Search results

This paper will discuss the use of a theoretical model to represent vocational education and training (VET) systems. The model chosen for this research is the analogy of a polygon, used to represent and analyse systems of education and industry relationship in the two countries of Kenya and Australia. This research forms part of a continuing comparative study, which is being conducted as part of the author’s PhD. The use of such a model is aimed at situating the research within a transparent context for those working in the field of the automotive retail, service and repair (RS&R) industry. The research is aimed at designing a collaboration to enhance closeness between institution-based training and work within industry. The model demonstrates that systems may move through difficult times as a response to challenges. In this case the polygons would appear to be at odd angles to one another, representing riding on a rough surface. Variations in smoothness will be determined by cultural or political differences operating within the education and training systems at given times. The extent to which the polygons rest together along a plane depicts the perceived ease of exchange of ideas and the useful information between to the two sectors of industry and education in each country. Because of past political and economic difficulties in Kenya, the sectors of education and industry are perceived as having only limited contact. In Australia, where there are more systems in place and greater transfer of information and accreditation across the sectors, the contact for Australia is represented by a common line. The contact points also serve as bridges, which the learners have to cross in the transition from institution-based training to the world of work. The polygons will be considered as fluid, responding to national and global trends. It is hoped that the polygon analogy will provide a model that will make the research meaning clearer to a greater number of readers.