Vocational Education and the Individual

Billett, Stephen

doi:10.1002/9781119098713.ch3

Cited by 4 publications

(35 citation statements)

References 39 publications

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“…Fifth, the study provides an extension of scholarship on the theory of a practice curriculum developed by Stephen Billett (2019). While the concept of an enacted curriculum is developed in both formal and informal settings (Billett, 2011), a practice curriculum is specific to workplace learning and occupational training (Billett, 2019). This research departs from Billett's original conception of a practice curriculum by considering the influence of RTO trainers on the curriculum enacted within workplaces through totally on-the-job training.…”

Section: Significance Of the Studymentioning

confidence: 97%

Section: Significance Of the Studymentioning

confidence: 99%

“…The efficacy of enacting a practice curriculum relies on the engagement of apprentices in the kinds of work activities afforded them and their ability to access expertise within workplace settings. These themes of engagement, affordances and access to resources and expertise are important when understanding how vocational curriculum can be extended to learners in ways that will augment the commitment to their apprenticeship (Billett, 2001b;2019b). In my role as an apprentice trainer, I negotiated and recorded apprentice training affordances and their curricular activities in a curriculum document known as an apprenticeship training plan.…”

Section: The Rationale For Undertaking This Studymentioning

confidence: 99%

“…To investigate the relationship between these three areas of curriculum design, government policy, and apprenticeship non-completion, I began a literary examination of the vocational curriculum using three theoretical strata: the intended, enacted, and experienced curriculum (Billett, 2011;2019b;Marsh & Willis, 2007;McCormack & Murphy, 2008). The framework presents apprenticeship learning as a model shaped by contexts, enacted within communities, and subject to individual learner engagement.…”

Section: Framing the Research Studymentioning

confidence: 99%

“…The three curriculum strata that are intended, enacted, and experienced provide a conceptual framework to position scholarly understanding of curriculum design within national, institutional, and personal settings (Billett, 2011;2019b). The intended curriculum allows for a conceptual understanding of governments and industry's macro-level intended purposes for vocational education.…”

Section: Framing the Research Studymentioning

confidence: 99%

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Apprenticeship training curriculum: examining its negotiated design and the ensuing effects on learner engagement

Guest

2023

Journal of Vocational Education & Training

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Apprenticeship training has a long and successful history in Australia. However, despite our best efforts to provide a modernised and flexible vocational curriculum, apprentice learners are leaving their training in ever-increasing numbers. Hence, there is a need to undertake a detailed study of apprenticeship training and the Vocational Education and Training (VET) curriculum which informs its practice. In this dissertation, I investigate the decision-making processes of VET curriculum design from its conception by industry and governments through to its implementation by college trainers. I seek to understand how the industrial parties of vocational education negotiate the curriculum of apprenticeship training, and with what effects on the apprentice training experience?The study uses a conceptual framework of curriculum as being intended, enacted, and experienced to structure the research inquiry. I use the theoretical concepts of learning through participation and acquisition to understand the accumulative effects on the apprentice experience and their subsequent levels of engagement. I focus on apprenticeships within the baking industry, and I interview the design participants throughout the curriculum design process. The study uses in-depth interviews with twenty-three research participants as well as supporting public and private documents and workplace training observations. The research findings make several important contributions toward VET research in the knowledge domains of vocational curriculum design and workplace learning. First, the study presents a detailed illumination of the curriculum design process from its conception by governments, through to its implementation by college trainers, and its ensuant influence over apprentice learners. Second, the thesis contributes to existing concepts of vocational knowledge formation in workplace practice settings. Third, the study extends existing workplace learning theoretical descriptions of acquisition and participation.Fourth, the study's findings contribute to a socio-political conception of workplace learning relations.Together, these findings provide a clearer understanding of the relationship between apprenticeship training and a learner's decision to leave.

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Section: Significance Of the Studymentioning

confidence: 97%

Section: Significance Of the Studymentioning

confidence: 99%

Section: The Rationale For Undertaking This Studymentioning

confidence: 99%

Section: Framing the Research Studymentioning

confidence: 99%

Section: Framing the Research Studymentioning

confidence: 99%

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Apprenticeship training curriculum: examining its negotiated design and the ensuing effects on learner engagement

Guest

2023

Journal of Vocational Education & Training

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Collaborating Across Occupational Boundaries: Towards a Theoretical Model

Striković

Wittmann

2022

Vocations and Learning

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The digital transformation leads to changing work contexts and new work objects that give rise to the necessity of collaboration across occupational boundaries. Yet there is a lack of theoretical models of cross-occupational collaboration, particularly with regard to individuals’ cross-occupational collaboration competency (COCC). In order to close this research gap, this article presents a theoretical model of COCC and associated indicators which can be subject to education and diagnostics in VET. In accordance with activity theory, cross-occupational collaboration is characterized as an activity system. While an activity is collective in nature, its role-constituting elements (e.g., division of labor) point to role-theoretical approaches. This paper reviews role-theoretical frameworks and applies structural symbolic interactionism as a framework for modeling an individual’s COCC. Using its conceptual apparatus, a hierarchical model of an individual’s capacity for cross-occupational collaboration within an activity system is developed. Its elements are (i) knowledge about one’s own occupational role, (ii) knowledge about the roles of the cooperation partners with other occupations, (iii) latent role distance, (iv) role-taking, and (v) object-oriented role coordination/role-making. This model can also be used as a basis for assessments that may lead to empirical investigations of how to promote individuals’ COCC.

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Expertise as a ‘capacity for action’: reframing vocational knowledge from the perspective of work

Guile¹,

Unwin²

2020

Journal of Vocational Education & Training

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Vocational Education and the Individual

Cited by 4 publications

References 39 publications

Apprenticeship training curriculum: examining its negotiated design and the ensuing effects on learner engagement

Apprenticeship training curriculum: examining its negotiated design and the ensuing effects on learner engagement

Collaborating Across Occupational Boundaries: Towards a Theoretical Model

Expertise as a ‘capacity for action’: reframing vocational knowledge from the perspective of work

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