Vocational education and training (VET) started in the mid- to late-nineteenth century, when institutions offered industry training and skills development in predominantly male trades, such as mechanics and mining.

For almost 100 years, VET focused on men working full-time in a narrow band of trade-related industries.

The 1960s and 1970s

In the 1960s and 1970s, industry and society began to change. Traditional manufacturing, mining and agricultural industries started to decline in economic significance and new communications and finance industries emerged. More women received an education and entered the workforce.

The 1974 Kangan Report on Needs in Technical and Further Education defined the roles and the mission of what is now known as the TAFE system.

There was more preparatory and pre-vocational training and reduced growth in trade and technical training.

The 1980s

In the 1980s, service industries continued to expand at the expense of mining, manufacturing and construction (which had become TAFE's traditional territory). Networks of private training providers emerged to meet the needs of the service industries.

A number of reports pointed out that for the economy to prosper, the training system had to serve the needs of both the individual and industry.

The 1990s

The Deveson (Training Costs of Award Restructuring), Finn (Young People's Participation in Post-Compulsory Education & Training) and Carmichael Reports looked to:

• expand the training systems
• increase young people's participation in training
• develop a consolidated national system.

There was consensus across Australia that substantial VET reform and a unified national effort were needed.

In 1992, all states, territories and the Australian Government agreed to establish the Australian National Training Authority (ANTA) and a cooperative VET system with strategic input from industry.

In 1994, the Fitzgerald Report on VET led to development of elements of the current system, including:

• concepts of ‘best practice’ and ‘user choice’
• states and territories take responsibility for accreditation and standards endorsement
• a stronger and more coherent industry-led structure.

The late-1990s saw the introduction of New Apprenticeships, the establishment of the National Training Framework (NTF), the introduction of VET in schools and the development of Training Packages.

2000 and beyond

On Friday 22nd 2004 October, the Prime Minister announced that, from 1 July 2005, the responsibilities and functions of the Australian National Training Authority (ANTA) would be transferred to the Department of Education, Science and Training (DEST).

In February 2006 the Council of Australian Governments (COAG) asked the Ministerial Council for Vocational and Technical Education (MCVTE) to review and amend the Australian Quality Training Framework (AQTF).

AQTF 2007 was the result of this review and came into effect 1 July 2007. Its key features are:

• Outcomes focused – focuses on the quality of services and outcomes being achieved rather than the inputs used to get there.
• Nationally consistent – state and territory registering bodies have worked together to develop and publish national guidelines to ensure consistent interpretation and implementation of AQTF 2007.
• Streamlined – the standards for RTOs have been simplified and streamlined to focus on outcomes.
• Transparent – national guidelines and handbooks are readily accessible.

In December 2009, COAG endorsed amendments to the AQTF to strengthen regulatory requirements underpinning the VET sector. The amendments introduced strengthened conditions and standards for both initial registration of new training providers entering the market, and continuing registration of ongoing providers.

In June 2010, the Ministerial Council for Tertiary Education and Employment (MCTEE) agreed to the COAG endorsed AQTF essential conditions and standards for registration. The new AQTF essential conditions and standards for initial registration and continuing registration came into effect from 1 July 2010.