Search Results

Education Links is produced by a group of teachers, students and university staff working to bring about democratic and socially progressive change in Australian schooling, as part of a broad political movement towards socialism in Australia. The magazine aims to present a socialist analysis of a wide range of theoretical and practical issues in education and is not affiliated with any political party.

Excerpt from publication.

Contents: Editorial; Multiple tales for training / Peter Waterhouse; Navel-gazing TAFE: from Kangan to [vocational education and training] VET and beyond / Peter Rushbrook; Revisiting the craft tradition / Peter Ewer; Feminist pedagogy and praxis / Kate Pritchard Hughes; Does it add up: adult education, mathematics and economic rationalism / Gail FitzSimons; Building castles in the air? / Crina Virgona; Perspectives on unemployment / Mark Brophy. Show less

This paper argues that competency based training (CBT) as the dominant approach to reform in curriculum and pedagogy is contrary to the interests of working people and labour. The paper provides five examples representing a selection of different industries, different subject areas and different levels of studies across occupations.

The paper argues that workers and educators are not resources to be manipulated in accordance with employer and market interests. Rather, they are active agents who must determine the collective purposes of their society. As a result, curriculums and training methods must be designed to reflect these intentions. Rather than focus on the reform of workers, this paper argues that reforms for workers must set the agenda. Show less

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

This paper maps out a framework for curriculum development that is considered appropriately aligned to the aim of encouraging and organising work-related learning. The framework is eclectic and includes an overt recognition of the power relations most commonly associated with sociological studies of work. Theoretically the work constitutes an attempt at bringing together strategic aspects of critical theory to stand alongside ideas and concepts drawn from postmodern and poststructural theories. Work-related learning is presented as an emerging field that can accommodate a wide range of learning approaches but which in simple terms also acknowledges and recognises all the learning that people do for, and about, work. This framework is considered to be appropriate and useful for the production and organisation of knowledge and for guiding curriculum development efforts in work-related learning. In terms of knowledge production, the framework goes beyond that which is considered productive in terms of neoclassical economics, to what is argued to be productive in the sense of fostering active citizenship, human agency, and participative democracy. The final section of the paper presents a series of vignettes that are developed for each of the four spheres associated with complimentary holism. These vignettes are provided as a means of illustrating the potential power of ‘a pedagogy of analysis’, just one approach that can be utilised and further developed through this framework for curriculum development in this field of work-related learning.

Entries containing the full list of the papers from this conference may be found from TD/TNC 67.61 to TD/TNC 67.64. Entries for individual papers may be found from TD/TNC 67.65 to TD/TNC 67.100 and from TD/TNC 67.501 to TD/TNC 67.541. Show less

This chapter begins by offering a definition of vocational education and training (VET) followed by a discussion of the economic and political forces that shape the VET sector and an examination of the relationship between vocational and higher education. The chapter goes on to provide a comparison of the VET systems in different countries. VET qualifications, accreditation and credentials are looked at and the discussion broadens to cover VET curriculum, learners and teachers. The chapter concludes with a discussion of tensions within VET, including the problematic nature of competency based training and assessment, the tension between VET and higher education in terms of status and whether VET is effective in meeting the needs of the unemployed and disadvantaged. However, the main concern expressed in this chapter is about the nature of VET in as much as it is the main sector of education offered by the state to working people. It is essential that the education offered by VET responds to change and provides an education that is worthwhile.

The complete volume is indexed at TD/TNC 76.380; selected individual chapters are indexed from TD/TNC 76.381 to TD/TNC 76.392. Show less

In this paper the authors outline the beginning of a long-term curiosity-driven project to map and analyse the post World War II construction of Australian vocational education and training (VET) curriculum. In the first stage of the project historical narrative is used to explore examples drawn from the influence of Taylorism and the social efficiency movement, the pedagogical practices of total war, and post-war reconstruction and developments fostered through the period of the so-called 'long boom'. The second phase of the project gathers the narrative with a view to developing an explanatory framework. Key exploratory concepts include 'heritage curriculum', 'tradition', 'historical authorship' and 'the construction of the good worker'

Excerpts from printed abstract used with the permission of the copyright holder.

Volume one of these proceedings is indexed at TD/TNC 68.31, volume two is indexed at TD/TNC 68.32 and individual papers may be found from TD/TNC 68.17 to TD/TNC 68.29 and from TD/TNC 68.33 to TD/TNC 68.100 Show less