Search Results

This chapter discusses the changing and emerging characteristics of work, work practice and work requirements, and their consequences for vocational education. Changing patterns in work and working life are proposed as comprising: (1) the kind of work available; (ii) how individuals participate in work; (iii) what constitutes competence within that work; and (iv) those participating in work. The consequences for vocational education are systemic in terms of the kinds of occupations that need to be developed, variations in and complexity of work requirements, shifts in employer/employee relations, and the demographic shifts in those who will need to be supported by vocational education. The chapter examines these patterns of change to work and working life, and discusses policy and curriculum practice associated with each. Overall, it argues that the changes to work make it more demanding, and the frequency of change in work and how work is carried out demands careful, comprehensive and targeted preparation and on-going development. Moreover, with broader participation in the work force and longer working lives, the arrangement for this preparation and on-going development will need to be targeted, differentiated and sustained.

Published introduction.

The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

The Department for Education and Employment (DfEE) commissioned the Centre for Research in Social Policy (CRSP) at the Loughborough University to examine the concept of ‘employment sustainability’ in order to facilitate the design, assessment and evaluation of labour market policies. The research comprised three main elements: a literature review; qualitative interviews with key agents and policy actors; and an examination of existing data sets. This report seeks to help the development of policies designed to achieve the Government’s goal of employment sustainability. The sections of the report are: Defining employment sustainability; Measuring employment sustainability; Factors associated with employment sustainability; Issue in the design of policy; Policies to promote employment sustainability; Policy opportunities and limitations.

A more detailed report of this study is published in ‘Staying at work: thinking about a new policy agenda’ indexed at TD/TNC 67.433. Show less

Career Development Loans (CDLs) are unsecured, deferred-repayment loans for vocational education and training courses of between two weeks and two years in length. The aim of this research was to explore the views and attitudes towards CDLs among training providers, and in particular to assess the ways in which CDLs could be used more widely within specific groups of providers. It looked at a number of areas including the characteristics of different groups of training providers, whether training providers were involved, or not involved, in CDLs and their reasons for this, finding out more about training providers' experiences with CDLs, understanding more about types of course that training providers provide, exploring training providers' views on the funding of training via CDLs, exploring whether training providers promote sources of funding other than CDLs and examining training providers' future role in relation to CDLs. Show less

Informal learning is defined as the learning that takes place in the work context, relates to an individual's performance of their job and/or their employability, and which is not formally organised into a program or curriculum by the employer. It may be recognised or unrecognised by the parties involved and may or may not be specifically encouraged. This report explores informal learning in the workplace and investigates how it can contribute to the success of companies, especially small and medium sized companies, and how it can enhance the employability of employees. The report is structured into five sections. The first provides a general introduction and background for the project. The second provides an overview of the national policy context and background to informal learning. The third sets out the working definitions of informal learning and employability for this study with a synopsis of the literature review. The fourth presents the main findings of the study, combining the literature review with employee discussions, employer interviews and company case studies. The fifth summarises the issues arising from the findings and considers the practical implications. Finally, a number of recommendations are made for the various stakeholders of informal learning. Show less

This qualitative study uses in-depth case studies within six occupational sectors to explore the outcomes of Modern Apprenticeships (MAs) and National Traineeships (NTs). The occupational sectors were construction, motor vehicle service and repair, information technology, business administration, retail and hospitality. The study aims to provide an understanding of the utilisation and enhancement of skills developed on MA and NT programs. It aims to give a clearer view of further training, career development and the progression into further or higher education undertaken by the young people participating in these programs. Show less

A complex set of relational factors shape adult students' transition to higher education. Through accounts provided by adult vocational education students, a set of related interdependencies between what the university and other forms of support (e.g. family, friends) afforded these students and their agency, capacities and engagement were identified as shaping their transition to higher education. Bases for these students' engagement in their studies were found in their intentions and previous experiences that together shaped how they construed what is afforded by the university and other sources of support. Consequently, beyond what universities provide to support these transitions, considerations for promoting successful student transition into higher education necessarily require accounting for students' experiences, access to different kinds of support outside the university and their previous experiences. Therefore, rather than proposing general prescriptions about what universities need to do to promote successful transitions, [these] complex factors likely [play] out in quite person-particular ways. All of this reinforces the view that successful transitions to higher education are quite individual processes, and not just wholly dependent upon what educational institutions provide, and those affordances need to be [informed] by and aligned with different kinds of student needs.

Published abstract reprinted by permission of the copyright owner. Show less

In the overview chapter of this section, the author discusses the teaching profession as it relates to the provision of technical and vocational education and training (TVET). TVET teaching covers a broad spectrum. In some countries, TVET is firmly based in the development of skills for specific occupations. This requires teachers with specialist trade skills. In other countries, TVET may be intermingled with other types of general education. In many Asian countries, vocational education is part of the secondary school curriculum and is taught by teachers with little or no experience outside the school system. The roles undertaken by TVET professionals are varied and so will be their initial teacher education and their continuing professional development. The author also mentions the low standing in which TVET teachers are often held, partly due to the low standing in which TVET itself is held. The chapter concludes with an overview of the other chapters in this section.

The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

This chapter proposes workplace learning in terms of participatory practices. Learning through work is interdependent between the individuals' participation and workplace affordances. Rather than being informal, workplace activities, opportunities and support for learning are directed towards its continuity and in ways often inherently pedagogical. Individuals, likewise, engage and learn in workplaces as directed by their personal goals and directions. Core tensions in this relationship are between these two sets of continuities. A critique of the current discourse on workplace learning is used as a basis to propose an alternative view of workplace learning environments as participatory practices.

Published summary reprinted by permission of the copyright owner.

The volume from which this chapter is taken is indexed at TD/TNC 82.297. Selected chapters are indexed from TD/TNC 82.298 to TD/TNC 82.311. Show less

In this book, the author discusses what constitutes vocational education as well as its key purposes, objects, formation and practices. It details the scope and diversity of the sector, its key objectives (i.e. vocations and occupations), its formation and development as an education sector, and the scope of its purposes and considerations in the curriculum. The chapters are as follows: Vocational education: a field and sector of education; Positioning vocational education; Vocations; Occupations; Development of vocational education systems and fields; Purposes of vocational education; Curriculum and vocational education; The provision of vocational education; Vocational education in prospect. Show less

This webinar will draw on the work of Professor Stephen Billett and colleagues focusing on the perceptions of parents, potential and current students, employers and teachers about the status of VET. This work is supported through a Queensland Government Department of Education and Training Education Horizon Research Grant. The intent of this work is to help identify and inform policy interventions about promoting the standing and status of the VET sector across Queensland's communities but is likely to have application nationally. The webinar will also showcase programs and initiatives aimed at demonstrating the value of VET to potential learners.

Abstract from publisher's website.

Three handouts were available during the webinar: The Conversation article 'We need to change negative views of the jobs VET serves to make it a good post-school option' by Stephen Billett; 'Virtual conference report on improving the image of TVET' by Stephen Billett [available in VOCEDplus at TD/TNC 135.960]; and 'Get VET' booklet by the Victorian Curriculum and Assessment Authority (VCAA) [available in VOCEDplus at TD/TNC 133.583]. Show less