The purpose of this paper is to clarify the specific facts on appointment and standards for practical teachers in higher vocational education institutes with a focus on Technical and Further Education Institutes (TAFE) in Australia. The method of analysis implemented was a semi-structured interview survey on managers of TAFE and relevant professional bodies, after summarizing the systems in general from various public materials. Based on the results, there were three findings as described below: The first is that the qualification for training and evaluation (the Certificate IV in Training and Assessment), considered necessary for qualification of vocational education and training (VET) teachers by law in Australia, is not sufficient for teaching. Therefore, Registered Training Organisations had been demanding a higher education qualification as the actual recruitment standard for VET teachers. It is assumed that a teaching specialty is also necessary in the training courses as a requirement for qualification as VET teachers. The second point is that there is no standard on the number of years of work experience specified by the law in Australia. It was found that VET teachers were therefore flexibly recruited in each state and each occupational field with proof of the latest and most relevant experience as a requirement. Flexible recruitment is considered effective in securing a certain rate of practicing teachers. The third point is that there were very little data on VET teachers in Australia, while data preparation and investigation on VET are being advanced by National Centre for Vocational Education Research (NCVER). In the future, it is assumed that data collection and elucidation of facts on VET teachers will be an internationally common issue.

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Although, "practical vocational training" is currently garnering much attention, until now there has not been enough discussion regarding what qualifies as "practical." Among these, this study is one example of empirical research on college practical vocational training, which focuses on "on-site practical training" at beauty colleges, and attempts to clarify the facts about what educational outcomes are expected from the "on-site practical training" at each school, and how it is implemented. First, the results of a postal mail survey conducted targeting beauty colleges around the country showed that, even though it is not included in qualification requirements, "on-site practical training" is implemented at about 80% of schools. However, the form of this training varies by school, and diverse methods of "on-site practical training" were found. Therefore, we carried out additional case studies, and conducted a survey of teaching staff regarding the educational intention behind their "on-site practical training." From the results we learned that teaching staff did not regard it as an opportunity to acquire and improve skills, but expected, through "on-site practical training," a deepening of students occupational understanding and character development. In other words, the "practical" aspect of "on-site practical training" is not something directly connected to "immediate battle readiness," but rather could be characterized as a matter of jumping out of the educational world and getting a taste of the professional world.

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