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Training packages and the AQTF: freedom to move or components of a compliance-driven straightjacket?

Grace, Lauri 2005, Training packages and the AQTF: freedom to move or components of a compliance-driven straightjacket?, in AVETRA 2005 8th annual conference: Emerging futures, recent responsive and relevant research, Australian Vocational Education and Training Research Association, [Alexandria, N.S.W.], pp. 1-10.

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Title Training packages and the AQTF: freedom to move or components of a compliance-driven straightjacket?
Author(s) Grace, Lauri
Conference name Australian Vocational Education and Training Research Association. National Conference (8th : 2005 : Brisbane, Qld.)
Conference location Brisbane, Queensland
Conference dates 13 - 15 April 2005
Title of proceedings AVETRA 2005 8th annual conference: Emerging futures, recent responsive and relevant research
Editor(s) Blakeley, John
Publication date 2005
Conference series Australian Vocational Education and Training Research Association Conference
Start page 1
End page 10
Publisher Australian Vocational Education and Training Research Association
Place of publication [Alexandria, N.S.W.]
Summary This paper reports on a PhD research project being undertaken through the Faculty of Education, Deakin University. Training Packages and the Australian Quality Training Framework (AQTF) form part of the ruling relations of VET, but how do they operate in practice? Do they provide frameworks within which training professionals are free to use judgement and respond in innovative ways to local learning and assessment contexts? Do they impose rigid 'guidelines' within which the decision-making authority of practitioners over appropriate practices is displaced by that of auditors, constraining creativity and creating pressures towards conformity? Or does their impact vary, depending on how they are interpreted and who is doing the interpreting? My PhD research explores issues relating to the use of Training Packages in workbased learning. Interview data suggests that, in practice, different training organisations respond very differently to a regulatory framework that aims to achieve national consistency. Some practitioners describe working in a compliance-driven environment, in which their ability to meet the needs of learners is stifled by standardised training and assessment practices imposed by Training Packages and the AQTF. This view is reflected in phrases such as 'you're not allowed to…', and 'you always feel uneasy because you've got AQTF compliance, inspections, auditors'. In contrast, other practitioners talk about having freedom to design learning and assessment programs for their particular target group and context, providing they stay within broad guidelines that guarantee national recognition of qualifications they issue. This view is reflected in comments such as 'it just leaves it open … to be as creative and flexible as you like', and 'It just gives us freedom'. This paper explores the proposition that the impact of these abstract and generalised texts is influenced by local interpretations, and it considers the role that organisational culture plays in determining these interpretations.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
130303 Education Assessment and Evaluation
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2005, Australian Vocational Education and Training Research Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005700

Document type: Conference Paper
Collections: School of Social and Cultural Studies in Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.