ACE working within / outside VET
- Authors: Foley, Annette
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2007 Conference, Victoria University, Footscray, Victoria: 11th-13th April 2007
- Full Text:
- Description: This paper looks at vocational education and training (VET) policy initiatives currently being circulated within the Victorian adult and community education (ACE) sector. It particularly explores how coordinators working and managing ACE organizations are being encouraged to meet policy requirements that are in some cases at odds with their traditional roles. The paper explores how ACE and VET frontline managers/coordinators are experiencing policy reform differently in some cases and how the central role of identity and identity change in the formation of VET and ACE is being understood from a different philosophical and cultural position. The reflections and perceptions from seven ACE coordinators, four ACE/RTO managers and fourteen VET frontline managers were examined with the aim of better understanding the working experiences and perceptions of people responsible for delivering and coordinating change within their organizations. The paper and its conclusions shed light on differences in ACE/VET discursive practices and interpretations of current policy directives and the implications this difference is having on ACE practice and ACE delivery.
- Description: 2003005540
- Authors: Foley, Annette
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2007 Conference, Victoria University, Footscray, Victoria: 11th-13th April 2007
- Full Text:
- Description: This paper looks at vocational education and training (VET) policy initiatives currently being circulated within the Victorian adult and community education (ACE) sector. It particularly explores how coordinators working and managing ACE organizations are being encouraged to meet policy requirements that are in some cases at odds with their traditional roles. The paper explores how ACE and VET frontline managers/coordinators are experiencing policy reform differently in some cases and how the central role of identity and identity change in the formation of VET and ACE is being understood from a different philosophical and cultural position. The reflections and perceptions from seven ACE coordinators, four ACE/RTO managers and fourteen VET frontline managers were examined with the aim of better understanding the working experiences and perceptions of people responsible for delivering and coordinating change within their organizations. The paper and its conclusions shed light on differences in ACE/VET discursive practices and interpretations of current policy directives and the implications this difference is having on ACE practice and ACE delivery.
- Description: 2003005540
Old dogs, new shed tricks : An exploration of innovative, workshop-based learning practice in Australia
- Golding, Barry, Brown, Michael, Foley, Annette
- Authors: Golding, Barry , Brown, Michael , Foley, Annette
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2007 Conference, Victoria University, Footscray, Victoria: 11th-13th April 2007
- Full Text:
- Description: Our paper explores some recent innovations in workshop-based learning practice that come out of community-based men's sheds in Australia. It deliberately goes beyond an exploration of the typical community-based men's shed, already explored in our recent NCVER research report and looks at some new and productive interactions between sheds and other informal learning organisations. We go to the margins of rapidly evolving shed practice and single out three types of shed-based organisations that work with school resisters, Vietnam Veterans and older men in aged care. Our aim is to illustrate, using new Australian narrative data, some theoretical and practical implications and benefits of reciprocal, workshop-based mentoring relationships involving men of different ages. Our focus is on ways in which men with a skill or trade are able, in a situated and authentic learning context, to informally weave magic for and with other men, and in some cases with young people. Our paper provides pointers to some of the principles underpinning successful informal and community-based learning practice for older men: particularly the need for a high level of engagement; the choice of an appropriate and safe setting; and to account for the differences associated with age and gender. We articulate an imperative for bringing more blokes into all forms of learning in Australia including through more informal, community-based learning as well as through adult and community education. Our paper and its conclusions have implications for other workshop and shed-based learning practice in vocational education and training as well as informal and community-based learning by volunteers in the quintessential and ubiquitous Australian fire and football sheds.
- Description: 2003005537
- Authors: Golding, Barry , Brown, Michael , Foley, Annette
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2007 Conference, Victoria University, Footscray, Victoria: 11th-13th April 2007
- Full Text:
- Description: Our paper explores some recent innovations in workshop-based learning practice that come out of community-based men's sheds in Australia. It deliberately goes beyond an exploration of the typical community-based men's shed, already explored in our recent NCVER research report and looks at some new and productive interactions between sheds and other informal learning organisations. We go to the margins of rapidly evolving shed practice and single out three types of shed-based organisations that work with school resisters, Vietnam Veterans and older men in aged care. Our aim is to illustrate, using new Australian narrative data, some theoretical and practical implications and benefits of reciprocal, workshop-based mentoring relationships involving men of different ages. Our focus is on ways in which men with a skill or trade are able, in a situated and authentic learning context, to informally weave magic for and with other men, and in some cases with young people. Our paper provides pointers to some of the principles underpinning successful informal and community-based learning practice for older men: particularly the need for a high level of engagement; the choice of an appropriate and safe setting; and to account for the differences associated with age and gender. We articulate an imperative for bringing more blokes into all forms of learning in Australia including through more informal, community-based learning as well as through adult and community education. Our paper and its conclusions have implications for other workshop and shed-based learning practice in vocational education and training as well as informal and community-based learning by volunteers in the quintessential and ubiquitous Australian fire and football sheds.
- Description: 2003005537
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