracked the development of national training products to support frontline workforces affected by COVID‑19, including aged care, health care and education.
Skills Council Replaced by Skills Committee
NationalThe COAG Skills Council was replaced by the Skills National Cabinet Reform Committee (Skills Committee) as part of the formation of the National Federation Reform Council, supporting the ongoing reforms outlined in the Heads of Agreement for Skills Reform.
Heads of Agreement for Skills Reform Signed
NationalThe Commonwealth and state and territory governments signed the Heads of Agreement for Skills Reform, setting out immediate reforms and priorities for negotiating a new National Skills Agreement to replace the National Agreement on Skills and Workforce Development.
National Skills Commission Established
NationalThe National Skills Commission was established to provide independent intelligence on Australia’s skills and jobs, bring together skills analysis and data, and improve advice on VET pricing and labour market needs.
COVID‑19 & Digital Acceleration
NationalThe pandemic triggered a rapid shift to online delivery of VET, expansion of the JobTrainer Fund and heightened focus on digital skills and micro‑credentials to support economic recovery.
National Microcredentials Framework Released
NationalThe framework established consistent definitions and recognition of microcredentials across higher education, vocational education and industry, supporting the growing importance of short, targeted learning.
Combined Global & Australian Timeline
Ancient Foundations (4200 BCE - 500 CE)
World's First Apprenticeships
Egypt GlobalAncient Egypt establishes organized apprenticeship systems, setting the foundation for vocational education worldwide.
First Medical Training Institute
India GlobalSushruta's surgical school in Varanasi becomes the world's first documented vocational medical training center.
Medieval Development (1100s - 1700s)
Guild System Established
Europe GlobalEuropean guilds formalize apprenticeship training with strict rules and progression pathways.
Colonial Apprenticeships Begin
AustraliaFirst Fleet brings British apprenticeship model to Australia. Informal training in essential trades begins in the new colony.
Industrial Revolution (1800s - 1940s)
USA Land Grant Colleges
United States GlobalMorrill Act establishes practical education in American higher education, influencing global VET development.
Sydney Technical College
AustraliaAustralia's first major technical college established, marking the beginning of formal VET in Australia.
German Dual System
Germany GlobalGermany formalizes dual education system, becoming a global model for vocational training.
Modern Systems (1970s - 2000s)
TAFE Blueprint - Kangan Report
AustraliaAustralia's Kangan Report creates framework for modern TAFE system, emphasizing accessible vocational education.
National Frameworks Emerge
Global AustraliaCountries develop national qualification frameworks. Australia introduces AQF (1995), Europe develops EQF.
ASQA - National Regulation
AustraliaAustralia establishes national VET regulator, setting high standards for quality assurance.
Digital Transformation (2010s - Present)
Global Digital Revolution
GlobalMOOCs, online learning platforms, and digital credentials transform VET delivery worldwide.
COVID-19 Acceleration
Global AustraliaPandemic forces rapid digital transformation. Australia launches JobTrainer, global shift to online VET delivery.
Future-Focused VET
Global AustraliaMicro-credentials, AI-powered learning, VR training, green skills, and Industry 4.0 preparation define modern VET.
VET Landmark Documents
Commonwealth‑State Apprenticeship Inquiry (Wright report)
AustraliaThe first joint Commonwealth–State review of apprenticeships recommended shorter, more flexible apprenticeships and created the first national, policy‑oriented initiative concerning apprenticeships.
Tertiary education in Australia (Martin report)
AustraliaThe Martin report established a binary tertiary education system with separate academic and vocational sectors, shaping the structure of higher education and VET for decades.
The training of skilled workers in Europe (Tregillis report)
AustraliaAn Australian tripartite mission studied European training methods and recommended that Australia develop its own industry training system instead of relying on migration to meet skill shortages.
TAFE in Australia: report on needs in technical and further education (Kangan report)
AustraliaThe Kangan report coined the term “technical and further education” and positioned TAFE as an integral part of the education system. A second report in 1975 proposed a phased implementation program.
Australian labour market training: report of the Committee of Inquiry into Labour Market Training (Cochrane report)
AustraliaThis report recommended a comprehensive labour‑market training scheme, improved labour‑market information and flexible eligibility criteria. It led to the development of group apprenticeship schemes.
Formal preparation of TAFE teachers in Australia (Fleming report)
AustraliaThe Fleming report proposed structured teacher preparation for TAFE teachers, leading to nationally recognised qualifications and, ultimately, degree‑level programs for vocational educators.
Education, training and employment (Williams report)
AustraliaThe Williams Committee examined links between post‑secondary education, employment and economic growth. It recommended improved evaluation of post‑secondary education and better labour‑market forecasting.
Tertiary Education Commission triennium reports
AustraliaThe Commonwealth Tertiary Education Commission published influential triennium reports (1979–81, 1982–84, 1985–87 and 1988–90) that shaped Commonwealth policies until the Commission was disbanded in 1987.
Kirby and Karmel reports
AustraliaThe Kirby report proposed a structured training system for young people combining on‑ and off‑the‑job training, leading to the Australian Traineeship System. The Karmel report on schooling emphasised basic and generic skills and informed subsequent reforms.
Dawkins reforms and ACTU/TDC overseas mission
AustraliaIn 1988 a series of papers by John Dawkins and the “Australia reconstructed” ACTU/TDC mission heralded a national training reform agenda. They promoted competency‑based training, employer contributions, mandatory training expenditure and a coordinated skill‑formation system.
Improving Australia’s training system (Dawkins)
AustraliaThis ministerial statement set out five themes for the national training reform agenda: competency‑based training with national standards, an open national training market, national recognition of competences, an integrated entry‑level training system and equitable access to VET.
COSTAC overseas mission and Deveson report
AustraliaThe COSTAC mission investigated VET systems overseas, influencing the adoption of competency‑based approaches. The Deveson report predicted training costs under award restructuring and advocated a more market‑responsive training system.
Finn review and Skills training for the 21st century
AustraliaThe Finn review highlighted poor transitions from school to work for young people and proposed six key employment‑related competencies. The “Skills training for the 21st century” review recommended a fully integrated national training framework and greater industry responsibility for off‑the‑job training.
One Nation, Mayer and Carmichael reports
AustraliaPrime Minister Paul Keating’s One Nation statement outlined plans for a national VET system and infrastructure investment. The Mayer report defined seven key competencies (employability skills) for post‑compulsory education. The Carmichael report proposed a competency‑based Australian Vocational Certificate Training System and wider pathways into VET.
Research & development strategy and Hilmer report
AustraliaThe VETEC R&D working party’s No small change report called for a national VET research and development strategy. The Hilmer report on national competition policy promoted an open, competitive market that influenced VET tendering and funding arrangements.
Working Nation and FitzGerald report
AustraliaThe Working Nation white paper introduced the National Training Wage to replace age‑based training wages, while the FitzGerald report reviewed the implementation of training reforms and highlighted the need for competitive skills development in workplaces.
Enterprising nation (Karpin report)
AustraliaThis report set out strategies for improving management development in Australia and identified the TAFE sector as a key vehicle for building the skills managers need for a globally competitive economy.
Review of the ANTA agreement and Marshman report
AustraliaThe review of the ANTA agreement concluded that the national training system was working but called for better statistical data and performance measures. The Marshman report examined why apprenticeship commencements were declining and identified employment and industrial barriers.
Moving on review & Skilling Australia directions paper
AustraliaA high‑level review of training packages (2003–04) examined how training packages could better meet skill needs. DEST’s Skilling Australia directions paper (2005) proposed models for a streamlined national training system following the closure of ANTA.
Review of Australian higher education (Bradley review)
AustraliaThe Bradley review focused on higher education but emphasised stronger links with VET and called for a more flexible and responsive tertiary education and training system.
Foundations for the future (Skills Australia)
AustraliaSkills Australia analysed VET governance arrangements and proposed a more aligned and streamlined system for an integrated tertiary sector.
Creating a future direction for Australian vocational education and training
AustraliaSkills Australia’s discussion paper proposed fundamental reforms, including a user‑pays funding model, a transformed apprenticeship system and a partial merger of TAFE institutes and universities to meet future skill needs.
