Background and Context: This presentation explores the unique challenges and opportunities in Australia’s approach to Vocational Education and Training (VET) within upper secondary schooling. Unlike many integrated European models, Australia’s VET system maintains a binary divide. This divide has been reinforced by policy, regulation, and broader societal perceptions that place academic pathways as dominant over vocational ones—an issue frequently referred to as the “parity of esteem.” Recent policy initiatives, including those triggered by the Kirby and Firth Reviews, have highlighted the critical need to address this disparity as a means of bolstering vocational pathways and improving post-school outcomes. Our work situates this problem within a broader global context, acknowledging that while these challenges are particularly acute in Australia, similar tensions around vocational pathways exist in other regions, including Europe, North America, and parts of Asia. In many countries, vocational education has historically been perceived as a secondary pathway, with academic routes often seen as superior. This divide has led to a disparity in resources, opportunities, and public perception between vocational and academic pathways (Bourdieu, 1986, 1998).

Problem and Purpose: This project addresses the “wicked problem” of VET’s perceived and actual status in education systems. It involves workforce shortages in key industries, uneven societal perceptions of VET, and a fragmented policy environment that spans state and federal jurisdictions. Drawing on concepts of “parity of esteem,” we identify how educational systems have historically undervalued vocational learning in favour of academic achievement. Bourdieu’s (1986) concept of cultural capital is particularly useful in understanding how educational hierarchies are constructed, reinforcing the privileging of academic pathways over vocational ones. The project's aim is to develop an evidence-based intervention to address these systemic issues, supporting both policy reform and practitioner development.

Research Approach and Theoretical Framework: Our research is framed by a conceptual approach that draws on Cultural Historical Activity Theory (CHAT) as a methodological lens. CHAT enables a holistic analysis of the intersecting activity systems that shape vocational education, including schools, higher education institutions, employers, and government policy (Engeström, 1987, 2001). CHAT conceptualizes VET as an interlinked system where interventions must align goals, objects, and practices across sectors. We also incorporate Bourdieu’s (1984, 1990) notion of “capital” to analyse the dynamics of power, status, and perception in vocational education. Specifically, we examine how cultural capital (Bourdieu, 1986) shapes the perceived legitimacy of vocational education, while symbolic capital (Bourdieu, 1998) influences how vocational pathways are positioned in relation to academic ones. By linking CHAT and Bourdieu’s conceptualisation of cultural and academic capital, we provide a nuanced understanding of how esteem is constructed and contested within vocational education.

Methodology and Intervention Design: The intervention, developed in collaboration with policymakers, schools, and higher education providers, adopts a systems-level approach informed by Engeström’s (1987) theory of Expansive Learning. This framework views learning as a collective activity embedded within complex social systems, making it well-suited to address the multifaceted challenges in VET. Our goal is to design and implement a support model for vocational educators, focusing on recruitment, training, and professional support for those transitioning from industry to education. The intervention is underpinned by principles of co-design, whereby policy actors, educational institutions, and teachers co-construct new pathways for professional entry into VET teaching. Engeström (2001) highlights that expansive learning occurs when diverse stakeholders collaboratively identify contradictions within existing practices and work towards transformative solutions, a process central to our intervention strategy. By fostering collaborative learning environments and engaging multiple stakeholders in iterative cycles of reflection and action, we aim to create a sustainable and replicable model. This approach aligns with Engeström’s (1999) emphasis on the transformative potential of activity systems to evolve through the active participation of all members. Additionally, we draw on Bourdieu’s (1998) concept of habitus to understand how entrenched social structures influence vocational educators' professional identities and how policy interventions can shift perceptions of vocational training. Ultimately, this ensures that high-quality educators are available to meet the growing demand for skilled vocational trainers in Australia.

Conclusion: Findings and Implications: Emerging findings highlight the systemic complexity of this problem, especially in relation to workforce shortages and the role of “esteem” in shaping educational choices. Addressing “parity of esteem” is not simply a matter of policy adjustment but requires shifts in cultural, historical, and institutional logics (Bourdieu, 1990). We argue that interventionist research—seen by some as a threat to institutional autonomy—must be re-conceptualised as a proactive, solution-oriented strategy for system improvement. Our work challenges traditional narratives around VET, calling for a rethinking of its role within the educational landscape. We propose that interventions must align with the lived realities of students, teachers, and employers, fostering shared objects across system actors. Contribution to Knowledge and Policy: This presentation makes a threefold contribution. First, it advances the theoretical understanding of “parity of esteem” as a concept that needs clearer definition and operationalization. Second, it illustrates how CHAT can be applied as a methodological tool to analyse the systemic complexity of VET. Third, it offers practical insights into how interventionist research can support evidence-informed policy and sustainable system change. These insights are relevant not only to Australia but also to international audiences grappling with similar challenges in vocational education and workforce development. The presentation invites international researchers and policymakers to engage in a dialogue on system-wide interventions, offering pathways for cross-national learning and collaboration.

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