RESOURCES

THE IGNORED PEDAGOGICAL DIMENSION IN VET

DELIVERY OF THE TRAINING PACKAGES

Homi Azemikhah

University of Adelaide, Adelaide, SA, Australia

Abstract

Application of the Double Heuristic Method (DHM) to the delivery of programs in Vocational Education and Training (VET) in Queensland (Azemikhah 2010) has been implemented in this research resulting in the emergence of a new theorising of the pedagogical engagement in the VET sector. Key elements of the findings will be shared in this paper, and it will be argued that these elements and the grounded theory that emerges are central to the heart of VET pedagogy.

The DHM graphical interface template (GIT) was designed as central to doctoral research conducted by the presenter. The template was designed to bring about the pedagogical clarity that was much needed in the VET community. This paper discusses the two inter-related theories that have emerged from this research, i.e., Meta competency theory (MTC) and Confusion to Clarity theory (CTC). While the Meta-competency theory argues that synthesis of the segmented component parts leads to meaning making and pedagogical clarity, CTC establishes that pedagogical misunderstanding in VET delivery leads to clarity only through implementation of a way of working where elements are pedagogically defined and synthesized.

THE DOUBLE HEURISTIC METHOD (DHM) –

PERSPECTIVES ON HOW TEACHERS DEAL WITH AN ALTERNATIVE

MODEL FOR TEACHING IN THE VET SECTOR

Homi Azemikhah

The University of Adelaide

Abstract

This paper reports on a PhD research project that is designed to investigate the perspectives of VET practitioners on the application of Double Heuristic Method (DHM) (Azemikhah, 2005b) for the teaching of the Units of Competency of the Training Packages. A qualitative approach within the Interpretivism Paradigm is used. While the epistemology informing the research project is that of Constructionism, the focus on how VET teachers deal with DHM necessitated the use of a hybrid form of Grounded Theory as the methodology that is shaped by the conceptual framework of Symbolic Interactionism (Blumer, 1969). During 2009, a professional development (PD) program, for the participant VET teachers, was designed and delivered. This PD program engaged participating teachers in the development of relevant heuristics for the unit of competency of their choice.

Semi-structured interviewing has been used as the method of data collection. While the data collection is still in progress, the analysis of data has commenced. Research findings, so far, support the DHM framework as a necessary component of teaching in the Training Packages context. The data analysis, so far, confirms DHM as a robust pedagogical approach that is appropriate for inclusion in Certificate IV in Training and Assessment. Whilst experienced teachers are reporting that they are using DHM for a particular purpose, they recommend its use as an important component of learning for the beginning teachers who are engaged in the study of Certificate IV in Training and Assessment (TAA). It is anticipated that further data collection and analysis will reveal significant pedagogical findings for the vocational sector, in the context of Training Packages.

Aiming at the higher completion rates in VET

Homi Azemikhah

University of Sunshine Coast

Abstract

While the 2008-09 budget projections show that, despite all the talk of the Education Revolution, the education share of the budget will continue to decline, Kevin Rudd and Julia Gillard make much of the need for a rigorous ‘evidence base’ for their reforms (Devereaux 2008). Given that, in the VET sector, the effectiveness of training is variable, many of the trades with low completion rates are also occupations that regularly appear on the national skill shortages list (NCVER 2006).

Given that it is not possible with the available evidence to attribute low completion rate to the training (Australian Government, 2008), the National and State Governments are attempting to allocate funds to Institutes on the basis of completion of studies. This research paper discusses whether the completion rate is attributable to training and if so, how to plan and achieve higher completion rates at the Institutelevel in a learner-centred, work- centred and attribute-focused paradigm.

The Question of Competency Certainty

Moving from quality to excellence in vocational education

Homi Azemikhah,

University of Sunshine Coast

Abstract

Given that Australian Quality Training Framework (AQTF) 2007 is designed to encourage Registered Training Organisations (RTO’S) to focus on quality and continuous improvement to better meet client needs”, a key aspect of AQTF 2007 has been the inclusion of “a continuum that allows for recognition of quality of RTO performance at several points”, including quality training and assessment.

While the new AQTF 2007 Excellence Criteria, within the Australian Quality Training Framework, focus on the use of five inter-related categories for excellence, including: learning and assessment, leadership, people focus, client and community focus and management systems, this paper focuses on one criterion, that of learning and assessment. The paper illustrates how the achievement of this criterion relies on the pedagogical expertise of VET educators to ensure the delivery of products is informed by current thinking and research about learning and assessment, so that the essential standards of quality delivery are met. This depends to a large degree on how the required knowledge and skills are integrated in teaching, learning and assessment. Currently, by the advent of “Employability Skills”, the integration of skills into teaching, learning and assessment has gained momentum.