National training packages: a new curriculum framework for vocational education and training in Australia

2001 ◽  
Vol 43 (6) ◽  
pp. 303-316 ◽  
Author(s):  
Leesa Wheelahan ◽  
Richard Carter
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Curriculum Framework ◽  
New Curriculum ◽  
National Training ◽  
And Training

Alternative Approaches to Vocational Education and Training

2021 ◽  
Vol 23 (1) ◽  
pp. 9-29
Author(s):  
Phil Budgell ◽  
Keyword(s):  
Vocational Education ◽  
National Level ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Curriculum Framework ◽  
Analytical Strategies ◽  
Planning Cycle ◽  
Impact Phase ◽  
Vocational Courses ◽  
And Training

In this paper, the author uses the planning cycle developed by Cedefop to compare Vocational Education and Training in England and Bulgaria. In the initial phase he uses reports from the EU, OECD and Cedefop to define the issues being faced in both countries. For the conceptualisation phase, the author focuses on the development of the National Qualifications Framework. Formal adoption is represented by the classification of individual vocational courses. The operational phase is interpreted as: the structure and organisation of schools; the curriculum framework; examples of vocational courses in schools and colleges; and work-based learning. Finally, a range of analytical strategies at: student; school; municipality; and national level are used to illustrate the monitoring, evaluation and impact phase.

Mission-Driven Adaptability in a Changing National Training System

2016 ◽  
Vol 46 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Don Zoellner ◽  
Anne Stephens ◽  
Victor Joseph ◽  
Davena Monro
Keyword(s):  
Vocational Education ◽  
Personal Development ◽  
Community Education ◽  
Mission Statement ◽  
National Policy ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
National Training ◽  
And Training

This case study of an adult and community education provider based in far north Queensland describes its capacity to balance various iterations of public policy against its vision for the future of Aboriginal and Torres Straits Islanders. Community-controlled organisations wanting to contribute to economic and social development in regional/remote Australia through the use of formally recognised vocational education and training have adjusted to at least three major sociopolitical changes at the national policy level since the early 1990s. These include redefining equity, marketising the delivery of public services and increased centralisation. The contemporary orientation of vocational education and training as part of the Indigenous Advancement Strategy has become a highly prescriptive and heavily centralised mechanism for the establishment of employment outcomes. This has been framed as an obligation and right of Australian citizenship as opposed to the other wellbeing and personal development benefits of education. This registered training organisation has navigated four burdensome (re)definitions of equity that have made planning and delivery of true lifelong training objectives difficult. The provider has embraced the marketisation of the sector and navigated other policy changes in order to provide the services and knowledge set out in the college mission statement.

scholarly journals Conflicting priorities: The dichotomous roles of leadership and management at TVET colleges

2018 ◽  
Vol 1 (1) ◽  
pp. 71 ◽  
Author(s):  
Catherine Roberts ◽  
Liezel Frick
Keyword(s):  
South Africa ◽  
Leadership Development ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Leadership And Management ◽  
Knowledge And Skills ◽  
Core Business ◽  
Curriculum Framework ◽  
And Training

The notions of leadership and management in the technical and vocational education and training(TVET) sector have become blurred in South Africa. The growing need for responsive and flexibleleadership in the TVET sector has resulted in challenges that can only be overcome with therelevant leadership knowledge and skills. Our findings suggest that the demands of leadershipand management have created conflicting priorities for leaders at the TVET colleges. Leadershipdevelopment in the TVET sector may be one way of addressing these issues. Yet, in South Africa,there are no strategically planned, custom-designed leadership development programmes forleaders in public TVET colleges. A curriculum framework for leadership development should beinformed by these conflicting priorities in order to reprioritise the focus of TVET leaders in SouthAfrica on their core business: that of vocational education. This article reports on current andfuture TVET leaders’ perceptions of how the notions of leadership and management influencetheir practice.

The Roles of an Effective Supervisor in Technical and Vocational Education and Training

2020 ◽  
Vol 24 (02) ◽  
pp. 2328-2334
Author(s):  
John Nehemiah Marwa ◽  
Hanifah Jambari ◽  
Ishak Taman ◽  
Nur Hazirah Noh@Seth ◽  
Mohd Zolkifli Abdul Hamid ◽  
...  
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Technical And Vocational Education ◽  
And Training
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