Agendas for institutional development: talking to college principals in England and Australia

Abstract

The main forces influencing vocational education and training (VET) systems are broadly the same in all countries. Based on interviews with heads of institutions, this article compares these forces and their possible consequences as they affect the development of further education (FE) colleges in England and technical and further education (TAFE) institutes in Australia over the next 10–15 years. Despite the fact that FE colleges and TAFE institutes are embedded in different systems of organisation and management, centralisation of planning and policy making has been a feature in both countries. Recent reforms have sought to emphasise greater efficiency, higher participation rates and more effective responses to market forces. The future is likely to be dominated by a continuation of these trends and institutional agendas will need to reflect this. In particular, we can expect to see further restructuring and rationalisation of provision, the emergence of funding regimes which channel assistance through individual learners and a steady decline in the use of face to face teaching. FE colleges and TAFE institutes will continue to have an important role to play as part of an extensive network of outlets for flexible learning, support and guidance, but it is doubtful whether FE and TAFE systems will survive in their present form.