Who will teach that class? Perspectives on teacher shortages from English and Australian vocational education and training sectors

Abstract

PurposeThe purpose of this paper is to provide a review of contemporary perspectives, policies, and practices relating to reported vocational education and training (VET) teacher recruitment and retention challenges, with a particular focus on England and Australia.Design/methodology/approachThis position piece discusses the topic from a transnational perspective by reviewing the relevant literature and examining the impact of policies and practices in England and Australia.FindingsThe paper finds that there is a paucity of empirical research relating to VET teacher shortages, but that globally, experience in the sector suggests there are challenges in recruiting and retaining the qualified VET teaching workforce required to address current and future training needs. It recommends that further research is undertaken with an international approach to better understand the problem from the perspective of VET teachers, leaders, and education institutions, and to identify potential solutions.Research limitations/implicationsThe paper does not report on empirical research but suggests that further studies are required to better understand the problem and identify potential solutions based on the respective socioeconomic, demographic, and policy contexts.Originality/valueWhile there are studies examining VET and VET teaching from the perspectives of quality, reputation, and esteem, few examine the issue and impact of VET teacher shortages, or the challenges of VET teacher recruitment and retention in the contemporary and comparable contexts of Australia and England.