1,720,981 research outputs found
Interview with Leesa Wheelahan on 'Higher education in TAFE'
No full textTechnical and further education (TAFE) institutes offering higher education degrees is a relatively new development but is expected to grow as a consequence of government policies aimed at increasing the percentage of Australians holding a bachelor degree. This project considers the provision and different perspectives of higher education qualifications offered by TAFE institutes, focusing on degrees and associate degrees. In this interview, Steve Davis talks with researcher Leesa Wheelahan about her report \u27Higher Education in TAFE\u27
Shaken not stirred? The development of one tertiary education sector in Australia
No full textMixed-sector tertiary education institutions are still only small in number and remain relatively under-researched. This project examines universities that offer a small amount of VET and private providers that offer both VET and higher education, building on previous research examining TAFEs that offer higher education. This research suggests that mixed-sector and dual-sector providers are likely to become more important but they face specific challenges in the quality of their provision. While the sharp distinctions between VET and higher education are giving way to a more differentiated single tertiary education sector this is resulting in a more stratified and hierarchical structure as university providers become the \u27comparator\u27.
Authors: Leesa Wheelahan, Sophie Arkoudis, Gavin Moodie, Nick Fredman, Emmaline Bexle
Rethinking Skills Development
No full textThis article critiques models of competency-based training in vocational education and training in Anglophone countries and contrasts it to ‘kompetenz’ in Germanic countries. It identifies six key problems with Competency-Based Training (CBT): first, CBT is tied to specific ensembles of workplace roles and requirements; second, the outcomes of learning are tied to descriptions of work as it currently exists; third, CBT does not provide adequate access to underpinning knowledge; fourth, CBT is based on the simplistic and behaviourist notion that processes of learning are identical with the skills that are to be learnt; fifth, the credibility of a qualification is based on trust, not what it says a person can do; and sixth, CBT is based on a notion of the human actor as the supervised worker. The article argues generic skills are not the alternative, and it uses a ‘modified’ version of the capabilities approach as the conceptual basis for qualifications.</p
Missing links: the fragmented relation between tertiary education and jobs
No full textThis report explores the transitions students make in undertaking a second qualification (i.e. whether they change field of education and/or move between the VET and higher education sectors). It also looks at the reasons why they decide to undertake another qualification. A combination of data from the Survey of Education and Training and interviews is used to look at these transitions in four industry areas – finance, primary industry, health and electrical trades/engineering.
Overall, the extent that students stay within a particular field of education depends on whether there are well defined occupational pathways within the field. This work is part of the three-year research program Vocations: the link between post compulsory education and the labour market.
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Vocational education qualifications’ roles in pathways to work in liberal market economies
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