The conversation around skills is no longer about whether they matter; it is about how early and how effectively they are integrated into education. As systems worldwide respond to changing workforce demands, the shift from knowledge-heavy learning to application-driven education is becoming more visible.
In India, with the momentum of NEP 2020, applied learning, vocational integration, and work-based education are gaining ground. However, the real challenge lies in how learning is delivered, how teachers adapt, and how these pathways are perceived.
Insights from global practices can help decode this transition. In this conversation we spoke with Ms. Helene Rooks, CEO of the Victorian Applied Learning Association (VALA), Australia, to understand how applied learning is embedded at the school level, how teachers are supported, and how advocacy has played a role in strengthening vocational education pathways.
Below are a few excerpts from our conversation. You can watch the full video on our YouTube channel.
Q. Can you tell us more about VALA, its objective, your motivation, and how it has evolved over the years?
A. VALA has been working in the applied learning space for over 20 years, supporting teachers and educators, particularly at the secondary school level. The work is both challenging and rewarding, especially in a time when education systems are constantly evolving.
The core belief is that vocational and applied learning is not limited to a specific group of students; it is relevant for everyone.
Applied learning is not a certificate or a separate stream. It is a way of teaching, a pedagogy that focuses on:
- Learning through doing
- Connecting knowledge to real-world contexts
- Moving beyond textbook-based instruction
When discussing skills, the focus goes beyond technical abilities. Equal importance is given to what are often called 21st-century skills; referred to here as power skills, which include critical thinking, communication, and adaptability.
These are essential for young people entering the workforce, especially in a rapidly changing environment.
Q. How does the applied learning ecosystem work in Victoria, particularly with VCE Vocational Major, and how is it being received?
A. Both India and Victoria are moving towards embedding vocational education within mainstream schooling. The earlier system in Victoria, the Victorian Certificate of Applied Learning (VCAL), was designed to address diverse learner needs but faced reputational challenges, which is a common issue globally.
A major reform led to the introduction of the VCE Vocational Major (VCE VM), bringing applied learning into the broader school framework.
The response has been significant, with a notable increase in student participation.
The VCE VM includes:
- Personal development skills
- Work-related skills
- Literacy and numeracy
- A mandatory vocational education and training (VET) component
Students have multiple pathways within this structure. They can choose coursework in vocational areas or opt for school-based apprenticeships, where learning is split between school, workplace, and training providers.
This model allows students to:
- Gain real-world exposure early
- Earn while learning in some cases
- Progress faster in their chosen vocational pathway
Importantly, this pathway does not limit future options. Students can still move into higher education through alternative entry routes, and the vocational components align with broader systems like TAFE.
Q. How does VALA support professional development of teachers and educators?
A. The first step in applied learning is a shift in mindset. Traditional teaching methods do not translate effectively into this approach.
Teachers need to move from being content deliverers to facilitators of learning.
This involves:
- Letting go of control in the classroom
- Giving students more responsibility
- Building strong relationships with learners
Understanding the student becomes central; not just academically, but also emotionally and socially. Learning is then designed around the student’s context and interests.
While this approach may seem intensive initially, it leads to stronger engagement and better outcomes over time.
VALA supports educators through a range of initiatives:
- Induction programs for teachers new to applied learning
- Practical guidance on implementing curriculum in classrooms
- Webinars and customised masterclasses
- Training on managing complex program structures like VCE VM
- Subject-specific sessions, including applied approaches to numeracy
In addition to professional development, advocacy plays a critical role.
Key efforts include:
- Ensuring applied learning principles are included in curriculum reforms
- Addressing disparities between academic and vocational pathways
- Advocating for equal recognition and funding, especially during disruptions like COVID
The focus remains on ensuring that all learning pathways are valued equally.
Q. With the future focusing on applying knowledge and skills, what is your message to educators and learners?
A. There is a clear shift in what employers expect from young people entering the workforce.
The emphasis is increasingly on:
- Critical thinking
- Communication
- Digital literacy
If these foundational skills are strong, technical skills can be taught on the job.
In a world shaped by artificial intelligence and rapid change, the ability to apply knowledge, solve problems, and communicate effectively becomes more important than memorising information.
The focus is no longer just on what students know, but on what they can do with that knowledge.
Also read: Applied Learning in Secondary Schools: A toolkit for teachers, school leaders and teacher educators
Q. What advice would you give for teachers?
A. There has been a long-standing perception that vocational and applied learning pathways are secondary or less valuable. This has led to a lack of confidence among both educators and students.
That perception needs to change.
Be confident and take pride in:
- The role of teaching
- The value of applied learning
- The achievements of students
Every learner brings value, and education should not be defined by a single standard.
Changing how skills and vocational education are perceived starts with how educators and institutions present and advocate for them.
