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![Page 1: Text heading here. Association for Tertiary Education Management Queensland Branch Conference 26 May 2006 VET innovations: some challenges associated.](https://reader030.fdocuments.us/reader030/viewer/2022032804/56649e585503460f94b51b19/html5/thumbnails/1.jpg)
Text heading here
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Association for Tertiary Education Management Queensland Branch
Conference 26 May 2006VET innovations: some challenges associated with the
development and implementation of the new vocational
graduate certificates & diplomas
Alicia Toohey, Lynda Robertson & Liz Ruinard, Project Managers, Educational Partnerships Unit, Southbank Institute
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Presentation Overview
• Policy surrounding the emergence of Vocational Graduate Certificate and Vocational Graduate Diploma (VGC and VGD)
• Challenges in writing the curricula
• Pedagogical underpinning to delivery of curricula
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Commonwealth and State policies
• At a national level by MCEETYA – need for qualifications at a graduate level with “outcomes oriented to the specialised needs of industry and enterprise” www.aqf.edu.au
• 100,00 people can’t be wrong - “Each year, more than 100,000 people with university qualifications enter training.” National Skills Shortage Strategy, DEST, http://getatrade.gov.au/training.htm
• At a state level - Queensland Skills Plan 2006 – policy reform agenda for the state’s Vocational and Education Training sector
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Characteristics of VGC/Ds
• Support development of high level vocational capabilities in broad and / or specialised areas of knowledge and skills www.aqf.edu.au
• Curricula written in competency standard format for national consistency
• Strong emphasis on the application of knowledge and demonstration of skills in a workplace setting, not just the acquisition of theory
• May be designed to articulate into higher education programs at Graduate Certificate or Masters levels
• 6 months full time and 12 months part-time for the VGC
• Formal qualifications not required for entry
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Examples of VGC/Ds: Queensland
Qualifications being developed by the public sector
• VGC Architectural Digital Illustration
• VGC Adult Literacy and Numeracy Teaching
• VGC / D Project Management
• VGC / D Sales Management
• VGC / D Entrepreneurship
• VGC / D Teaching English to Speakers of Other Languages
• VGC / D Culinary Arts and Kitchen Management
• VGC / D Strategic Business
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Examples of VGC/Ds: nationwide
• VGC Community Services Management Challenger TAFE, WA
• VGC Management (Leadership) ESSET, Tasmania
• VGC Education (Leadership) ESSET, Tasmania
• VGC Teaching Students with Autism Spectrum Disorder
Autism Teaching Institute - Western Autistic School, Vic
Refer: www.ntis.gov.au
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Context of curriculum writing
• Project based at SBI with a lead responsibility with the Educational Partnerships Unit.
• Qualifications to be developed across a range of vocational areas reflecting industry advice and potential market demand, e.g.
VGC in Architectural Digital Illustration
VGC/D in Culinary Arts & Kitchen Management
VGC in Adult Literacy and Numeracy Teaching.
• Curriculum to be developed according to specific guidelines for their structure, form and language.
• Accreditation responsibilities rest with the Department of Employment and Training through the Product Services Unit.
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The writing: Model
• EPU project managed the writing through drawing on the skills of teaching teams in SBI faculties and external consultants.
• EPU set up Curriculum Development Advisory Committees (CDAC) who ensure that industry needs are met.
• SBI funded by the Department Employment and Training to write curriculum and then prepare initial resources.
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The writing: Challenges
• Identifying the ‘look, content and feel’ of the VGC or VGD. What are they?
• Needing to ‘educate’ our SBI directors, teams and teachers as well as CDAC members about what they are and are not.
• Balancing the vocational flavour with the requirements of qualifications at AQF 8 or 9 – at graduate level.
• Balancing the practical, underpinning knowledge with the academic rigour and graduate level.
• Learning to write in competency based format• Making sure that the responses/thoughts of the CDAC• Conforming to VET guidelines for writers
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More challenges
• Learning to think and write in competency based format at this level.
• Making sure that the responses and thoughts of the CDAC members are incorporated in the final documents.
• Conforming to VET guidelines for writing.
• Progressing the process of consultation, development and curriculum editing in the context of the departmental funding timelines.
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The writing: Positives/Challenges
• Expanded horizons for VET programs - “In general it was a pleasant experience seeing the generation of something new and exciting” (Mike Gibson).
• Positive and enthusiastic responses from industry and higher education partners – “It was good to be involved and we found it rewarding” (CDAC members VGC in Architectural Digital Illustration).
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Pedagogy of vocational graduateproducts
• Consisting of competencies encoded with Employability Skills
but delivered in a manner that seeks to be as learner-centred as possible
• Delivered in a mode that aims to facilitate situated learning as far as possible
• Implemented in a fashion that seeks to privilege the principles of andragogy
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VGC/D Culinary Arts & Kitchen Management
• Competencies in culinary arts, management, financial management, innovative marketing, strategic leadership, entrepreneurship
• To be delivered in lectures, tutorials, practical workshops & sessions in the kitchen, industry forums, field trips
• To be conducted in tandem with the establishment of industry mentoring networks
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VGC Architectural Digital Illustration & VGC/D Sales Management
• Training to be delivered using the classroom as simulated workplaces or as liveworm studios
• Simulation to be supplemented with some connection with a real enterprise in order to supply some of the human, social and organisational dimension of transactions with a real world organisation
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VGC/D Applied Biotechnology
• Curriculum being written in conjunction with skills audit being conducted through teacher consultation with industry
• Networking with industry facilitated through SBI teachers’ participation in Office of Biotechnology and Dept of State Innovation - Pharmaceutical/Nutraceutical Industry Strategy Focus group
• Training will be delivered in SBI laboratories, in laboratories in and on behalf of industry and possibly in concert with internships in industry for students
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Potential impact of vocational graduate products
• Possibility to reinvigorate suite of products offered in vocational sector
• Possibility to challenge/blur to a certain extent cross-sectoral divide
• Possibility for vocational sector to construct a discourse around higher-level skills and knowledge
• Possibility for vocational sector to develop capacity for practical research, praxis and innovation
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Acknowledgements:
In preparing this presentation/paper we consulted with the following who
contributed their ideas and thoughts:
• SBI teachers and curriculum writers Mike Gibson, Ann Kelly, Jonathan Edwards, Alison Taafe, Richard Egelstaff, Richard Bowen
• Product Services team, TAFE Qld, especially Peta Day, David Spray and James Knynenburg