Sustaining Victorian certificate of applied learning (VCAL) educators

Schulz, Christine 2011, Sustaining Victorian certificate of applied learning (VCAL) educators, in AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Across Boundaries, Australian Association for Research in Education, [Hobart, Tas.], pp. 1-17.

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Title Sustaining Victorian certificate of applied learning (VCAL) educators
Author(s) Schulz, Christine
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tas.
Conference dates 27 Nov. - 1 Dec. 2011
Title of proceedings AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Across Boundaries
Editor(s) [Unknown]
Publication date 2011
Conference series Australian Association for Research in Education International Education Research Conference
Start page 1
End page 17
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) Victorian certificate of applied learning
educators
applied learning
Summary This paper draws on emerging data from in-progress analysis of interviews with 22 teachers/educators who teach the Victorian Certificate of Applied Learning (VCAL) in the settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE). The development and implementation of VCAL occurred in 2002 as a response to Victorian government policy initiatives resulting from the Kirby (2000) Report. The VCAL is offered alongside the Victorian Certificate of Education (VCE), in years 11 and 12 of school, as another pathway into employment or further education and training. VCAL is also offered in the settings of TAFE and ACE. The VCAL curriculum uses applied learning as a pedagogical foundation to engage students in relevant, meaningful and authentic learning. In schools VCAL is delivered by qualified and registered teachers. In the TAFE and ACE sectors VCAL is taught by staff who are not necessarily teacher trained. Many pre-service teaching courses (including Certificate IV in Workplace Training and Assessment) do not include applied learning pedagogy in the curriculum. Since VCALʼs implementation there have been calls for greater consultation with, and support given to, VCAL teachers and organisations (Knipe, Ling, Bottrell and Keamy, 2003, p. 6; Harrison, 2006). Additionally VCAL teachers are frequently ill prepared professionally to manage a cohort which includes a high concentration of disengaged young people demonstrating challenging behaviours and attitudes (Pritchard & Anderson, 2006, p.1). Emerging data from the interviews with VCAL educators indicates these issues have not been addressed and many educators and teachers continue to feel unprepared and poorly supported. This is particularly significant in the light of a recent Victorian government announcement that, despite rising VCAL enrolments, VCAL coordination funding to schools is to be cut in 2012. (VALA, 2011, para. 4). To compensate for a lack of structured support and preparation, VCAL educators are frequently sustaining professional practice by their own agency in adapting already held life-skills and knowledge.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2011
Copyright notice ©2011, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30043319

Document type: Conference Paper
Collection: School of Education
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