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This chapter synthesises ideas and arguments about technical and vocational education and training (TVET) and sustainable development in the Australian context. The central proposition is that, in the context of a post-industrial risk society characterised by manufactured uncertainty and global ecological crisis, it is necessary to examine the claims and assumptions that underpin TVET and to re-envision TVET for the future. The role of productivism in the historical formation of TVET as an institution and its constitutive effects on current TVET policy and practice are examined. The chapter concludes that TVET must reflect critically upon its origins, assumptions and purposes in order to adapt to the changing global landscape and to promote actively the development of sustainable livelihoods for all.

The volume from which this chapter is taken is indexed at TD/IRD 88.427. Individual chapters are indexed from TD/TNC 94.722 to TD/TNC 94.755. Show less

Environmental damage, due to the effects of modern production and development practices and everyday human activities, is emerging as the overarching, critical issue facing all nations and societies around the world. Research suggests that success in attaining that balance will require not just modified production practices and organisational change, but also fundamental and durable economic, political, and socio-cultural change. This paper examines the influence that adult educators and trainers can, and do, have in facilitating such change, particularly in the critical area of work-related training, and considers the roles and responsibilities of adult learning and development as both an instrument and agent for education for sustainability (EfS). Based on extensive documentary research and critical analysis of policy statements and research reports, this paper synthesises material from a wide range of sources to assess and critique the current state of EfS with respect to work-related learning. The key principles guiding adult learning and development in EfS are discussed, and major trends, developments, issues and barriers concerning EfS in work-related learning are reviewed. In conclusion, the paper explores future implications for adult educators and trainers, and potentially fruitful approaches for promoting EfS in work-related learning.

Excerpt from published abstract.

Available papers from the 9th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 86.226 to TD/TNC 86.262. Show less

This chapter builds upon understandings of the discourses of 'productivism' and 'ecologism' in technical and vocational education and training (TVET), while making the point that as a major supplier of skilled labour to industry, TVET is implicated in the reproduction of productivism. Productivism gives precedence to the needs of industry over all others and uses paid employment as the principal source and measure of social worth. The chapter suggests that in an era of manufactured uncertainty and ecological risk, productivism and the training-for-growth and skills-for-work assumptions no longer constitute a rational or meaningful basis for TVET, concluding that the myth of perpetual economic growth must be superseded by ecologically sustainable development as the bedrock of TVET.

The volume from which this chapter is taken is indexed at TD/IRD 88.427. Individual chapters are indexed from TD/TNC 94.722 to TD/TNC 94.755. Show less

As the major supplier of skilled and certified labour, vocational and professional education (VPE) fuels the engine of economic growth. As such, it is directly implicated in the reproduction of productivism, the globally dominant ethos which presupposes that economic growth and paid work are permanent and necessary features of human existence, regardless of their consequences. This paper proposes that, in an era of eco-social risk, it is necessary to interrogate the truth-claims and normative assumptions that systematically configure VPE and its subjects for productivism. The role of productivism in the historical formation of VPE as an institution, and its constitutive effects on VPE policy and practice, are examined. In light of a critique of the logic and assumptions that underpin contemporary constructions of VPE, it is argued that productivism no longer provides a legitimate or sustainable basis for VPE. By problematizing the universal truths of productivism, it becomes possible to re-imagine VPE for alternative, post-productivist futures.

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

Historically vocational education and training (VET) has fuelled the engine of economic growth and productivity in western industrialised nations. As markets become increasingly global and competitive, governments are intensifying pressure on national VET systems to produce more highly skilled and employable workers. 'Jobs and growth' is now the universal mantra of policy makers and the taken-for-granted raison d'etre of VET. In an era of manufactured risk and ecological crisis however, it is imperative to question the truth-claims on which VET resides. This paper argues the need for a fundamental re-envisioning of VET for an ecologically sustainable future. In doing so, it examines the discourse of productivism and its constitutive effects on VET policy and practice. The logic and assumptions that underpin contemporary constructions of VET are critiqued. The potential role and contribution of VET in the transition from productivism to ecological sustainability are discussed and central dilemmas and challenges are outlined.

Published abstract used by permission of the copyright holder.

The three volumes of conference proceedings are indexed from TD/TNC 72.49 to TD/TNC 72.51; selected papers are indexed from TD/TNC 72.08 to TD/TNC 72.11 and TD/TNC 72.52 to TD/TNC 72.100. Show less

Historically, vocational education and training (VET) has fuelled the engine of economic growth and productivity in industrialised nations such as Australia. In an era of manufactured uncertainty and ecological risk however, the prevailing paradigm of productivism and the associated ‘training-for-growth’ and ‘skills-for-work’ assumptions no longer constitute a rational or meaningful basis for VET. Instead, this paper contends that VET must be reoriented towards goals and values that support ecologically sustainable development (ESD) or ‘ecologism’, and that VET institutions have an obligation to take an active role in facilitating the transition from productivism to ecologism. Following a brief overview of productivism and the concepts of ESD and ecologism, this paper discusses key dilemmas and issues that need to be addressed in the transition to an ESD-oriented VET system in Australia. In the process, some proposals for promoting ESD in and through VET are outlined.

Published abstract reprinted with the permission of the copyright holder. Show less

The prevailing paradigm of productivism and the associated 'training-for-growth' and 'skills-for-work' assumptions no longer constitute a rational or meaningful basis for vocational education and training (VET). In an era of manufactured uncertainty and ecological risk, VET must be reoriented towards goals and values that support ecologically sustainable development (ESD) or 'ecologism'. As VET institutions are directly implicated in the reproduction of productivism and processes of lifelong learning, they have an obligation to engage in a critical examination of the consequences of economic growth and to take an active role in facilitating the transition to ecologism. After a brief overview of productivism and its main contradictions, this paper outlines the alternative paradigm of ESD and ecologism. The main part of the paper examines key issues that need to be addressed in the transition to an ESD-oriented VET system in Australia, including those relating to: policy and planning; curriculum, learning and assessment; teacher training and support; and research and development. Some strategies for promoting ESD in and through VET are proposed.

Published abstract reprinted by the permission of the copyright owner.

The volumes from which this paper is taken are indexed from TD/TNC 77.351 to TD/TNC 77.353. Individual papers are indexed from TD/TNC 77.354 to TD/TNC 77.437. Show less

At the 1992 United Nations Earth Summit in Rio de Janiero, Australia committed itself to promote environmental education as part of its global action plan for sustainable development. Twenty three years ago in 1979, MacKenzie, in his paper 'The role of the technical college', had stated that TAFE tended to concentrate too heavily on its role in meeting industry needs for economically productive workers and neglected its role in preparing an environmentally aware workforce. In this paper, the author argues that in spite of McKenzie's pronouncement and Australia's contribution and commitment to the principles espoused at the Earth Summit, little has changed in vocational education and training (VET). He begins by looking at some of the reasons for this and then goes on to discuss the potential role and contribution of adult education and training to ecologically sustainable development. In his conclusion, the author reflects on how TAFE and the VET sector as a whole could begin to respond more effectively to the ecological imperative. Show less

Historically, vocational education and training (VET) has fuelled the engine of economic growth and productivity in industrialised nations. As markets become increasingly global and competitive, governments are intensifying pressure on national VET systems to produce more highly skilled and employable workers. 'Jobs and growth' is now the universal mantra of policy makers and the taken-for-granted raison d'etre of VET. In an era of manufactured risk and ecological crisis however, it is imperative to question the truth-claims on which VET resides. This paper argues for a fundamental re-envisioning of VET for an ecologically sustainable future. To this end, it examines the discourse of productivism and its constitutive effects on VET policy and practice. The logic and assumptions underpinning contemporary constructions of VET are critiqued in the light of research evidence. The potential role and contribution of VET in the transition from productivism to ecological sustainability are discussed, and central dilemmas and challenges are outlined.

Published abstract.

The collection of refereed papers is indexed at TD/TNC 73.622; individual refereed papers are indexed from TD/TNC 73.623 to TD/TNC 73.650. The collection of non refereed papers is indexed at TD/TNC 73.651; non-refereed papers are indexed from TD/TNC 73.652 to TD/TNC 73.680 and TD/TNC 73.690. Show less