- National Centre for Vocational Education Research (NCVER) (806)
- Organisation for Economic Co-operation and Development (OECD) (595)
- Australian National Training Authority (ANTA) (510)
- European Centre for the Development of Vocational Training (Cedefop) (378)
- Institute for the Study of Labour (Germany) (IZA) (351)
- Great Britain. Department for Education and Skills (DfES) (298)
- European Training Foundation (ETF) (284)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (263)
- Australian Council for Educational Research (ACER) (192)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (191)
- Learning and Skills Council (Great Britain) (LSC) (179)
- Australia. Department of Education, Science and Training (DEST) (178)
- Billett, Stephen (153)
- Great Britain. Department for Education and Employment (DfEE) (152)
- Great Britain. Learning and Skills Development Agency (LSDA) (150)
- Competency-based training in Australia: what happened and where might we 'capably' go?
The early 1990s introduction of competency-based training (CBT) in Australia was a turning away from rich learning prevalent in previous approaches to [vocational education and training] VET to a narrow behaviourist approach; however, the outcome in the VET field has not been as retrograde as was then feared. There has been flexibility and innovation in the approach to apprenticeships and other pathways to qualifying for a career over the past 20 years. Much more entwining of CBT with rich learning or process learning approaches could have occurred as a lifelong learning foundation upon which apprentices (and other CBT graduates) may capably - and with commitment - build their careers in the changing workplace. This chapter looks to a near future in which 'capability' outcomes are strengthened by embracing an expanded view of 'competency' beyond what has been typically understood in Australia to this time.
The early 1990s introduction of competency-based training (CBT) in Australia was a turning away from rich learning prevalent ... Show Full Abstract
- Certificate IV in Allied Health Assistance: a curriculum review and discussion document
The curriculum for the Certificate IV in Allied Health Assistance was designed by the Community Services and Health Industry Skills Council and administered by a number of registered training organisations (RTOs), notably the New South Wales (NSW) College of Technical and Further Education (TAFE). This vocational qualification is set at the Certificate IV level and is a nationally recognised qualification under the Australian Qualifications Framework. The curriculum guides the teaching, learning and demonstration of competency of skills for health workers in or seeking the role of an allied health assistant. Allied health assistants are also known as therapy assistants or variously by the roles undertaken in specific departments (e.g. physiotherapy assistant or occupational therapy assistant). This critical review examines the curriculum for the Certificate IV in Allied Health Assistance as delivered by the Riverina Institute of NSW TAFE. It addresses each of the following key points: What is the philosophy on which the curriculum is based? Which curriculum model has been chosen and why? How do the different parts of the curriculum fit together, e.g. theory and clinical practice? How is (learning) progression demonstrated throughout the curriculum? Does the curriculum allow for different learning styles? Does it allow for different teaching methods? How is the curriculum assessed? Does the model allow learners to take responsibility for their own learning? If so explain how. The potential for future curriculum development is discussed with reference to potential use of alternative philosophical frameworks.
The curriculum for the Certificate IV in Allied Health Assistance was designed by the Community Services and Health Industry ... Show Full Abstract
- Tertiary students' perceived value of practical work as contributing to the learning of science
This thesis focuses on practical work as pedagogy in the teaching and learning of science. In particular the emphasis is on students' perceived value of practical work in science courses offered from pre-degree to final year degree level courses at a university in Auckland, New Zealand. It seems a common assumption that the teaching of science will include a practical component. For instance, the School of Applied Sciences at Auckland University of Technology (AUT) offers a significant practical component within almost every course offered. This thesis explores the assumption that practical work should be included in the delivery of science courses. A range of views on the nature of science, the acquiring of knowledge and theories of learning are investigated, as well as the ways in which these may underpin the use of practical work as pedagogy in science education. The research described in this thesis took the form of a case study in which students in a range of science courses at AUT were asked to complete a questionnaire and a small number of respondents were then interviewed. Questionnaires were used to gather a large number of responses across a range of subject areas and a range of levels of study. Interviews were utilised to gather more in-depth responses. The data collated from the questionnaires and interviews was analysed thematically. Perhaps not surprisingly, the findings of this case study indicate overwhelming support by students for practical work. The dominant themes which emerged indicated that practical work not only supports learning and understanding in science, but also provides learning opportunities that classroom learning does not provide. The findings of this thesis would seem to support and justify the continued delivery of practical work in science courses. While the responses did not reveal how students believe practical work supports their learning and understanding, some respondents affirmed the less explicit aims of practical work in science education, such as the development of a sense of inquiry, the ability to problem solve and the ability to think critically. This then leads to the question as to whether practical work, as delivered in Applied Science courses at AUT, provides opportunities to potentially meet all of the aims which are expected and hoped for by students, the researcher and her colleagues. While this thesis establishes that students value highly the practical component in science courses, the need to further investigate the style of delivery of practical work to meet wider aims also emerged from this study.
This thesis focuses on practical work as pedagogy in the teaching and learning of science. In particular the emphasis is on ... Show Full Abstract
- Faculty reflections on implementing associate degrees for transfer in California
This chapter describes how California Community College and California State University faculty developed a system for implementing associate degrees for transfer that has the potential to simplify transfer and decrease unit accumulation. This intersegmental, faculty-led system provides a mechanism for maintaining local control of curriculum, while identifying curricular commonalities that can ultimately facilitate student movement within and between higher education segments in California.
This chapter describes how California Community College and California State University faculty developed a system for ... Show Full Abstract
- Reviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practice
Lave and Wenger's conceptualisation of communities of practice (CoPs) has had a profound impact on the way many think about learning at work. In universities, CoPs have the potential to meet the continuing professional learning (CPL) needs of academics in ways that formal structured programmes cannot. However, participating in CoPs can be a disempowering experience, depending on the way power is exercised within and outside of the community. Using narrative methods here, we explore the nature of CPL in a faculty-based teaching community of practice, paying particular attention to the links between the individual and extra-individual. Although all 15 CoP members interviewed for this study spoke of becoming more innovative and confident teachers since joining the community, noteworthy differences emerged in their descriptions of their engagement. Long-term and new members' stories were qualitatively different: old-timers told stories of praxis, of personally transformative CPL that involved them in collective action in the wider socio-cultural context of teaching, while newcomers spoke of a more individualistic and pragmatic approach focused on professional survival. Implications for further research and practice are discussed.
Lave and Wenger's conceptualisation of communities of practice (CoPs) has had a profound impact on the way many think about ... Show Full Abstract
- Networking for quality: shared purpose, shared success: best practice networking in South Australia
This report is the result of an Australian National Training Authority (ANTA) funded project. The purpose of this report is to describe and comment on the LEARN Network, the network of learning resource centres of TAFE in South Australia, in the context of best practice. The report discusses a theoretical basis for relevant concepts of best practice, and then considers aspects of the Network within this framework and makes recommendations for future development. The Network's activities in the sphere of information literacy illustrate the description. Discussion of the New South Wales Library Network and the Queensland Open Learning Network is included to provide the contrast of one network with a different purpose, and one with a similar purpose operating in a different state environment. Performance indicators for successful networking are also identified.
This report is the result of an Australian National Training Authority (ANTA) funded project. The purpose of this report is ... Show Full Abstract
- Towards a model of workplace learning: the learning curriculum
To understand the nature of learning in workplaces and how this learning might be improved, it is useful to view the activities that learners engage in as key units of curriculum. These learning experiences, which workers engage in as part of everyday work practice, should be conceptualised as goal-directed activity shaped by the context and requirement of the particular community of practice in which those activities occur. This paper draws upon current theorising and empirical work in order to provide an initial model of a workplace learning curriculum. The model suggests that learning rather than teaching should be at the core of concepts of curriculum. Commencing with a review of goals for vocational expertise, learning through goal-directed activity and a synthesis of some recent research into learning in workplaces a tentative model of workplace learning is advanced. Features of this model include guided participation in the everyday activities of the workplace with explicit interventions aimed at providing access to forms of knowledge which remain opaque and also the development of procedures. The overall structure of the learning arrangements is referred to as the learning curriculum with activities being advanced as key components of the curriculum model. Although founded within workplace communities of practice, this model may well have wider applications.
To understand the nature of learning in workplaces and how this learning might be improved, it is useful to view the ... Show Full Abstract
- Training South Australia's future: priorities for vocational education and training: 1997
This pamphlet identifies the 1997 training priorities for South Australia. The following areas are discussed briefly: the government's goals for training; what is the State Training Profile?; what are the training priorities?; 1997 high priority industry sectors; and 1997 projected training activity.
This pamphlet identifies the 1997 training priorities for South Australia. The following areas are discussed briefly: the ... Show Full Abstract
- Training South Australia's future: state training profile: 1997
The State Training Profile is designed to guide the development and delivery of vocational education and training (VET) in South Australia. The 1997 profile builds on previous profiles and is the means through which government priorities and the training needs of industry, regions and the community are brought together to inform the mix and level of training required to achieve common economic and social goals. The profile addresses the following areas: the planning framework; strategic directions including the national strategy; state, industry, regional, target group, students', and adult community education priorities; open training market; entry level training; language, literacy and numeracy; capital development plan and national projects and interstate cooperative activities. The appendixes for this document are indexed at TD/SA 48.06.
The State Training Profile is designed to guide the development and delivery of vocational education and training (VET) in ... Show Full Abstract
- Training South Australia's future: state training profile appendixes: 1997
This document contains the appendices for the 1997 State Training Profile (indexed at TD/SA 45.05). Appendices include: industry training plans' summary information; industry profiles; regional profiles; access and equity strategy for publicly funded, vocational education and training in South Australia, 1997 to 1999; and Adult Community Education Council Action Plan 1997.
This document contains the appendices for the 1997 State Training Profile (indexed at TD/SA 45.05). Appendices include: ... Show Full Abstract