AVETRA Conference Papers 2000 1 The university — VET transition Barry Golding and Kevin Vallence Bendigo Regional Institute of TAFE ABSTRACT Movement (articulation) from the university sector to the vocational education and training (VET) sector in Australia was virtually unknown until studies by Golding beginning in 1993. This paper identifies some factors associated with this movement phenomenon and its prevalence, and discusses a two-way model of movement to explain and model it. It summarises some of what is now known about university to TAFE movement and the associated recognition (credit transfer). Some implications are also identified for policy makers. Finally, the paper identifies some problems and solutions associated with modelling two-way, inter- sectoral movement and recognition between the VET and university sectors in Australia. Introduction ... 'reverse articulation' is a phenomenon which has grown without any perceived encouragement by government, educational authorities or institutions. Demand has been a function of individual need. (Haas, 1999, 10) SETTING THE SCENE FOR INTER-SECTORAL MOVEMENT In the context of rapid changes in education and training, some phenomena become established in practice before they are systematically identified or closely examined by research or become incorporated into policy. Phenomena which fall outside or which run counter to a prevailing policy, sectoral or qualifications framework, status or hierarchy are less likely to be detected or examined by research. Movement of students from university to vocational education and training (VET), which forms the focus of this discussion paper, falls into each of these categories. This paper is based on original and serendipitous research in Australia by Golding, commencing in 1993 and culminating in a PhD (Golding 1999a; summarised in Golding 1999b), which uncovered the considerable size and complexity of university to TAFE (UT) movement, primarily in Victoria. This research has since been validated widely disseminated and debated nationally. Some of the research has been validated by Millican (1995), NTCC (1995) and Werner (1998). Examination of UT movement, particularly in relation to movement in the opposite direction from TAFE to university (TU), has led to a rethinking of the idea of a universally 'upward' movement after school through training to education. The phenomenon provides evidence of the important role that VET (in its many forms) plays for individual adults seeking recurrent, lifelong learning, beyond its more limited role in imparting entry level, industry-related competencies to employees for enterprises. The research has led to a realisation that the previous one-way models of movement, which lead only to university as the end goal, are not only simplistic, illusory and inaccurate: they have been misleading, patronising and destabilising of TAFE from a student and policy perspective. Finally, the research has led to some rethinking of the role of credit transfer associated with two-way movement. In summary, it has suggested that recognition (credit transfer) plays a lesser role in that movement between post-secondary sectors than had previously been widely assumed. Trends in post-secondary education and training participation data in Australia illustrate the increasingly non-linear nature of the route from school to work, with work often being undertaken concurrent to study. Indeed, around half of both TAFE and higher education full-time students, and around 90 per cent of TAFE and higher education part-time students participate in the labour force while studying (ABS 1998, Table 5.27, p.66). In summary, distinctions between VET and university based solely on assumptions of vocational preparation and intent for young school leavers on the way to work are at best artificial and ambiguous and at worst highly inaccurate. Studies of two-way movement and transition which form the focus of this paper have the potential to identify and explore some of that ambiguity and inaccuracy from a student perspective.