Vocational Learning: Innovative Theory and Practice PDF
Preview Vocational Learning: Innovative Theory and Practice
VOCATIONAL LEARNING UNESCO-UNEVOCBookSeries TechnicalandVocationalEducationandTraining: Issues,ConcernsandProspects Volume14 SeriesEditor-in-Chief: ProfessorRupertMaclean,CentreforLifelongResearchandDevelopment,theHongKongInstituteofEducation,China. (FormerlyUNESCO-UNEVOCInternationalCentreforTechnicalandVocationalEducationandTraining,Bonn,Germany.) AssociateEditors: ProfessorFelixRauner,TVETResearchGroup,UniversityofBremen,Germany ProfessorKarenEvans,InstituteofEducation,UniversityofLondon,UnitedKingdom EditorialAdvisoryBoard: DrDavidAtchoarena,DivisionforPlanningandDevelopmentofEducationSystems,UNESCO,Paris,France DrAndrásBenedek,MinistryofEmploymentandLabour,Budapest,Hungary DrPaulBenteler,StahlwerkeBremen,Germany MsDianeBooker,TAFESA,Adelaide,Australia ProfessorMichelCarton,NORRAGc/oGraduateInstituteofInternationalandDevelopmentStudies,Geneva,Switzerland DrChrisChinien,WorkforceDevelopmentConsulting,Montreal,Canada DrClaudioDeMouraCastro,FaculadePitágoras,BeloHorizonte,Brazil DrWendyDuncan,AsianDevelopmentBank,Manila,Philippines DrMichaelFrearson,SQWConsulting,Cambridge,UnitedKingdom DrLaviniaGasperini,NaturalResourcesManagementandEnvironmentDepartment, FoodandAgricultureOrganization,Rome,Italy DrPhilippGrollmann,FederalInstituteforVocationalEducationandTraining(BiBB),Bonn,Germany DrPeterGrootings,EuropeanTrainingFoundation,Turin,Italy ProfessorW.NortonGrubb,GraduateSchoolofEducation,UniversityofCalifornia, Berkeley,UnitedStatesofAmerica DrDennisR.Herschbach,FacultyofEducationPolicyandLeadership,UniversityofMaryland, CollegePark,UnitedStatesofAmerica DrOriolHoms,CentreforEuropeanInvestigationandResearchintheMediterraneanRegion,Barcelona,Spain ProfessorPhillipHughes,AustralianNationalUniversity,Canberra,Australia ProfessorMoo-SubKang,KoreaResearchInstituteforVocationalEducationandTraining,Seoul,RepublicofKorea DrBonaventureW.Kerre,SchoolofEducation,MoiUniversity,Eldoret,Kenya DrGünterKlein,GermanAerospaceCentre,Bonn,Germany DrWilfriedKruse,SozialforschungsstelleDortmund,DortmundTechnicalUniversity,Germany ProfessorJonLauglo,DepartmentofEducationalResearch,FacultyofEducation,UniversityofOslo,Norway DrAlexanderLeibovich,InstituteforVocationalEducationandTrainingDevelopment,Moscow,RussianFederation ProfessorRobertLerman,UrbanInstitute,Washington,UnitedStatesofAmerica MrJoshuaMallet,CommonwealthofLearning,Vancouver,Canada MsNaingYeeMar,UNESCO-UNEVOCInternationalCentreforTechnicalandVocationalEducationandTraining,Bonn, Germany ProfessorMuntherWassefMasri,NationalCentreforHumanResourcesDevelopment,Amman,Jordan DrPhillipMcKenzie,AustralianCouncilforEducationalResearch,Melbourne,Australia DrTheoRaubsaet,CentreforWork,TrainingandSocialPolicy,Nijmegen,Netherlands MrTrevorRiordan,InternationalLabourOrganization,Bangkok,Thailand ProfessorBarrySheehan,MelbourneUniversity,Australia DrMadhuSingh,UNESCOInstituteforLifelongLearning,Hamburg,Germany DrManfredTessaring,EuropeanCentrefortheDevelopmentofVocationalTraining,Thessaloniki,Greece DrJandhyalaTilak,NationalInstituteofEducationalPlanningandAdministration,NewDelhi,India DrPedroDanielWeinberg,formerlyInter-AmericanCentreforKnowledgeDevelopmentinVocationalTraining (ILO/CINTERFOR),Montevideo,Uruguay ProfessorAdrianZiderman,Bar-llanUniversity,RamatGan,Israel UNESCO-UNEVOCHeadofPublications: MsAlixWurdak Forfurthervolumes: http://www.springer.com/series/6969 Vocational Learning Innovative Theory and Practice Editedby RALPHCATTS UniversityofStirling,Stirling,Scotland,UK IANFALK CharlesDarwinUniversity,Darwin,Australia and RUTHWALLACE CharlesDarwinUniversity,Darwin,Australia 123 Editors Dr.RalphCatts Prof.IanFalk UniversityofStirling CharlesDarwinUniversity SchoolofEducation SchoolofEducation Stirling EllengowanDrive FK94LA,Scotland 0909DarwinNorthernTerritory UK Australia [email protected] [email protected] Dr.RuthWallace CharlesDarwinUniversity SchoolofEducation EllengowanDrive 0909DarwinNorthernTerritory Australia [email protected] ISBN978-94-007-1538-7 e-ISBN978-94-007-1539-4 DOI10.1007/978-94-007-1539-4 SpringerDordrechtHeidelbergLondonNewYork LibraryofCongressControlNumber:2011932577 ©SpringerScience+BusinessMediaB.V.2011 Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) ValeRodGerber1945–2007 Wededicatethisbooktothememoryof RodGerber. RodGerberwasthepersonwhoproposed thisbooktoRalphCattsandIanFalknot longbeforehefellill.Withthesupportof RuthWallace,wehavedevelopedand extendedhisideasandbrought thisbookto fruition. Rodwaswellknownandadmiredasa personwhofosteredthedevelopmentof colleagues.Hewasalsorespectedasan academicwriter,ateacherandan administrator.Rod’scontribution tothe worldofacademebothinAustraliaand internationally hasbeenimmense. Wehopethatthisbookwilladdalittlemore tothegreatlegacyhehasleftfromwhichwe havebenefittedalongwithsomanyothers aroundtheworld. Series Editor’s Introduction Technical and vocational education and training (TVET) needs to be as dynamic as the economies and communities it serves. Rapid changes in technology and employment patterns, in demographic growth and social expectations and many otherfactorsdrivetheneedtoreformandexpandTVET. Worldwidephenomenasuchasglobalizationandtherecentfinancialcrisis,major problems associated with youth unemployment and the emerging challenge of an ageingworkforcearetransformingthewaysinwhichindividualsandcommunities organizeandgoaboutwork.Suchchangeshavealsopromptedgovernmentstotake arenewedinterestinTVETpolicyandpracticeasanimportantpartoftheirdevel- opmentagendas.Nevertheless,whileTVEThasstimulatedextraordinaryeconomic growthinsomecountries,ithasfailedtoliveuptoexpectationsinothers. Although the internationally-agreed goals of Education For All (EFA) include TVET notably in Goal 3, ‘Ensuring that the learning needs of all young people andadultsaremetthroughequitableaccesstoappropriatelearningandlifeskills programmes’ (UNESCO, 1990), the Education For All movement has not always been so strongly linked with TVET. Over time, EFA became more widely associ- atedwithtwoissues:universalprimaryeducationandgenderequality;andmainly with developing countries, countries in transition and those in a post-conflict sit- uation. The position long advocated by UNESCO-UNEVOC (which is, that basic education, the cornerstone of EFA, occurs not only in primary and secondary, but also at vocational level in both formal and non-formal settings, and further, that Education For All cannot be achieved without a rapid expansion of high-quality, relevantTVET)nowhasawiderresonance. UNESCO,astheonlyUnitedNationsorganizationwithamandatethatcoversall aspects of education, has recently launched several programmes that aim to guide theTVETsystemsofitsmembercountriestowardsachievingmorequality,equity andrelevance. Public consultation for the Education for All Global Monitoring Report has startedforthe2012Report.Thisreportwillfocusonskilldevelopmentforemploy- ability, with an emphasis on strategies that increase employment opportunities for marginalizedgroups.Asaresult,UNESCOisusingthe2012Reportasanimpor- tantopportunitytoaddressthisneglectedissueontheEducationforAllagenda,and vii viii SeriesEditor’sIntroduction tofillagapintheGlobalMonitoringReport’scoverageoftheEFAGoals,assetat theWorldEducationForuminDakarin2000. Inaddition,UNESCOhasadoptedaStrategyforTVETwhichguidesitsactiv- ities in relevant programme areas from 2010 to 2015. This TVET Strategy seeks to promote TVET and skills development for the world of work within a broader frameworkoflifelonglearning.Assuch,itstatesthat,‘inaglobalizedworld,edu- cationandtraining,aspartofaprocessoflifelonglearning,arecentraltoreducing povertyandsignificantlyincreasethelikelihoodoffindingdecentworkorofgener- atingincomethroughself-employment.Inthecurrentmacro-economicandfinancial environment,investmentinTVETisthereforeaninstrumenttoaccelerateandsus- taineconomicrecovery.However,asTVETisgenerallyveryexpensiveintermsof costper student, itisimportanttoensure thatitisimplemented inacost-effective mannerinlinewithlabour-marketneeds’. Both the UNESCO TVET strategy and current work on the Global Monitoring Report recommend an inclusive and holistic approach to TVET management and delivery. They transport the idea that TVET systems should not limit themselves to the imparting of skills that equip learners to perform the tasks required of their occupation.Vocationallearningshouldseektoempowerlearnerstorenewandadapt theirworkskillstorapidlychangingworkenvironments.Inotherwords,vocational learningshouldencompassthenotionofsustainability.Theconceptofsustainabil- ityisusedheretodescribeTVETthatisrenewableandadaptabletothechanging demandsofwork,andwhichcontributestosustainableeconomicdevelopment,as wellasbeinginkeepingwiththeenvironmentaltenetsoftheESDmovement. Whiletheconceptsofsustainableandinclusivevocationallearningarebecoming morewidelyacknowledgedintheglobalTVETcommunity,solutionsforitsimple- mentationareneeded.Thedifferentchaptersofthiscutting-edgevolumeprovidea theoreticalframeworkfortheanalysisoflearningprocessesandseektopresentped- agogic approaches thatareresponsive totheneeds oftheindividualaswellasthe labourmarket.Thisvolumeshowcasesexamplesthathaveledtosuccessfullearning outcomesinvariouscountriesandcontexts,andIthereforetrustthatthetheoretical approaches and practical examples presented here will be of particular interest to theinternationalTVETcommunity. RupertMacleam HongKong,July2011 References UNESCO.(1990).Worlddeclarationoneducationforallandframeworkforactiontomeetbasic learningneeds.Adoptedbytheworldconferenceoneducationforall,Jomtien,Thailand,March 5–9,1990.Paris:UNESCO. UNESCO.(2010).UNESCOTVETStrategy.RetrievedJuly20,2011,fromwww.unesco.org/new/ en/education/themes/education-building-blocks/tvet/strategy UNESCO. (forthcoming 2012). EFA Global Monitoring Report 2012. Theme: Skills develop- ment.RetrievedJuly20,2011,from<www.unesco.org/new/en/education/themes/leading-the- international-agenda/efareport/reports/2012-tvet> Note on VET and TVET UNESCOhasofficiallydefinedtechnicalandvocationaleducationandtrainingas being a range of learning experiences that are relevant to the world of work, that occurinavarietyoflearningcontexts–formal,non-formalorinformal–andthat takeplaceineducationalinstitutionsorattheworkplace.Itencompassesbothinitial skilldevelopmentundertakenbyyoungpeoplepriortoenteringthelabourmarket, and continuing vocational training undertaken by adults whilst in work or during periodswhentheyareeconomicallyinactive,throughvariousformsof“re-skilling” and“up-skilling”(UNESCO-UNEVOC,2006). Technical and vocational education and training (TVET) is a term used by UNESCO to define and to encompass what – in different geographic areas in the world and in different contexts – is known variably as apprenticeship training, vocational education, technical education, technical vocational education (TVE), occupational education (OE),vocational education and training (VET),career and technical education (CTE), workforce education (WE), or workplace education (WE),amongothers. Inordertoagreeonacommonreferenceterm,participantsatUNESCO’sWorld Congress on Technical and Vocational Education and Training in Seoul (1999) decidedthatthebestandmostcomprehensivetermtouseistechnicalandvocational education and training (TVET). Therefore, because it is the designation officially appliedbyUNESCO,wewillusetheacronymTVETthroughoutthisvolumeinthe UNESCO-UNEVOC series on Technical and Vocational Education and Training, whenitisusedasaconcept,whereaswewillusethetermoracronymprevalentin aspecificcountrywhenaparticularsystemisdirectlyreferredto. Reference UNESCO-UNEVOC.(2006).ParticipationinformalTVETworldwide:Aninitialstatisticalstudy (p.15).Bonn:UNESCO-UNEVOC. ix Contents 1 Introduction:InnovationsinTheoryandPractice . . . . . . . . . . 1 RalphCatts,IanFalkandRuthWallace PartI TheoreticalAspectsofVocationalLearning 2 SocialPartnershipsinLearning:ConnectingtotheLearner IdentitiesofDisenfranchisedRegionalLearners . . . . . . . . . . . 11 RuthWallace 3 Where ‘The TVET System’ Meets the Performativity of Vocational Learning: Borderlands of Innovation andFutureDirections . . . . . . . . . . . . . . . . . . . . . . . . . 33 IanFalkandKalerSurata 4 ConstructingLearnersasMembersofNetworks . . . . . . . . . . 63 JoBalattiandStephenBlack 5 CompetenceasCollectiveProcess . . . . . . . . . . . . . . . . . . . 77 NickBoreham PartII Cross-CulturalPerspectivesofVocationalLearning 6 IndigenousDotCom:E-LearninginAustralianIndigenous WorkforceDevelopmentandEngagement . . . . . . . . . . . . . . 95 RuthWallaceandRhondaAppo 7 VocationalLearningbyNativeAmericansintheUSA . . . . . . . 111 CorneliaButlerFloraandMaryEmery 8 TVETIdentitiesinKnowledgeWork:GenderandLearning inaGlobalizingIndustry . . . . . . . . . . . . . . . . . . . . . . . 127 IreneMalcolm xi xii Contents PartIII VocationalLearningPractice 9 NewFormsofLearninginGermanTVET–Theoretical RemarksandEmpiricalResults . . . . . . . . . . . . . . . . . . . . 145 MichaelGöhlichandNicolasSchöpf 10 GoodPracticeModelsforUsingTVETtoAddressSkill Shortages:ACaseStudyfromHealth . . . . . . . . . . . . . . . . 165 SueKilpatrick,SusanJohns,PatriciaMillar,GeorginaRoutley andQuynhLê 11 VocationalEducationPedagogyandtheSituatedPractices ofTeachingCoreSkills . . . . . . . . . . . . . . . . . . . . . . . . . 179 RoyCanning 12 LiteraciesintheLearningCareersofStudents. . . . . . . . . . . . 191 RichardEdwardsandKateMiller PartIV LookingAhead 13 VocationalLearningintheFrameofaDevelopingIdentity . . . . . 205 JohnGuenther 14 MatureAdultLearningandEmployment . . . . . . . . . . . . . . 217 RalphCatts 15 LearninginWorkingLife:IdentityandWorkplaceLearning . . . 229 JohnField 16 TheImpactofSelf-PerceptiononVocationalLearning . . . . . . . 243 LarrySmithandMargaretKling 17 VocationalLearningFutures . . . . . . . . . . . . . . . . . . . . . 259 RalphCatts,IanFalkandRuthWallace AuthorIndex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 SubjectIndex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
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