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'I see nothing has changed': reshaping practitioner concerns about institutional change

Grace, Lauri 2006, 'I see nothing has changed': reshaping practitioner concerns about institutional change, in Global VET challenges at the global, national and local levels: Proceedings of the AVETRA 9th annual conference, [Australian Vocational Education and Training Research Association], [Wollongong, NSW.], pp. 1-10.

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Title 'I see nothing has changed': reshaping practitioner concerns about institutional change
Author(s) Grace, Lauri
Conference name Australian Vocational Education and Training Research Association. National Conference (9th : 2006 : Wollongong, N.S.W.)
Conference location Wollongong
Conference dates 19 - 21 April 2006
Title of proceedings Global VET challenges at the global, national and local levels: Proceedings of the AVETRA 9th annual conference
Editor(s) Kell, P.
Publication date 2006
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 [Wollongong, NSW.]
Summary My PhD research revealed widespread disquiet that Training Packages are typically written in a complex and abstract institutional language form that excludes all but knowledgeable readers. Many practitioners and participants struggle to understand the units of competency they are trying to work with. In a national VET system which claims that decision making and policy development are based on consultation and research, how can this disquiet go unnoticed? This paper examines a sequence of five texts drawn from the review and development of the Training Package qualifications for VET practitioners. It argues that the impact of an excluding language form has been recognised and then subsumed in two separate review and  development processes. When the first competency standards for workplace trainers and assessors were reviewed in 1997 much of the target population was found to lack awareness, familiarity, experience or expertise in using the standards. Yet the review is reported to have concluded that most users were satisfied with the language used in those standards. When the  Training Package for Assessment and Workplace Training was reviewed in 2001 the complex language was one of the most common issues raised in unprecedented consultations and was identified as a significant accessibility issue. Yet the Training and Assessment Training Package responded by entrenching the use of this language as a compulsory assessable requirement and suggesting that individuals who have difficulty with the language may require training to improve their own (presumed deficient) language and literacy skills. Practitioner input was ‘written down’ but not ‘taken up’. The paper concludes that the concerns expressed by practitioners exposed to public critique fundamental issues about a Training Package that was a ‘lynchpin’ of the VET system and a key component of the ‘rules of the VET game’. But the concerns were reshaped and redefined in a process that was aligned to national VET policy rather than to local needs.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2006, Australian Vocational Education and Training Research Association
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30006192

Document type: Conference Paper
Collections: School of 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.