In this issue of the journal, five of the six articles are by Australian authors and their publication coincides with the release of Strengthening skills – the report of the expert review of Australia’s vocational education and training system undertaken by the Honourable Steven Joyce from New Zealand. The 192 submissions to the review make for very interesting reading as they clearly demonstrate the diversity of stakeholders with an interest or involvement in VET in Australia. Given the opportunity to comment on what is working well in the sector and what is not, employer bodies, industry and professional associations, industrial and educational unions, state and territory governments, training providers and individuals present a multiplicity of views on the key challenges faced and the changes needed for the VET system to meet the complex demands of skilling the Australian workforce for the future. The Terms of Reference for the expert review set out eight areas for examination including, amongst others: funding, policy and regulatory settings, skills shortages, the impact of technology, qualification structures, the effectiveness and accessibility of information on VET and the identification of case studies of best practice. Specific mentions of the quality of training and the skills of the VET teachingworkforce were not designated areas for consideration. Despite this, the ongoing concerns about teacher quality percolated to the surface and the report notes ‘around a quarter of submissions to the Review identified the quality of trainers as an issue for the sector’ (Commonwealth of Australia, PrimeMinister and Cabinet, 2019, p. 49). A large percentage of the expressed concerns appear to be directed at the mandated qualification for VET practitioners, namely, the Certificate IV in Training and Assessment, and its inability to provide the pedagogical skills needed to meet the needs of diverse learners. Assessment was highlighted as a critical issue as was the currency of teachers’ industry experience. The Review suggests the following as strategies for addressing the teacher quality issue:

中文翻译：

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应对在职业教育和培训中建立教师专业知识的挑战

在本期杂志中，六篇文章中有五篇是澳大利亚作者撰写的，其发布与“强化技能”的发布恰好同时发生-新西兰议员史蒂芬·乔伊斯阁下对澳大利亚职业教育和培训体系进行的专家审查报告。审查的192份意见书非常有趣，因为它们清楚地表明了对澳大利亚VET感兴趣或参与的利益相关者的多样性。有了机会就该领域什么是行之有效的方面发表评论，雇主机构，行业和专业协会，工业和教育工会，州和领地政府，培训提供者和个人就所面临的主要挑战以及为满足澳大利亚技能水平对未来的技能要求而进行的职业教育和培训系统的变化提出了多种看法。专家审查的职权范围规定了八个审查领域，其中包括：资金，政策和法规设置，技能短缺，技术的影响，资格结构，关于VET的信息的有效性和可及性以及案件的确定最佳实践研究。培训质量和职业教育与培训教师队伍的技能没有特别提及，这是没有考虑的领域。尽管如此，对教师质量的持续担忧逐渐浮出水面，报告指出``大约有四分之一的审查报告认为培训师的素质是该部门的问题''（澳大利亚联邦，总理府和内阁，2019年，第49页） 。所表达的关注中，很大一部分似乎是针对职业教育与培训从业人员的强制资格，即培训和评估四级证书，并且其无法提供满足多样化学习者需求的教学技能。与教师的行业经验一样，评估被认为是一个关键问题。该评论建议以下解决教师质量问题的策略：所表达的关注中，很大一部分似乎是针对职业教育与培训从业人员的强制资格，即培训和评估四级证书，并且其无法提供满足多样化学习者需求的教学技能。与教师的行业经验一样，评估被认为是一个关键问题。该评论建议以下作为解决教师质量问题的策略：所表达的关注中，很大一部分似乎是针对职业教育与培训从业者的强制资格，即培训和评估四级证书，并且其不能提供满足不同学习者需求的教学技能。与教师的行业经验一样，评估被认为是一个关键问题。该评论建议以下作为解决教师质量问题的策略：