Vocational Learning: Innovative Theory and Practice

287 Pages·2011·2.481 MB·English

by  Ralph Catts, Ian Falk, Ruth Wallace (auth.), Ralph Catts, Ian Falk, Ruth Wallace (eds.)

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