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.. eeships (Keating, 1998). There are a variety of combinations of VET programs, this make the training and education a student can undertake more suited to their own personal goals and needs. Programs are constantly changing or being adapted to better suit both student and industry (Keating, 1998).Possibly the most significant alteration new vocationalism has brought about is competency based training (CBT). As with all new schemes, it has positive and negatives. The idea of a pass or fail, competent or not scale is very valid to employers, especially since the value of a grade or exit standard has little or vague meaning to those outside the educational system.
However it has caused some problems for students undertaking a composite of general and vocational education and training. CBT permits the retaking of levels until the student reaches competency. General education however requires students to perform at their best at a specific time, first time. This could lead to some students who are excelling in CBT, failing general education courses. Students who undertake VET have been shown to be more positive in their outlook, have a higher level of motivation, improved interpersonal skills, and greater career awareness, as well as being seen to be more employable (Scharaschkin et al, 1995 in Frost, 2000).
Students are also better able to make value judgements, see the connection between work and school and understand the world of business (Robinson & Kenyan, 1998). This means that they are better able to embrace the 'work ethic' while sparking their interest in higher education and training. Students then benefit from the variety of styles and tailoring that VET offers. Their ability to relate their formal education to the skills and competencies required to be an effective member of the work community is beneficial to them and increases their chances of employment. These positive outcomes were not being addressed prior to the new vocationalism and have constantly live in the shadow of general education up until now.Analysis of current VET policy for schoolsWhile the current VET policy is widely quoted and there is a great deal of material on it, I don't feel terribly equipped to analysis it in a practical sense.
There were no vocational educational options offered when I attended high school, which was not that many years ago. Admittedly I attended a catholic all girls college, but we were all herded into general education courses and very little consideration was given to those students who were not going on to university educations. This means that I have no idea of, nor do I know of anyone who has experienced these programs and seen or heard their thoughts and perceptions of the outcomes. So I have made my analysis purely from the perspective of the underlying ideals that VET hopes to promote, along with my own thoughts on what sorts of problems and barriers it could encounter.The ideology behind new vocationalism is theoretically sound. Giving students access to education and training which better suits their post education needs, makes complete logical sense. It is only natural then, to assume that if students are undertaking studies which more directly relate to their interests, that they will be more motivated to complete the training required to enter their chosen field.
As anyone who loves his or her work will tell you, when it is something you enjoy, you will go the extra mile to do the job well. On the down side, I think the implementation and promotion of these new initiatives would be quite a task. Setting up of competencies and standards, training those who assess them, ensuring that the requirements do not clash with any industry awards or legislation etc, the funding and general administration of these programs cannot be a simple task. This is an are where I think it will take quite sometime to iron out the 'kinks' in the system. The ongoing paperwork and maintenance of these projects, if too large, would only serve to alienate the industry for which the training is intended.
From personal experience as a liaison officer for a cultural exchange program, problems that begin at the size of a pebble in your shoe can be blown out of all proportion if not dealt with promptly and efficiently. Advisory and troubleshooting contacts that can deal with any issues promptly would be essential to the success of these programs. This also applies to preparing the students well before they begin these programs.To take an apprentice as an example, if he or she does not know what to expect when they undertake and apprenticeship, how are they to know if what they are doing on their days of on the job training is correct? Students and employers need to have a comprehensive understanding of what is and isn't acceptable, to avoid situations which have made headlines in recent years such as work place harassment and apprentices being used as simple gophers.From what I have read in the readings and study guide from this assignment, as well as the reading I have undertaken in preparation for this assignment, it is clear to me that my teacher training so far has not prepared me to be able to accommodate these types of programs in my curriculum areas. And while Japanese teaching may not have a large VET component, computer studies and information processing technology certainly can. New vocationalism has given a name to an area of my teaching philosophy that students should be able to relate what they learn in the classroom directly to the outside world.
That education should reflect the world it prepares students to live in, and not simply focus on the facts so that students reach set academic levels. Not all students have talent in all areas, and new vocationalism is a way of tailoring education to better suit the changing needs of our students as they enter the unknown world of this new millennium.ReferencesANTA web site, 2000. http://www.anta.gov.au/abc/VETinSchools.htmFrost, M. 2000. Releasing the Genie: The Impact of VET in Schools on Education. Curriculum Perspectives 20:1 (pp45-50).
Downloaded from web site: http://www.vetnetwork.org.au/resources/papers/acap aper.htmlKeating, J. 1998. Australian Training Reform: Implications for Schools (Revised Edition). Curriculum Corporation, Melbourne, Victoria.Pollard, A., Puvris, J. & Walford, G. 1988.
Education Training & the New Vocationalism: Experience and Policy. Open University Press, Milton Keynes.Robinson, C. & Kenyan, R. 1998. The Market for Vocational Education & Training.
NCVER, Leabrook, SA.Skilbeck, M. Connell, H. Lowe, N. & Tait, K. 1994.
The Vocational Quest: New Directions in Education and Training. Routledge, London.
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