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This paper examines Germany’s Dual System of vocational education and training (VET) in the context of modernisation of Germany’s educational system. The German VET system is perceived as a conservative framework which resists radical change. This paper holds that modernisation must not only mean adapting the training system to economic and technicla developments, but also keeping up those educational and social functions which form an essential part of the philosophy of the Dual System. Show less

The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world (Harris, 1999; Wheelahan, Miller and Newton, 2002; Castle and Attwood, 2001; Cleary et al., 2002). It can accredit skills and knowledges that have evolved from diverse, informal learning experiences and cultural locations and is thought to be 'a powerful tool for bringing people into the learning system' who have otherwise become disengaged (Hargreaves, 2006:2). Many strategies have been identified to increase access to RPL in Australia, including targeted promotion, reduction of bureaucratic procedures, and creative evidence-gathering and assessment techniques. But the fruits of these efforts are not sufficiently realised in increased social inclusion. The data indicate that, while RPL is on the increase in some quarters, there is still limited uptake by traditionally marginalised learners, such that more RPL overall does not necessarily lead to better outcomes for equity groups (Misko, Beddie and Smith, 2007). After more than a decade of focused attention, I believe this situation demands broader, less instrumental thinking, in favour of a more relational analysis of the meaning of recognition assessment and a different conception of RPL overall.

In this paper I draw on qualitative research in progress to explore the meaning of RPL to candidates and the significance of the candidate-assessor relationship as a site of negotiated meaning and identity construction (Hamer, 2010). Looking through the lens of a philosophy of recognition (Honneth, 1995) and postmodern understandings of the discursive production of the self (Chappell et al., 2003; Benhabib, 1992), I ask questions about the nature and effects of the assessment relationship. I invite considerations of this relationship as an intersubjective exchange within a wider, more fundamental 'struggle for recognition' as part of human self-actualisation (Honneth, 1995). I will use emerging data to illustrate the meaning and effects of RPL within this theoretical framework and propose a reconceptualisation of recognition assessment that aims to enhance our efforts towards access and equity goals.

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Consistent with the ‘looking back, moving forward’ conference theme, in this paper we undertake a critical, research-based appraisal of the current, arguably neglected state of adult education in Australia in 2010, and proceed to paint a picture of how a different and potentially more positive future might be realised. Firstly, we emphasise situations (including states and territories) in Australia in which adult education is seen to be lacking or missing for particular groups of adults. Secondly we emphasise research evidence confirming the demonstrable value of learning for purposes other than those that are immediately vocational. We identify links between lifelong and lifewide learning on one hand, and health and wellbeing on the other. Part of the paper involves international comparisons with other forms of adult learning that Australia might learn from, adapt or borrow. We make particular reference to research underpinning the recent ‘Inquiry into the future of lifelong learning’ by NIACE [National Institute of Adult Continuing Education] in the United Kingdom. Our first main conclusion has to do with equity. Adult and community education (ACE) in Australia is currently seen to be least available or accessible to those Australians with the most limited and most negative experiences of school education, but the most need to learn in non-vocational domains. These groups include older Australians, some men and women, people not in paid work, and rural, isolated and Indigenous people. Our second main conclusion is that, to realise adult learning’s future potential, we need changes to government policies, research and practice that acknowledge and actively support the broader nature and value of learning for life across all age groups. To paraphrase research from Belgium by Sfard (2008), based around Beck’s (1986) exploration of reflexive modernity, the adult education function of ACE is in dire straits, unless education is seen as being much more valuable than the sum of individual vocational competencies, and particularly unless it is also recognised, valued and supported as one of many valuable outcomes of social, lifelong and lifewide learning throughout the community.

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Despite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35 per cent decline in PD uptake six-month post-AIP. Survey responses indicate that while an AIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function of teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement.

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This paper was prompted by our interest in two issues associated with Australia's vocational education and training system: recurring declarations for universal access to vocational education and training (albeit in different forms across different epochs) as the right of all Australians and the continual processes of change associated with the sector over the last two decades. As we approach the time of yet more change in vocational education and training, we call for a rethinking of these two characteristics of a training system, as 'problems of the present', situations which in their present form are 'intolerable'. Reflecting a notion of 'thinking' work as personal, political, historical and practical, the paper offers a glimpse of Foucault (1926-1984) as a person. We explain his use of the term discourse as an overarching frame for understanding 'problems of the present'. We review two major aspects of his analytic toolkit: archaeology and genealogy. We close with reflections on the usefulness of these analytic practices as tactics of engagement for researchers interested in historical approaches to vocational education.

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Education shapes the human resources in any country. The government of India has made many efforts in respect to the promotion of education through various programs, such as formal education, nonformal education and informal education. Despite all these efforts, the said targets of 'universalisation of elementary education' and 'cent percent literacy' are at a cross roads. This article points out the lacuna for the failure, which may be due to learning disabilities/difficulties (LDs) in adults. The authors delineate the various inputs that are required for the People's Committee and voluntary organisations to overcome [LDs] in adults; inputs such as: knowledge about the concept of LDs; characteristics of LDs; various instructional strategies and materials; ability to use instructional strategies and materials; ability to use the strengths and weaknesses of LD adults while handling learning disabilities/difficulties, and providing guidance and counselling to the adults concerned. Multi-sensory learning techniques, which are essential for handling adults with LDs, are also stressed in this article. These inputs will, in turn, facilitate literacy and development programs to overcome LDs in adults.

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After reviewing research concerning student transition from Vocational Education and Training (VET) to Higher Education (HE), which mostly focussed on enablers, this paper examined the role of graded assessment within a competency based training (CBT) framework and its relationship to subsequent performance in HE studies. From this background, the key question was derived; is there a relationship between grades awarded under CBT and HE academic performance? The academic results of 34 students were reviewed for both VET and HE studies, and correlations analysed using the Spearman Rho calculator. A Likert style survey was used to gauge student perceptions as to their investment in assessment activities and the extent to which VET studies prepared them for HE.

Results indicated that a positive correlation existed between performance in VET studies and those in HE. This correlation was supported in that most students reported that they did attempt to achieve the highest grades possible across both sectors. It was concluded that using VET grades as predictors of success in HE was valid for this cohort and that students believed that VET assisted in preparing them for HE studies. The findings add to the argument calling for retention and indeed refinement of grading within the CBT system.

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The authors argue the necessity of creating a social environment where everyone wants to learn if literacy programs are to be effective. They describe various approaches to 'environment building' that have been successful in the State of Andhra Pradesh and make suggestions for further implementation. Show less

The current study attempted to identify students' of Arabic programs beliefs about their chosen programs. To achieve this purpose, a survey was developed to collect the data from randomly selected students in liberal-arts and education-based programs at Kuwait university. The results showed that students were statistically differentiated as a function of different beliefs insofar as the Arabic language programs were concerned. Yet beliefs were not just confined to materialistic benefits; students tended to value other types of benefits as well. Implications for education policies and recommendations for future research were also included. The most important implication is that students along with their beliefs should be included in evaluating or revising the educational programs.

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Neighbourhood Houses in Australia are spaces of education and learning that cater to and work with adult learners across a lifespan. They are known as fourth sector education providers in the Adult and Community Education (ACE) sector. With a history spanning nearly 45 years, Neighbourhood Houses provide vital education opportunities for adult learners. The research is set against the backdrop of the current project of lifelong learning, which has dominated adult education discourses for more than 30 years. Neighbourhood Houses are learning organisations and sites of social inclusion that embody adult learning practices. This empirical research of learners' experiences in Neighbourhood Houses reveals the complex and varying reasons for participating in ACE that are beyond the realms of formal adult education and include reasons such as decreasing social isolation, fostering friendships and new networks, increased wellbeing, raising income capacity and further learning to improve employment prospects. In doing this, we provide three case studies from the larger data sample of this study to give insight into the complexity of adult education and learners' experiences that occur in this dynamic space of learning. The outcomes for participants vary but include greater mastery of English language, improved foundational literacy, numeracy and computer skills, increased understanding of civics and citizenship and Australian history culture and society, while reconstructing previously held negative views of themselves as learners.

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