This article is based on research and detailed empirical work that has been conducted in Australia in the area of transferable skills. The article will review the issues related to transferable skills in the vocational education and training (VET) sector from a historical perspective. Included in the discus­sion are details of recent and current policy development. A commentary is provided on many of the challenges of policy implementation in the current environment. There has been considerable re­search into this issue in Australia, and it is hoped that this article will assist in a broader understanding of the issues surrounding transferable skills.

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In Australia, the level and nature of qualifications for vocational education and training (VET) teachers is a highly contested and political topic. VET teachers are only required to have a pre-university, certificate level, pedagogical qualification, the Certificate IV in Training and Assessment. They possess substantially lower level qualifications than teachers in other education sectors. But this has not always been the case. Nowadays, some VET teachers still choose to undertake university-level pedagogical qualifications. Almost all of these students study part-time while already working as VET teachers. This paper reports on work undertaken by members of the Australian Council of Deans of Education Vocational Education Group to provide an evidence base to argue for higher pedagogical qualifications for VET teachers. The paper draws on two major sources of evidence: data and arguments gathered for submission to a government inquiry on the VET teaching workforce; and a 2013 survey of VET teacher-education students and recent graduates in university VET-teaching qualifications. We conclude that university-level VET teacher education studies help practitioners develop the high level of knowledge and skills required for the complex work of VET teaching, as well as suggesting some further benefits resulting from the dialogue between practitioners and academics.

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