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This article explains some of the curriculum and assessment practices that enable vocational education in schools (VETiS) programs in Victoria to be recognised and incorporated into the senior secondary school certificates through the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL). The author outlines the two curriculum frameworks and reviews the strategy and processes for the tandem usage of competency-based and scored assessment as they apply in the Victorian context. The purpose is to demonstrate the complexities and the 'balancing act' occuring at the operational and policy levels between equity and quality.

This article is part of a thematic edition of Vocal entitled 'What works for vocational education and training in schools in terms of developing connections, building capacity and enhancing collaboration'. Articles are indexed from TD/TNC 94.144 to TD/TNC 94.150 and from TD/TNC 94.264 to TD/TNC 95.276. Show less

This paper reviews a selection of the policy, curriculum, operational and research literature associated with the recognition of vocational education and training (VET) within the Victorian senior secondary certificates: the Victorian Certificate of Education (VCE), and the Victorian Certificate of Applied Learning (VCAL). The central tenet of this paper is that VET in Victorian schools serves multiple purposes and in doing so it offers both risks and opportunities. While the outcomes of the Victorian VET programs achieve national recognition, the recognition of these programs for broader educational certification has become diverse and complex. We use statistical participation data to argue that the incorporation of VET into these senior secondary certificates, appeals to students and offers increased options and pathways in the post-compulsory years of schooling. A range of assessment strategies and procedures have been developed to assist in the recognition of VET within these senior secondary school certificates. In particular, scored assessment and its contribution to national tertiary entrance scores is at the centre of the debates over recognition of VET within VCE. Also in this mix for recognising VET within the senior secondary certificates are pre-apprenticeship programs, school-based apprenticeships and traineeships. The operational, procedural and research literature associated with the complexities of the tandem usage of competency-based and scored assessment are reviewed as they apply in the Victorian context. As with the VCE, VET is also incorporated into VCAL programs through the industry specific and work-related skills streams. VET is mandatory within the intermediate and senior levels of VCAL. The paper tries to identify and discuss the complexities in this area of VET provision.

Published abstract.

Available papers from the 11th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 92.459 to TD/TNC 92.499 and from TD/TNC 92.701 to TD/TNC 92.716. Show less

Our paper is based on our recently published National Centre for Vocational Education Research (NCVER) project report ‘Men’s sheds in Australia, learning through community contexts’ (indexed at TD/TNC 89.03), which showed that men’s sheds informally cater for non vocational, social, health, wellbeing and learning needs of mainly older men. We deliberately used unedited transcripts from the NCVER project in the form of narratives or stories to give the men an opportunity to speak for themselves about the benefits of participating in men’s sheds. The paper highlights some of the limitations of the methodology used in the attempt to allow the men themselves to make sense of the benefits they experience and enjoy from participating in men’s sheds as conveyed through their own voices.

Published abstract.

Available papers from the 11th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 92.459 to TD/TNC 92.499 and from TD/TNC 92.701 to TD/TNC 92.716. Show less

Some experts say a mental state of relaxed concentration - when the brain produces alpha waves - is the most conducive to learning. Perhaps this is why the friendly atmosphere and ambience in men’s sheds supports the process of informal learning.

Excerpt from publication.

The full report ‘Men’s sheds in Australia: learning through community contexts / Barry Golding … [et al.]’ is indexed at TD/TNC 89.03. Show less

This paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men's sheds. It is complemented by insights from interviews with men's sheds participants and rural fire volunteers about what it was that also led many of them to also 'shed' school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.

Published abstract.

Available papers from the 11th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 92.459 to TD/TNC 92.499 and from TD/TNC 92.701 to TD/TNC 92.716. Show less

This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men’s sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house ‘sector’, and those associated with the very recent and developing community-based men’s sheds ‘sector’. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors, for women and men, albeit in very different circumstances, along with some obvious differences.

Published abstract reprinted by permission of the copyright owner. Show less

This report presents the findings of a study examining organisational culture and structure in a range of Australian registered training organisations (RTOs). The research was designed to identify and describe the ways in which cultures and structures shape activities in RTOs, while identifying strategies for managing structural and cultural change in order to build organisational capability. The following questions formed the basis for the research: (1) In what ways and for what purposes are RTOs adapting organisational structures to enhance team and organisational capability? (2) To what extent and in what ways do cultures within RTOs influence team and organisational capability? The research included a review of the relevant literature, a scan of organisational documents, 43 interviews and 16 focus groups with staff at different levels within seven technical and further education (TAFE) institutes, two private training providers and one enterprise provider. The literature highlights that the organisation of the future will need to be capable of continuing with day-to-day business while undergoing incremental change. Such change will be directed at making organisations fast reacting, flexible, client-driven, innovative, entrepreneurial, and infinitely adaptable and responsive, despite uncertain times. This research found that the majority of people within the RTOs in this study understand the importance of developing these attributes and many are planning strategies to achieve them. A few, the innovators and early adopters, are well on the way to building the environment in which these important organisational attributes will flourish. Show less

Informal learning has often been seen as formal learning's 'poor cousin'. Our paper explores and discusses new and different ways of thinking about, defining, valuing and researching, the breadth and importance of informal learning in diverse national and cultural contexts. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those that do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality.

Author's abstract. Show less