The Productivity Challenge in Australia: The Case for Renewal in VET Teaching

Autor/in	Seddon, Terri
Titel	The Productivity Challenge in Australia: The Case for Renewal in VET Teaching
Quelle	In: International Journal of Training Research, 7 (2009) 1, S.56-76 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
Schlagwörter	Innovation; Educational Change; Foreign Countries; Productivity; Expertise; Teacher Effectiveness; Program Effectiveness; Barriers; Educational Development; Vocational Education; Vocational Education Teachers; Teacher Attitudes; Educational Policy; Educational Environment; Educational Strategies; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Produktivität; Expert appraisal; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsentwicklung; Ausbildung; Berufsbildung; Ausbilder; Lehrerverhalten; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; Australien
Abstract	This paper was prompted by the call for submissions to the Rudd government's 2020 Summit in April 2008. It analyses the impacts of VET reform on the VET workforce in order to identify strategies that might inform an agenda to build the workforce capacity to support economic and innovation. The paper argues that VET reforms since the 1990s created disturbances and uncertainties in VET teachers' and managers' work, and working lives. In particular, these reforms failed to recognise and endorse teaching expertise that sits at the heart of VET practice. Top-down reforms and funding constraints, coupled with lack of recognition of VET occupational expertise, created perverse behaviours. These contradictory trends prompted occupational boundary work that drove innovations in the character and reach of VET teaching, yet without establishing the terms and conditions necessary to sustain such occupational expertise. Consequently these innovations continue to be vulnerable because new initiatives-identities cannot compete with established identities in the competition for recognition and resources. These trends run counter to government efforts aimed at engineering change in VET to support skill building in an innovative Australia. This model of reform is not followed by other countries, which recognise and deploy teaching expertise in productive ways to build capacities for innovation amongst young and older worker-citizens. The paper concludes by suggesting that VET teaching expertise is an unacknowledged resource in the productivity challenge that could be mobilized in sustainable ways through professional renewal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10