University of Southern Queensland, Faculty of Education
Place of publication
Post compulsory education in Australia has changed significantly since the early 1990s. For many young people in their later years of schooling, learning now involves a blending of experiences derived from education and training institutions once historically separated and defined by distinctly different approaches to pedagogy and assessment. It is also increasingly common for students to include formalised workbased learning arrangements in their learning program, adding further to the students’ experiences of learning and exposure to different learning contexts. Added to this new mosaic of learning experiences, increased participation rates in schooling have contributed to greater diversity in post compulsory students’ learning temperaments. This paper draws on five case studies to explore the new pedagogical challenges presented by these students’ exposure to different systems of learning and examines the emergence of applied learning in Victoria as a pedagogical response to these challenges. It proposes that effective pedagogical change aiming to address these challenges must overcome the tendency to be marginalised in schools and labelled as an alternative approach to learning. The paper concludes by exploring the possible future of applied learning emerging from the current context of pedagogical change.
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