Critical Review of Internationalisation of Vocational Education and Training: An Adapting Curve for Teachers and Learners by Ly Thi Tran and Understanding VET Teachers Challenges in Providing Quality Education to International Students by Sonal Nakar

Ahabab Chowdhury

Vocational Education and Training (VET) in Australia has experienced a strong growth in international student enrolments since 1997. A study carried out by Australian Education International (AEI) showed that in 2009 there were approximately 73,100 international student enrolments in the VET sector (AEI 2010). However, Bruce Baird’s review (AEI 2010) points out that alongside the strong international student enrolment growth in the VET sector, the quality education outcome at VET providers has been in question. Nayak and Venkatraman (2010, p. 5) indicate that VET curriculums are not specifically tailored to the learning needs of international students. On this point, Marginson and Eijkman (2007) underscore the need to develop internationalised curricula to acknowledge the divergent learning needs of international students within the Australian VET context. Guthrie (2008) argues that the learning and assessment processes of the Competency-Based-Training and Assessment (CBTA) simply immersed in compliant context that in fact hindered the adoption of the international VET curriculum. Given the myriad issues associated with the management of the learning and assessment of students from culturally and linguistically diverse backgrounds, it is crucial that VET teachers have sufficient confidence and willingness to confront the complex issues associated with managing international students. With these issues in mind, this paper reviews two research articles that deal with the growing trend of international pedagogy following the Australian VET framework and the challenges faced by the VET teachers in responding to the learning needs and expectations of international students in vocational education.