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Recent technological, economic and social changes appear likely to ensure that the development of significant levels of thinking skills becomes a more central and direct aim of education, including vocational education. There is an argument that teaching critical thinking/logical reasoning skills should assume more prominence in vocational programs.

In response to these issues, the authors conducted an exploratory study of the critical thinking skills of vocational teachers. The findings of the study indicated that both trade-level and sub-professional vocational teachers in the NSW TAFE system have low levels of competence in thinking critically, especially when their abilities were compared with those of American adults. They concluded that there is a real need to include critical thinking as an integral component of TAFE teacher education courses. Show less

The author recently spent time in West Germany examining aspects of German vocational teacher training relevant for teachers in the network of Volkshochschulen (VHS) in that country. The VHS carry out a similar role to Australian TAFE colleges, and provide teacher training opportunities for VHS teachers.

Although there were some similarities in the vocational teacher training topics covered, German teacher training for VHS teachers does not follow our tradition of direction to desired teaching/learning competencies via structured curricula and set practice and reinforcement. Rather, the emphasis is on teacher inner self-awareness through full understanding of the needs of late adolescent and adult students. Some aspects of this approach may have value in any future reassessment of Australian vocational teacher education or staff development. Show less

The paper uses Pearson correlation analysis to establish the performance pattern of technology education students in mathematics, science and technology-based courses. It shows that even though the students enrolled in the technology education courses are often not those who have strong backgrounds in science and mathematics, there is a strong relationship between their performance in science and mathematics and their performance in the technology-based courses. The paper cautions on the probable consequences of reduced emphasis on science and mathematics for technology students, and elaborates on the serious implications of such a situation for technological development. Show less

This journal is aimed at serving the interests of TAFE teachers, researchers and administrators and has an emphasis on research useful to them in their work.

See TD/TNC 26.02-04 and TD/TNC 26.15 for individual papers. Show less

This journal is aimed at serving the interests of TAFE teachers, researchers and administrators and has an emphasis on research useful to them in their work.

See TD/TNC 27.07-13 for individual papers. Show less

The current emphasis placed on education and training by governments, unions and employers as a way of developing the ‘clever country’ means that expectations for TAFE as a major provider of education and training will increase. The skill base of TAFE teachers will also need to be broader in order to maximise participants’ skills, and also include more cooperation with industry. This has led providers of training for TAFE teachers to reassess their educational programs. This paper looks at one aspect of the drive for improved education and training in Australia - the competency based education and training initiative (CBET), and in particular its influence on a new approach to developing competency-based standards for the profession of TAFE teacher. The writer looks at several methods of analysis used to develop competency statements and standards for the job of TAFE teacher. He reviews standard task analysis techniques, the functional analysis approach, the attributes approach, then finally the integrated approach. In conclusion, he proposes that an integrated approach which includes the use of existing profiles offers a speedier analysis, incorporates competencies previously overlooked, is more manageable, and offers programs based on competencies which include performance as well as context attributes. Show less

There is a rapidly increasing interest in competency-based programs in education (CBE) and training (CBT) within many countries. This paper outlines the interest shown in Australia, analyses the main features of the CBE/T model and explores some of the potential advantages for students, educators, administrators and employers. It highlights the importance of careful planning in the implementation of such programs. Show less

This paper clarifies the meaning of competency-based training, distinguishing it from the old behavioural objectives approach, and defining competence in terms of skills (both routine and non-routine), standards of performance of those skills, and conditions.

Development issues discussed include flexibility, the division between ‘professional’ and ‘vocational’, and the role of workplace trainers. Problems associated with assessment are also explored.

The paper concludes by commenting that Australia’s policy on competency-based training and assessment is in a formative stage, and what is required is a national debate, to analyse the alternative answers to problems and deliver a strategy for the future.

The full report is indexed at TD/TNC 24.33. Show less

Recent calls for reform of vocational education and training arrangements in Australia have drawn attention to competency-based vocational education (CBVE) and self-paced methods of training. Teachers in TAFE and trainers in industry need to know more about these methods and how they operate. This paper outlines the main features of CBVE and reviews and compares three competency-based programs in operation. The programs are offered by vocational colleges in Canada, the United States of America and Australia, and the review identifies the processes and products required to implement the competency-based approach successfully. The paper discusses the advantages of the approach as well as its inherent problems and potential pitfalls. These lead to a number of implications for initial preparation and ongoing staff development of teachers. Show less

As a result of Commonwealth and State governments’ emphasis on broad curriculum offerings in schools, various types of technical and further education (TAFE) and academic (school) link programs are emerging, especially at the postcompulsory level. Traditionally TAFE and academic education are offered by separate departments or agencies, both requiring special facilities, equipment, teaching and learning strategies, staffing, and curriculum materials and support. This leads to problems in linking the school and TAFE sectors in the offering of a broad general education program for students. Therefore, it is necessary to evaluate a school-TAFE link for its effectiveness and efficiency in terms of environmental scan, organisational structure, operations, curriculum offerings, costs and benefits, and expected outcomes. This paper is to describe an empirical model with its components that could be used in the evaluation of a school-TAFE link program. The model was developed from an evaluation of a school-TAFE link program in Queensland. It was field tested, revised and refined in consultation with a panel of experts. Show less