In democratic societies, it is a matter of logic that there is much to be gained by purposefully coupling strengthening social capital with strengthening human capital. It follows from this that VET – a major component of the foundation upon which the competency component of human capital is constructed – should be overtly valued also for its contribution to social capital as we have found is an outcome from VET learning when well facilitated. Accordingly, this paper is an account of the ‘want’ outcomes from our continuing inquiry into VET melding of attention to human and social capital. VET does expand, and can further expand, its delivery beyond just knowledge and skill to adding to social cohesiveness.

Unlike Europe where the European Social Capital Survey is a demonstration of on-going interest in this matter, Australian attention to social capital issues is intermittent, and along the lines of one-off inquiry such as the 2003 review of social capital in Australia (Productivity Commission 2003). However, although a potentially melding connection is made with education, in both European and Australian cases the specific connection to VET appears to be only weakly probed – if at all. Accordingly, the issue of explicitly wanting to value VET for its contribution to social capital has emerged as significant in our exploration of the social capital contribution made by ‘educationalist’ orientated VET teachers (Hughes L.B & Hughes L.C. 2011). We are presently engaged upon researching ways and means to ‘awaken conscious valuing and purposeful action’ in this regard.

In suggesting research informed awakening-to-want strategies with respect to VET’s contribution to social capital, this paper makes comparison between the European Union broad view of competency and the narrow Australian view of competency. In Australia, the narrowed definition of competency – knowledge and skill required to meet workplace requirements – has been adopted by the VET system at a time when there is cause for concern that ‘education’ is evaporating as a VET value and putting at risk the VET contribution to social capital strengthening of society as were its origins (Hughes L.B & Hughes L.C. 2011). Whilst there is an appearance in the European VET system literature of tacitly valuing social capital, it may be that action is not in accord with intent; but even so, this is a better position than the Australian absence of such contemporary systemic implied valuing. However, and resonating with the “The need for Educational Research to champion Freedom, Education and Development for all” theme of ECER 2012, we have found that engaging VET stakeholders in our research conversation does awaken a sense of ‘want’; and with anticipated utility in both Europe and Australia.

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