A pedagogic framework for socially inclusive VET: principles, strategies and capabilities

The National VET Equity Advisory Council (NVEAC) commissioned this report as part of its overall plan to achieve an equitable and inclusive Australian [vocational education and training] VET system. This report identifies a common set of pedagogic principles, strategies and capabilities for teaching and training disadvantaged learners to enable them to successfully participate in and complete Australian VET programs. The principles, strategies and capabilities are collectively referred to as the Pedagogic Framework for Socially Inclusive VET (Pedagogic Framework).

The Pedagogic Framework was developed using two research methods. First a general review of the research literature was undertaken. Individual reviews were also undertaken for each of the following four learner groups: (1) Indigenous Australians; (2) people with a disability; (3) people from low socioeconomic status backgrounds and communities; and (4) people with low levels of educational achievement. The reviews revealed that a single set of principles and strategies for effective teaching and learning can apply to all disadvantaged groups, with some principles and strategies to be emphasised more in relation to particular learner groups.

Following the reviews, a draft Pedagogic Framework was developed and this was used as the basis for consultation with a selection of experts in VET policy, practice and research from across Australia. Based on the literature review and consultation, the Pedagogical Framework includes eight general social inclusion principles, eight pedagogic principles and eleven core capabilities seen as required by VET practitioners working with disadvantaged learners. A number of strategies for achieving the principles and case studies to illustrate their practical application are provided in the body of the report.

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