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In this article, the author explores new and emerging developments in online learning in the vocational education and training (VET) sector. Based on a suite of research projects managed by the National Centre for Vocational Education Research (NCVER), the article discusses: the uptake of online learning methodologies; greater flexibility and control for students; enabling and excluding features of online learning; changed work patterns for teachers; the selection of technologies in accordance with student needs; resources, support and professional development for teachers; implications for VET in the knowledge-based society; skill acquisition, both generic and specialist; equity; training teachers and students to use online learning; and restoring teacher autonomy. The author concludes that the findings discussed in this article highlight a number of challenges for educators.

This article is the position paper of the Australian College of Educators on the Enterprise and Career Education Foundation (ECEF) funded research project 'Building the Profession to Support Vocational Learning'. The paper provides the background to the project, outlines the national policy context for vocational learning in the context of a knowledge society, highlights the broad findings of the project and considers the implications of these findings for the education profession, education institutions and other stakeholders in terms of professional practice, collaboration and leadership, teacher education and resourcing. It concludes with a number of statements about vocational learning that reflect a national perspective generated as a result of this project.

In this article, the authors provide insights into the experiences of Erindale College, a post-compulsory government Years 11 and 12 senior college in the Australian Capital Territory (ACT), in its implementation of vocational education and training (VET) programs and vocational learning. The focus is on the impact on staff. The authors conclude that the capacity to innovate in schools depends on what staff do and think and an underlying problem is to find acceptable meaning in change for each individual within the school.

The social, economic and cultural landscape in the post-industrial age has changed markedly and this article examines the concept of 'learning' to ensure that the current and future requirements are met. The focus of this paper is on formal learning developed and delivered in schools. The authors argue that schools need to be 'dramatically re-conceptualised' in order to create greater flexibility in terms of structures and the roles teachers play. Points raised in this article include: young people who leave school insufficiently prepared and supported for the transition to post-school life are significantly disadvantaged; over the last three years, a major focus of policy development has been towards skill development and for learning to be more closely connected with the world beyond schooling, for learning to be student centred and flexible, and for learning to focus more clearly on the development of the whole person; new learning processes can be seen in good-quality vocational learning in schools which includes a structured and applied learning component as part of the activity; the most important issue that needs to be recognised is that behaviour and attitudes cannot change unless there is clarity around the notion of vocational learning itself and schools should continue to be the powerhouse for developing and managing these learning opportunities; if learning is to be for life, then young people need to be exposed to school-managed learning within and beyond school and be convinced of its value; and to make this happen, schools need to be transformed, which requires teachers, school leaders and governments working with the broader community.

This issue of Unicorn, entitled 'Learning in a knowledge society: the vocational dimension', contains papers that were generated within the context of the Building the Profession to Support Vocational Learning Project, a joint venture between the Australian College of Educators (ACE) and the Enterprise and Career Education Foundation (ECEF) conducted between November 2001 and December 2002. This project investigated the requirements for all educators to better support vocational learning. The articles, covering a mix of policy, practice and research, are: Introduction / Jim Cumming; What's in a name?: the meaning of 'vocational' in changing times / Geoff Spring and Jim Syrmas; What does 'learning' mean in a post-industrial society? / Bill Healey and Jacqueline Shimeld; Leading sustainable change in vocational learning / Paul Kilvert; Teaching and vocational learning / Maureen Ryan; Building vocational education and learning into practice: a senior college's experience / Michael Bradley and Ann Nield; Leadership for change in secondary schools: personal observations in relation to the VET agenda / Liz Schneyder; A practitioner's view of vocational education and training in schools / Christine Klee; Learning communities: developments in Victoria / Howard Kelly and Loris Perry; VET in schools: the needs of industry / Steve Ghost; On-line learning in the knowledge-based society: a VET perspective / Josie Misko; Building the Profession to Support Vocational Learning: position paper / Australian College of Educators.