The report provides a comprehensive review of the research literature on the challenges and opportunities around capturing and incorporating student voice into vocational education and training design. Student voice is about recognising students' distinctive views about their educational experiences and affording students' opportunities to engage with and influence vocational education policies and curriculum by responding to their feedback and insights (Cook-Sather, 2006). Student voice, therefore, enables students, staff and other stakeholders in the vocational education and training (VET) s
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The report provides a comprehensive review of the research literature on the challenges and opportunities around capturing and incorporating student voice into vocational education and training design. Student voice is about recognising students' distinctive views about their educational experiences and affording students' opportunities to engage with and influence vocational education policies and curriculum by responding to their feedback and insights (Cook-Sather, 2006). Student voice, therefore, enables students, staff and other stakeholders in the vocational education and training (VET) sector to listen to and involve students in the decision-making processes and design of the curriculum.
The report presents examples of six case studies at the macro-, meso-, and micro-levels (two at each level) that describe the practices, mechanisms, tools and strategies; the challenges of capturing and acting upon student voice; positive impacts of working with student voice; and feedback on disadvantaged students voicing concerns. The macro-level includes examples of national VET arrangements in nations or organisations that include populations of 15 million people or more such as the UK and the Netherlands. The meso-level includes national and state level VET arrangements that include populations of less than 15 million people such as the University of the South Pacific and Aotearoa New Zealand. The micro-level includes VET arrangements that provide examples of policy and practice developments in local/state institutions or organisations that include small regions or municipalities such as the Basque Country, Spain and The Hague, The Netherlands.
The report concludes with insights regarding the practices, tools and mechanisms, challenges, positive impacts and feedback on embedding student voice at the international, national, state, and local levels which will help guide future policy-making decisions. It also provides a number of areas for further consideration in relation to embedding student voices into VET curriculum design and teaching and learning processes that will best position Australia for shaping the skills required for a sustainable, green and inclusive future.
This report is an output of a partnership between the Australasian Vocational Education and Training Research Association (AVETRA) and the Victorian Skills Authority (VSA). The partnership aims to inform policy activity with relevant research evidence, build policy translation capability within the VET research community and build connections with VET researchers. This in turn aims to create expanded opportunities for applied VET researchers to engage directly with policymakers and influence policy development.
Edited excerpts from publication and publisher's website.
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