Integrated Model of VET Dynamics: Social and Economic Benefits for All. CRLRA Discussion Paper.

Autor/in	Falk, Ian
Institution	Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia.
Titel	Integrated Model of VET Dynamics: Social and Economic Benefits for All. CRLRA Discussion Paper.
Quelle	(2001), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1440-480X
Schlagwörter	Stellungnahme; Access to Education; Community Development; Definitions; Economic Development; Educational Benefits; Educational Equity (Finance); Educational Needs; Educational Planning; Educational Quality; Equal Education; Foreign Countries; Integrated Curriculum; Models; Place Based Education; Policy Formation; Position Papers; Postsecondary Education; Program Development; Program Evaluation; School Community Relationship; Social Capital; Social Development; Vocational Education; Well Being; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Community; Development; Entwicklung; Begriffsbestimmung; Wirtschaftsentwicklung; Bildungsertrag; Educational need; Bildungsbedarf; Bildungsplanung; Quality of education; Bildungsqualität; Ausland; Analogiemodell; Politische Betätigung; Positionspapier; Post-secondary education; Tertiäre Bildung; Programmplanung; Programme evaluation; Programmevaluation; Sozialkapital; Soziale Entwicklung; Ausbildung; Berufsbildung; Well-being; Wellness; Wohlbefinden; Australien
Abstract	The model currently used to represent the impacts of Australia's technical and further education (TAFE) programs implies a one-way flow of impact from TAFE to student to community. It may be argued that TAFE could better serve its clients by developing a social capital-based, two-way, reciprocal dynamic of vocational education and training (VET) planning and development. The evidence from a 5-year research effort encompassing more than 50 whole communities largely supports an integrated rather than segregated model of VET. The research has identified the following needs ("drivers") of the vocational learning experience: community; culture; enterprise; natural resource management; policy; providers; and industry. Vocational policy depends on two factors. The first is identifying vital checkpoints in the process of vocational learning where quality learning can be seen to have occurred. The second is identifying accurate benchmarks for profiling these checkpoints of quality. The solution to meeting these needs and conditions at the local level while juggling the demands of national strategic measures and data requirements lies in adopting a "community capacity inventory" model and resourcing through key performance measures. An integrated model of VET would be fairer and more accurate to all VET stakeholders, be more cost-effective for TAFE, and be better for enterprise and policy outcomes. (Contains 19 references.) (MN)
Anmerkungen	For full text: http://www.crlra.utas.edu.au/files/discussion/2001/D1-2001.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC