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This book analyzes the main drivers that are influencing the dramatic evolution of work in Asia and the Pacific and identifies the implications for education and training in the region. It also assesses how education and training philosophies, curricula, and pedagogy can be reshaped to produce workers with the skills required to meet the emerging demands of the Fourth Industrial Revolution.

Excerpt from publisher's website.

The chapters are as follows: Introductory overview: anticipating and preparing for emerging skills and jobs: issues, concerns and prospects / Brajesh Panth, Rupert Maclean (pages 1-10). Section one, 'Introduction', contains: The future of work: is this time different? / Carl Benedikt Frey (pages 13-15); Future implications of the Fourth Industrial Revolution on education and training / Paul Kim (pages 17-24); Quality education and economic empowerment / Eric Hanushek (pages 25-32); Human capital development in South Asia / Jong-Wha Lee (pages 33-39); Anticipating and preparing for the future: one example from higher education: the Singapore Management University (SMU) experience / Annie Koh (pages 41-46); Developing twenty-first-century skills for future jobs and societies / Andreas Schleicher (pages 47-55). Section two, 'Kindergarten to Grade 12 (K-12) reforms', contains: Boosting student learning: PISA for development / Yuri Belfali (pages 59-66); Essentials over peripherals: the CVIF dynamic learning program / Christopher C. Bernido, Maria Victoria Bernido (pages 67-76); Guiding kindergarten to Grade 12 students to mastery with next generation digital assessment / Satish Kumar (pages 77-82); Nongovernment organizations' role in providing quality school education in Pakistan: the experiences of CARE Foundation / Seema Aziz (pages 83-88); Kindergarten to Grade 12 reforms in Viet Nam / Ron Cammaert, Thi Phuoc Lai Nguyen, Sakiko Tanaka (Pages 89-97).

Section three, 'Transformational technical and vocational education and training (TVET)', contains: Philippine experience in dual training system / Andreas Dernbach (pages 101-108); Infrastructure and pedagogy innovation: a differentiating factor in TVET / Seng Hua Tan, Iris Seet (pages 109-115); Industry-led training and apprenticeships: the New Zealand model / Josh Williams (pages 117-123); Gram Tarang: skills development in priority sectors in India / Abhinav Madan (Pages 125-131); Challenges and opportunities for transforming skills development in Bangladesh: the case of the Skills for Employment Investment Program / Sunhwa Lee (pages 133-141); TVET system reform and development in the PRC / Asako Maruyama (pages 143-151). Section four, 'Higher education to promote higher level skills', contains: Higher education innovations: Hong Kong, China, the Republic of Korea, and Indonesia / Gerard Postiglione (pages 155-163); Collaborative innovation between Shenzhen municipal government and Tsinghua University / Feiyu Kang (pages 165-171); Regional approaches to improving education in the Pacific and the role of the University of the South Pacific / Chimi Thonden (pages 173-180); Stimulating entrepreneurship activity at SUNY Korea, from scratch / Chihmao Hsieh (pages 181-188). Section five, 'Transformational edtech', contains: An overview of innovations in online learning / Marito Garcia (pages 191-198); Bringing TVET up to speed: regional overview of ICT-enhanced practices in TVET / Margarita Pavlova (pages 199-206); Funzi uses the power of mobile to give everyone cost-effective access to quality learning / Aape Pohjavirta (pages 207-214); Udemy: blended and e-learning for transforming teaching and learning / Richard Qiu (pages 215-220); Mindtree's experience in global learning center / N. S. Parthasarathy (pages 221-228); Teacher professional development at scale in the Global South / Cher Ping Lim, Victoria Tinio, Matthew Smith, Ellen Wenting Zou, Justin Edward Modesto (pages 229-236); Coding as an essential skill in the twenty-first century / Raman Nambiar (pages 237-243).

Section six, 'Technology platforms for skills gaps bridging, career counseling, and guidance', contains: Empowering Filipino youth through technology and community / Henry Motte-Munoz (pages 247-254); Singapore's experience in analyzing the labor market using artificial intelligence and big data analytics / Gary Gan (pages 255-262); How technology affects jobs: a smarter future for skills, jobs, and growth in Asia / Sameer Khatiwada (pages 263-270); Skills development driven by labor market demand / Sang Hyon Lee (pages 271-277); Implications of Industry 4.0 on skills development / Steven McKee, Danny Gauch (pages 279-288). Section seven, 'Cross-sectoral collaboration for skills development', contains: Build4Skills, TVET, and infrastructure: an innovative initiative / Marion Edel (pages 291-296); STEAM Platform: transforming youth leadership for a smart circular economy / Lerwen Liu (pages 297-304); Human resource development and gender mainstreaming under ADB-funded technical and vocational education and training project in Tajikistan / Eiko Izawa (pages 305-312); European Training Foundation: sector and cross-sector cooperation / Cesare Onestini (pages 313-320); Developing a robust system for upskilling and reskilling the workforce: lessons from the SkillsFuture movement in Singapore / Michael Fung (pages 321-327); Conclusion and recommendations: implications and way forward / Brajesh Panth (pages 329-339). Show less

This book is the first volume in a series resulting from the international networking of the research group VETYL (Vocational Education and Training/Yrkeskunnande och Larande) at the Department of Education, Stockholm University in Sweden. In May 2012, the group organised the first Stockholm International Conference on VET, organised yearly following the modality of invited papers. This book contains selected and reviewed texts that were first presented as papers in the sessions of the conference held on 8-9 May 2017. The various chapters illustrate the range of research questions and development tasks in different national contexts as well as cross-nationally, at the levels of vocational education and training systems (macro level), the organisation and design of vocational training programs and institutions (meso level), and the analysis and shaping of education and learning processes (micro level), which leads to the integration of different scientific disciplines and research traditions.

Edited excerpts from publication.

The contents are as follows: Section one, 'VET teacher education', contains the chapters: Defining professional skills from teachers' life stories / Hamid Asghari; Maintaining VETness in a scholarly environment: voices from exploration of Australian VET teachers including researching as part of their professional practice / Lewis Hughes; Individual-oriented curricula: a challenge for teachers in vocational schools in Germany / Nicole Naeve-Stoss. Part two, 'VET skills, qualifications and quality', contains: Why are transversal skills needed in professional higher education in the future? / Annica Isacsson; The organising framework of occupations: is there common language for occupations between educators and employers? / Naomi Alphonsus; Quality and quality assurance in vocational education in Sweden / Staffan Bolin.

Section three, 'Research on language and simulations', contains the chapters: Ups and downs of lifelong language learning in 'UNICO' TEMPUS Project / Valentina Kononova; Professional German language competences: demands and strategies of promotion in training preparation modules / Nicole Kimmelmann and Nina-Madeleine Peitz; Simulation-based teaching and learning in the social and health care programs: a literature study / Vibe Aarkrog. Section four, 'Gender, social competence and inclusion', contains: Educational pathways and gender segregation: the case of upper secondary VET / Francesca Salva-Mut, Antoni Cerda-Navarro and Ana M. Calvo-Sastre; Fostering social competence of disadvantaged young people / Kristina Kuhn; A case study about the innovative approaches of a German transplant in China: make up for deficiencies in the prevailing VET system / Larissa Freund.

Section five, 'VET, apprenticeship and adult learning', contains the chapters: Apprentices social integration in the work-group and reflection as a key factor for a successful onboarding and development / Christof Nagele and Patsawee Rodcharoen; Apprentices' adaptation and innovation styles in relation to dimensions of workplace learning environments / Petri Nokelainen, Heta Rintala and Laura Pylvas; Adult education and vocational training in Italy: outstanding issues / Chiara Biasin; Re-education [of] adults through work: job coach fostering informal learning / Fernando Marhuenda; Upper secondary VET in Sweden with focus on apprenticeship and workplace-based education / Petros Gougoulakis and Lazaro Moreno Herrera. Section six, 'Methodological issues, company research and research on emotional capital', contains: 'Begleitforschung' as mediator between action-oriented learning and digital change: on the role of accompanying research and training schemes in the Learning Layers Construction pilot / Pekka Kamarainen; Emotional capital, educational leadership and enabling teachers: emotional competencies as professional competencies to teach for learning and developing potential / Benedicte Gendron; Bridging methodological divides: policies, studies and empirical work in research in VET / Asa Broberg, Lazaro Moreno Herrera and Jonas Gustavsson. Show less

This book deals with teacher training for vocational education and training. In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of technical vocational education and training (TVET) and teacher training. The structure of the book aims at two objectives: (1) to outline positions of important stakeholders of the international TVET policies and international cooperation in TVET teacher training; and (2) to discuss the current status of TVET and teacher training in selected countries, from developing countries, and countries with emerging economies to industrialized countries. The book is meant to create a platform that supports a reference concept within international cooperation for the further development of TVET and teacher training up to a higher quality and performance.

Edited excerpt from publisher's website.

The chapters are as follows: Introduction / Frank Bunning, Georg Spottl and Harry Stolte; TVET teacher profile and standards for a Master's degree programme. Part I, 'Perspectives from internationally oriented institutions and organizations that pursue pre- and in-service education of TVET teachers', contains the following chapters: Qualified teaching and training staff as a key for implementation of sustainable TVET reforms / Marion Edel; Perspectives of ADB on the education and training of TVET teachers / Brajesh Panth, Lisa-Marie Kreibich, Per Borjegren and Fook Yen Chong; Promoting work-based learning for vocational teachers / Aurelien Kaske, Rodrigo Torres and Shinyoung Jeon; TVET teacher education and training in international and development cooperation / Paul Comyn; VET teachers and trainers' competence in creating inclusion and excellence: European policy agenda, approaches and challenges / Irene Psifidou and Slava Pevec Grm; Support for Europe's neighbours to improve the professional development of vocational teachers and trainers: the experience of the European Training Foundation / Julian Stanley; International framework for a Master's degree for the professionalisation of TVET teachers: potentials for international development cooperation / Frank Bunning and Ulrike Schmidt.

Part II, 'Case studies of selected countries that are in the process of developing TVET into an important pillar of education', contains: Training and professional development for VET teachers in Vietnam / Nguyen Quang Viet and Nguyen Thi Kim Chi; Teacher professional development: Institution-based Professional Development (IBPD) Centre Myanmar / Kyi Kyi Lwin; Indonesia TVET teacher training: policy and implementation to meet industry demands / Moh Sanni Mufti Alamsyah, Isma Widiaty, Dinn Wahyudin, M. Syaom Barliana, Yulia Rahmawati, Danny Meriawan, Pupung Purnawarman, Aim Abdulkarim, Johar Maknun and Edi Suryadi; TVET teacher education system in Mongolia / Sara Galbaatar; Pre-service TVET teacher education in Cambodia / Sesokunthideth Chrea and Sothy Yok; TVET teacher pre- and in-service training in the Kyrgyz Republic / Johann Schustereder. Part III, 'Case studies of countries that are already well-developed (countries in transition) and where TVET already plays a role as an important factor for the further development of those countries' society and industry', contains: The development of Malaysia TVET teacher training (TT-TVET) / Razali Hassan and Affero bin Ismail; TVET teachers training in Thailand / Siripan Choomnoom; Positioning TVET lecturer identities at the centre of TVET lecturer education and training in a post-COVID-19 context / Ronel Blom, James Keevy, Withfield Green, Michelle Mathey, Gerda Magnus and Sello Sethusha; Education and training of vocational education and training (VET) teachers in the Republic of Moldova / Oana Vodita, Ecaterina Ionascu-Cuciuc and Lilian Hincu; TVET teacher education and training in Bosnia and Herzegovina / Vesna Puratic.

Part IV, 'Case studies of industrialized countries where TVET as a system is already established, and is indispensable as pillar within the educational system, alongside general education institutions', contains: Development of competencies and qualifications of the VET teachers and trainers in Lithuania / Vidmantas Tutlys, Lina Vaitkute and Daiva Bukantaite; Past, present, and future of vocational training teacher system / Lee Jae-Cheol; TVET teacher training in transformation in China / Zhiqun Zhao and Pengfei Xue; A situation-based model for Swiss VPET teacher and trainers' education: main orientations and structure / Elena Boldrini and Emanuel Andreas Wuthrich; Initial training of vocational education faculty in Spain: higher quality, better skills / Miquel Angel Essomba, Montserrat Milan and Teresa Guixe; Australian TVET teacher training: once flourishing but now neglected / Erica Smith; Career and technical education in the United States / R. Adam Manley and Katherine Manley; Models of TVET teacher education in Germany and their potential to meet growing demands in TVET teacher education / Frank Bunning.

Individual chapters are available in VOCEDplus from TD/TNC 149.182 to TD/TNC 149.208. Show less

This paper was funded through the Community of Practice program, part of the National Centre for Vocational Education Research (NCVER) Building Researcher Capacity initiative. The vocational education and training (VET) landscape is currently undergoing rapid changes due to contestable funding, increased competition between registered training organisations (RTOs), changes in client cohort characteristics and an increased demand for workforce development and work integrated learning. The demand for VET provision for workforce development requires highly skilled VET practitioners who are customer-focused, flexible, innovative and responsive to the needs of industry stakeholders. In response to this, the Metropolitan South Institute of TAFE (MSIT) in Queensland created the new staff positions of enterprise learning consultants (ELCs), whose responsibility is to assist industry by combining their educational - in the context of the Australian Qualifications Framework and training packages - and business objectives and thereby promoting workforce development. While generic attributes such as customer-focused, flexible, innovative and responsive to the needs of industry clients are expected of all VET practitioners, the requirements for effective services through partnerships with enterprises extend beyond these. A diverse repertoire of approaches needs to be adopted by ELCs to appropriately engage enterprises and achieve their respective workforce development objectives. Their role is complex and involves creating, designing, planning, implementing, monitoring, evaluating and continuously improving all aspects of the training system for every client. As staff took up ELC positions at MSIT, their roles were being defined as they worked in these positions. Accordingly, research was needed to gain greater understanding and insight into the role, functions and competencies of ELCs in order to establish a professional development framework to skill other staff interested in these positions. The study was led by the following research questions: What are the roles, duties and key competencies of enterprise learning consultants? What areas of professional development are needed to develop new enterprise learning consultants? Because this was an exploratory study, a case study approach was used, with data collected from in-depth interviews with 10 ELCs. The findings highlight the complexities of the ever-changing environment in which ELCs are required to operate. Their roles tend to continually evolve as they attempt to meet the multiple challenges of diverse clients. This suggests that ELCs require a range of competencies to allow them to meet some of the basic tasks required by this role. The findings suggest five key areas of development that would position them to commence operating as an ELC, and then continue their learning through practice.

Published introduction. Show less

The Korea Research Institute for Vocational Education and Training (KRIVET) holds an annual workshop to contribute to international perspectives on technical and vocational education and training (TVET). The theme of this year's workshop was 'Beyond new normal, towards the transition: TVET for resilience'. The workshop took place over two consecutive days (September 28-29, 2022) and consisted of four sessions - namely (1) Innovation and future of TVET, (2) Linking skills development and labor market, (3) Lifelong TVET, and (4) Green TVET. With these four subtopics, which were carefully selected based on the survey results from regional member states, KRIVET intended not only to discuss recent TVET events, ideas, policies, and best practices but also to strengthen the network among UNESCO-UNEVOC Centres in the East and Southeast Asia.

This volume includes the detailed programme for the workshop and the presentation slides for the following: Keynote speech - Recent trends in TVET related to sustainable development: scenarios for cooperation of UNEVOC Network Members / Harry Stolte; The institutional change on digital reform for the quality TVET / Huang Chunlin; Digital transformation of TVET institutions / Yang Wenming; The use of innovative technologies in TVET / Paryono Paryono; Bringing the labor markets into skills development: the ASEAN context / Jihee Choi; PPP initiative towards work based learning implementation in Malaysia / Razali bin Hassan; Can skills framework bridge TVET to frontier competencies? / Anderson Tan; Pathways to professions / Viktoria Kis; Linkage of school education and TVET sector using vocational classroom / Rangsan Thepmondhri; Integrating entrepreneurship education and professional education to promote employment / Zheng Gangqiang; Sustainable green TVET / Soorin Yoon, Dahee Choi and Jong Tack Han; Reskilling and transition for green TVET / Margarita Pavlova.

Edited excerpts from publication. Show less

Protecting and growing manufacturing jobs into the future is a priority for the Queensland Government, and supporting growth of the beef processing industry is part of a plan for a flourishing Queensland manufacturing sector. This strategy will support one of the state's largest manufacturing industries. It sets out a range of actions to support and develop the beef processing sector, focusing on four priority areas: Priority 1: Enhancing industry engagement and representation; Priority 2: Ensuring efficient movement of livestock and freight (road and rail); Priority 3: Building and retaining a skilled workforce; Priority 4: Investing in supply chain and processing efficiency.

The beef processing industry is well-placed to deliver job opportunities in processing plus a range of trades, administrative and professional roles. Skills shortages in regional areas and temporary skills shortages have been met through both working holiday and skilled visas, however abattoir work is not currently on the Australian Government's list of eligible skilled occupations. The industry is continuing the transition to increased integration of mechanisation and automation, and sophisticated processing and packaging, to deliver shelf-ready products and improve safety. This is expected to create new career opportunities and new training and skills requirements including data analytics and food science and technology. The Manufacturing Skills Working Group, together with the Department of Employment, Small Business and Training (DESBT) will work with industry and the Department of Education on strategies that provide pathways to work for the meat processing industry; and DESBT will continue to work with the National Meat Industry Training Advisory Council Limited on training packages available to the meat processing industry, adapting the packages as the meat processing industry evolves. The government has committed to facilitating access for the manufacturing industry to a consolidated online information resource on management, mentoring and leadership courses in response to industry identifying professional development and skills pathways for management are important for both career progression from the processing floor and improving business operations.

Edited excerpts from publication and publisher's website. Show less

This paper compares four work-integrated learning (WIL) streams embedded in a professional development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and experiences differed depending on the WIL stream chosen. Aristotle’s notions of episteme, techne and phronesis are used as a broad framework for situating the key themes that emerge from students’ reflections.

Published abstract. Show less

Purpose: This study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration. Design/methodology/approach: Using a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers' work-based learning enhances their pedagogical practice in guiding students' professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories.

Findings: The authors identified three key components: vocational teachers' workplace learning in connection with students' training models, collaborative teaching with specialised professionals and teachers' regular interactions with enterprises. The findings demonstrate that vocational teachers' engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students' transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice. Research limitations/implications: The data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings.

Practical implications: Fostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios. Originality/value: This study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers' involvement with industry-specific practice. Connecting teachers' knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

Published abstract. Show less

Jobs Queensland's Future work, future jobs research has identified lifelong learning as a vital workforce response to Queensland's rapidly changing economy. There are immense benefits to be gained from striving for a community that views learning as an essential part of peoples' working lives and which has workplace cultures which value and encourage continual learning.

This report describes a model for enabling and encouraging individuals to adopt a lifelong learning mindset and a rationale for industries and businesses to foster a learning culture in their workplace. It also examines how other countries and parts of the world are successfully building lifelong learning cultures.

Edited summary from publisher's website. Show less

The AVETRA 2023 Conference showcases scholarly and applied research of, for and from within vocational education and training (VET). It is the leading annual gathering of researchers, VET practitioners and leaders, education policy makers and representatives from industry, unions and employers in Australia and New Zealand. Conference themes were: (1) challenging times, which explored the impact of the recent and not so recent global economic and social disruptions on the VET and adult education systems, such as perspectives on the transformation of teaching and learning practices during times of lockdown, the role of VET in enabling labour market recovery, and the adaptability of VET in response to workforce development crises enhanced by economic disruption; (2) challenges of our times, which explored social inclusion and identity challenges facing VET, for example contributions that apply a diverse breadth of methodological approaches and intersectional theories to researching VET and adult education policy, practice and learner and teacher identities, including feminist, queer, decolonising and class-based lenses; and (3) challenges that lie ahead, which explored the challenges facing the sector over the next decade, including the role of VET in building capability for enabling the transition to a carbon neutral economy, and the growth of circular economy practices, VET's contribution to expansion of digitalization of service design and delivery, and how national, regional and global shifts in credentialling systems will impact VET certification policies and practices.

The following pre-conference workshops were held on Wednesday, 26 April: Implementing Phenomenon-based learning (PhBL) for Culturally and Linguistically Diverse (CALD) communities / Rakesh Saha; Preparing a manuscript for submission to the International Journal of Training Research (IJTR) / Sarojni Choy and Selena Chan; Making a transformational difference: steps to address inequity in vocational education and training / Kit McMahon and Sally Thompson; Self-assurance: focusing on quality and continuous improvement / Carmel Basilicata. Panel discussions: Policy, place and partnership: the interoperable tertiary system / chaired by Kira Clarke; Cross, inter and multi-disciplinary views of VET / chaired by Elizabeth Knight; Building institutional research capability / chaired by Michele Simons.

Keynote presentations were as follows: Jobs and Skills Australia: expanding the evidence base to inform skills needs and strengthen the VET sector / Peter Dawkins; Measures and meaning: diagnosing VET policy challenges / Peter Hurley; Disruptive technologies, Industry 4.0 and their impact on the Australian skills and training system / Pi-Shen Seet; Building a resilient workforce: the critical role of prioritising skills in VET / Geethani Nair; Ceilings, walls, floors and gaps: gender equity in work in Australia / Rae Cooper.

'Challenges of our time' theme presentations: Revealing challenges faced by further, adult and vocational education providers through a detailed study of college governance in the UK / Gary Husband; 'My decision was that I wanted to go to TAFE': self-determination of people with Down syndrome in vocational education / Fievel Tong; Engaging second chance education students: exploring theories, practices and possible solutions / Liam Frost-Camilleri; Mental health literacy in VET / Jason Skues; Applying mobile learning towards digital inclusion for vocational education learners / Selena Chan; Investigating the influences on career development educators when advising young women on construction trades / Kylie Taffard; Researching VET activity: exploring four theoretical frames that can analyse how diverse organisational relational influences mediate VET activity / Llandis Barratt-Pugh; Challenging the norm: identities developed by young women studying STEM in technical institutes in Ghana / Alice Amegah; VET learners as curriculum co-designers: examining the realities, opportunities and prospects / Warren Guest; Engagement strategies that support retention of learners in higher education / John Blake; Preparing VET school teachers in Norway and Finland: what Australia can learn from Nordic models of VET in schools / Karen O'Reilly-Briggs.

'Challenging times' theme presentations: Barriers to and potential of vocational streams / Sally Thompson; VET curriculum design: a critical analysis of the many voices and intentions that shape learner knowledge / Warren Guest; Workforce transformation through industry collaboration, challenges and opportunities for vocational education and training / Peter Schreiner; Supporting professional learning for health professionals in a digitized world: implications for VET practitioners / Sarojni Choy; Retail: the industry that VET forgot / Erica Smith; Creating a VET pathway for international students: a case study on mapping selected Chinese vocational qualifications to the Australian standards / Bernard Agana; The availability of initial teacher education (ITE) for VET secondary school teachers in Australia: a stocktake study / Karen O'Reilly-Briggs; Learning and teaching in the COVID era and beyond: challenges and opportunities in a mixed sector institute / Mary Hughes; Proposed interventions to reduce the decline of apprenticeship completion and attrition rates exacerbated by the global pandemic / Ann Baxter; Vocational teacher well-being and the need for teacher professional development in times of rapid change / Sonal Nakar.

'Challenges that lie ahead' theme presentations: Co-designing a foundational training offer for young people / Madeleine Morey; Radical institutional change: the transformation of the New Zealand VET system / Antje Barabasch; Vocational education futures: purposes, processes and practices / Stephen Billett; Optimising Australia's conceptually confused national training system: one economic option for post-market vocational education and training / Don Zoellner [available in VOCEDplus at TD/TNC 152.167]; Nursing education to enhance Culturally and Linguistically Diverse (CALD) community access to mental health services: a scoping review / Reshmy Radhamony; Localised decision making and enactments: engaging individuals, communities and workplaces in vocational education / Stephen Billett; Occupational pathways and inclusive approaches / Elizabeth Knight; A professional deterrence?: the financial cost and time commitment of professional development for vocational education practitioners in Western Australia / Christopher Thomas Ward; How industry responds to new challenges for training apprentices in Switzerland / Antje Barabasch; Classroom communities that foster belonging and connection: a journey in culturally sustaining and revitalising practice / Nenagh Brosman; Instructional coaching in vocational education and training / Karen Dymke; A quantitative study of social and emotional learning in vocational education and training / Joe Pagnoccolo. Show less