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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 reviews the literature on learning that is related to post-compulsory education and training and deemed relevant to those working as educators within a dual sector university. Implications are identified and discussed with respect to teaching and curriculum development. The work was conducted as part of the developmental phase for a subject to be taught to vocational education and training (VET) sector teaching staff as part of a Graduate Diploma in Industrial Education and Training (GDIET).

Published abstract used with permission of the copyright holder.

The three volumes of conference proceedings are indexed from TD/TNC 72.49 to TD/TNC 72.51; selected papers are indexed from TD/TNC 72.08 to TD/TNC 72.11 and TD/TNC 72.52 to TD/TNC 72.100. Show less

This paper reports on research into the professional development of VET [vocational education and training] teacher practitioners that occurs through the completion of authentic work-based projects. The projects of the participants were undertaken in the designated project based subject/s of a Graduate Diploma program. This research analyses and documents these projects for the purpose of identifying and negotiating a future RPL [recognition of prior learning] pathway. Getting due recognition for work-based projects is the right of all learners within the VET sector. However most successful for gaining credit and RPL into university based programs are pre-arranged credit pathways that are negotiated and agreed to by the stakeholders.

Published abstract reprinted by the permission of the copyright owner.

The volumes from which this paper is taken are indexed from TD/TNC 77.351 to TD/TNC 77.353. Individual papers are indexed from TD/TNC 77.354 to TD/TNC 77.437. Show less

This paper offers a framework to guide [vocational education and training] VET teachers who are taking up postgraduate study as practitioner researchers. This framework is intended as a heuristic and pedagogical device that will provide scaffolding to orientate VET practitioner researchers. The framework is a resource. It allows practitioners to locate their investigations within existing bodies of knowledge and research. The intention is to decrease the practitioner's feelings of alienation with respect to postgraduate research by them being able to find connections between their experience of teaching practice and existing areas of research. The framework provides one possible arrangement of some of the significant aspects of these teachers' work and their learning. It also provides a place to begin thinking about the work-related learning of VET teacher practitioners.

Published introduction reprinted by the permission of the copyright owner.

The volumes from which this paper is taken are indexed from TD/TNC 77.351 to TD/TNC 77.353. Individual papers are indexed from TD/TNC 77.354 to TD/TNC 77.437. Show less

At the centre of contemporary reforms to post compulsory education and training sit a variety of views, usually unstated, about what constitutes a 'good worker'. This paper surfaces some of these assumptions through considering some past efforts to use education to construct 'good workers'. Following a very brief introduction the paper presents a dialogue-in-progress among the contributors, whose historical and theoretical concerns developed through their distinct but overlapping doctoral research. The paper, the associated Conference presentation and the discussion generated among the authors and participants is in part a stage in an ongoing collaborative research process which itself aims to model 'good work' in an intellectual sense. The authors hope that other adult education researchers will be 'drawn into' the collaboration, which is seeking to learn from the past by revisiting and revising the history of adult and workplace education.

Published abstract used with permission of the copyright holder.

The three volumes of conference proceedings are indexed from TD/TNC 72.49 to TD/TNC 72.51; selected papers are indexed from TD/TNC 72.08 to TD/TNC 72.11 and TD/TNC 72.52 to TD/TNC 72.100. Show less