Addressing the ‘Parity of Esteem’ in Australian Vocational Education and Training

Context: This paper examines the persistent divide between vocational and academic pathways in Australia’s senior secondary education; a disparity often termed the “parity of esteem.” Unlike more European models, the Australian VET system is shaped by policy, regulation, and societal hierarchies that reinforce this divide, limiting student opportunities and workforce readiness. Approach: This study investigates the "wicked problem" through Cultural-Historical Activity Theory (CHAT) and Bourdieu’s theory of capital. It adopts an interventionist research design involving iterative cycles of co-analysis, co-design, and reflection with schools, universities, and policy actors. This approach surfaces systemic contradictions and explores how symbolic hierarchies, and institutional structures reproduce inequality between pathways. Findings: The analysis shows that enduring perceptions of inferiority in vocational education, alongside workforce shortages, cannot be addressed through policy reform alone. Contradictions across schools, higher education, employers, and government systems reveal structural misalignments and deeply embedded cultural assumptions that sustain the problem. Conclusions: The research demonstrates that interventionist approaches provide a proactive strategy for reform by enabling collaborative identification and resolution of systemic tensions. The paper contributes by clarifying the concept of “parity of esteem,” showing the value of combining CHAT and Bourdieu to analyse systemic complexity, and offering practical insights for evidence-informed policy and sustainable system change.