How closely do Australian Training Package qualifications reflect the skills in occupations? An empirical investigation of seven qualifications
- Smith, Erica, Smith, Andy, Hampson, Ian, Junor, Anne
- Authors: Smith, Erica , Smith, Andy , Hampson, Ian , Junor, Anne
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 13, no. 1 (2015), p. 49-63
- Relation: http://purl.org/au-research/grants/arc/LP110200888
- Full Text:
- Reviewed:
- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves.
- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves. © 2015 Taylor & Francis.
- Authors: Smith, Erica , Smith, Andy , Hampson, Ian , Junor, Anne
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 13, no. 1 (2015), p. 49-63
- Relation: http://purl.org/au-research/grants/arc/LP110200888
- Full Text:
- Reviewed:
- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves.
- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves. © 2015 Taylor & Francis.
Discipline, governmentality and 25 years of competency-based training
- Hodge, Steven, Harris, Roger
- Authors: Hodge, Steven , Harris, Roger
- Date: 2012
- Type: Text , Journal article
- Relation: Studies in the Education of Adults Vol. 44, no. 2 (2012), p. 155-170
- Full Text:
- Reviewed:
- Description: Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault’s analysis of ‘disciplinary’ power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of knowledge that shaped the self-understanding and activity of participants. Robinson (1993) and Edwards and Usher (1994) were among the first researchers to call attention to the disciplinary potential of CBT. But Foucault went on to argue that discipline is a component in an overarching system he called ‘governmentality’. The analysis of governmentality augments the analysis of discipline by foregrounding the effects of knowledge of populations and modes of power that operate at a distance. In this article, the disciplinary critique of competency-based systems is extended by demonstrating the relevance of Foucault’s analysis of governmentality to a contemporary national system of CBT. The authors use a case of 25 years of CBT in an Australian vocational education institution as a scaffold for the argument. This case is germane because it presents a succession of practices of CBT which allows us to trace and scrutinise a shift from a disciplinary to a governmental framework.
- Authors: Hodge, Steven , Harris, Roger
- Date: 2012
- Type: Text , Journal article
- Relation: Studies in the Education of Adults Vol. 44, no. 2 (2012), p. 155-170
- Full Text:
- Reviewed:
- Description: Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault’s analysis of ‘disciplinary’ power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of knowledge that shaped the self-understanding and activity of participants. Robinson (1993) and Edwards and Usher (1994) were among the first researchers to call attention to the disciplinary potential of CBT. But Foucault went on to argue that discipline is a component in an overarching system he called ‘governmentality’. The analysis of governmentality augments the analysis of discipline by foregrounding the effects of knowledge of populations and modes of power that operate at a distance. In this article, the disciplinary critique of competency-based systems is extended by demonstrating the relevance of Foucault’s analysis of governmentality to a contemporary national system of CBT. The authors use a case of 25 years of CBT in an Australian vocational education institution as a scaffold for the argument. This case is germane because it presents a succession of practices of CBT which allows us to trace and scrutinise a shift from a disciplinary to a governmental framework.
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