This paper was written by Bruce Mackenzie.
It describes a concept designed to:
(i) provide an al... more This paper was written by Bruce Mackenzie.
It describes a concept designed to: (i) provide an alternative or supplementary training model to existing apprenticeship programs; (ii) offer Australia’s youth a similar educational pathway to that which is currently available to international students; (iii) provide an educational framework which would provide a qualification for participants to enter both managerial/professional as well as skilled tradespersons’ positions; (iv) ensure that Australia’s skilled training system is equal to or compares with best international practice; (v) increase the chances of apprentices going onto further study; (vi) reduce the training time for apprentices; and (vii) reduce attrition rate for apprentices.
The key question this paper considers is 'what should vocational qualifications look like if the ... more The key question this paper considers is 'what should vocational qualifications look like if the links between qualifications and jobs are so weak?' It focuses on vocational education and training in wealthy liberal market countries. It shows that VET institutions are blamed for skills mismatches and for not producing the right kind of worker with the right kind of skills required by employers, when it is the structures of the labour market that shape and condition the way qualifications are used in the labour market. The key distinction is between regulated occupations which have tight links to qualifications, and unregulated occupations which have loose links to qualifications. The paper uses the Varieties of Capitalism approach, skills ecosystems and transition systems literature to consider the relationship between VET and the labour market on the one hand, and to education more broadly on the other. It shows that VET's low status in liberal market economies arises from its impoverished notions of skills, its weak links to the labour market, and that it functions as a weak, second-‐class educational pathway. The paper uses concepts of vocations and vocational streams to argue that VET needs to prepare students for a broader field of occupational practice, using curriculum designed to produce autonomous agents who are skilled at work, who can contribute to their families, communities and society. It argues that VET policy needs to become more differentiated to reflect the differences between regulated and unregulated occupations, and between the requirements of different vocational streams.
Contribution de l’Internationale de l’Education, le présent document a pour objectif d’examiner l... more Contribution de l’Internationale de l’Education, le présent document a pour objectif d’examiner le rôle de l’enseignement professionnel dans le cadre de la réalisation du 4e Objectif de développement durable et du Programme de l’UNESCO Education 2030, lequel engage la communauté internationale à «[a]ssurer l’accès de tous à une éducation de qualité, sur un pied d’égalité, et promouvoir les possibilités d’apprentissage tout au long de la vie» (2015a:iii). Cette contribution considère que l’enseignement professionnel est un élément indispensable pour: • atteindre les objectifs de développement durable • promouvoir le développement social et économique équitable et durable • contribuer à la réalisation des droits humains • développer les capacités productives de l’individu, de la société et des économies dans lesquelles ils vivent.
This paper is a contribution by Education International to discussing the role of vocational educ... more This paper is a contribution by Education International to discussing the role of vocational education in supporting the achievement of Sustainable Development Goal 4 and UNESCO’s (2015a: iii) related Education 2030 Agenda, which commits the international community to 'Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. The paper argues that vocational education is intrinsic to: • achieving the sustainable development goals; • supporting equitable and sustainable economic and social development; • contributing to the realisation of human rights; and • developing the productive capacity of people, their societies and their economies.
This report commissioned by Education International provides a conceptual framework to understand... more This report commissioned by Education International provides a conceptual framework to understand how vocational education is positioned in many countries, and the different ways in which the relationship between vocational education and the structures of the labour market mediate the variable outcomes that vocational education graduates achieve. It demonstrates the unequal access to vocational education in low, medium and high income countries. The report uses the capabilities framework as developed by Amartya Sen and Martha Nussbaum to underpin the notion of ‘productive capabilities’ in developing a conceptual basis for vocational education that supports social justice. It argues that strong publicly vocational education institutions are the anchor institutions of their communities that can support vocational education teachers in contributing to local social, economic and cultural development. It suggests a program of research for Education International in providing better understandings of vocational education in different contexts, to support Education International in working with social partners to strengthen vocational education’s role in developing inclusive and tolerant societies based on socially just and sustainable economic and social development.
Various pathways and forms of articulation into higher education are classified, described, and d... more Various pathways and forms of articulation into higher education are classified, described, and discussed: direct entry, vertical and horizontal transfer, transition programs, adult and continuing education, work experience, open entry, dual award programs, and twinning and nested awards. Some data on the diversification of pathways are presented. Pathways and articulation in transnational higher education is noted. Measures to broaden pathways and strengthen articulation are considered: government and institutions' policies, national ...
This paper considers the factors that affect Australian scholars’ publishing practices now and li... more This paper considers the factors that affect Australian scholars’ publishing practices now and likely future factors: academic appointment and promotion criteria, Commonwealth institutional block research grant criteria and DEST publication points, journal ratings and publishing criteria, commercial book publishers’ ratings and processes, the research quality framework, research impact and non-scholarly publishing avenues. The paper considers the implications of these factors for scholars’ publishing practices.
The realities of change in higher education: interventions to promote learning and teaching, Sep 18, 2006
This chapter opens by considering the effect on learning and teaching of Europe's Bologna pr... more This chapter opens by considering the effect on learning and teaching of Europe's Bologna process and the United Kingdom's National Committee of Inquiry into Higher Education chaired by Sir Ron (now Lord) Dearing. These set the context for the case study for this chapter, the attempt by the Australian government to improve learning and teaching in higher education as part of its 'Crossroads' review of higher education (Commonwealth of Australia 2002a). The study finds a number of key issues in managing change and posits ...
This seminar paper explores how the new environment may change universities’ roles and how might ... more This seminar paper explores how the new environment may change universities’ roles and how might they respond.
For administrative, professional and academics working or teaching in the higher education sector... more For administrative, professional and academics working or teaching in the higher education sector, this is of course the 'real world'. But do people really care about universities and higher education? Is it still the preserve of a few? This paper considers policy development and how much the media shapes higher education policy.
Distance education courses are normally developed for students who can't attend lectures and... more Distance education courses are normally developed for students who can't attend lectures and other forms of face to face tuition, typically for geographically remote students. However, distance education techniques may be used to address other educational problems, for example, those of engineering schools that are amalgamating, schools that teach on multiple sites, and those with very large lecture class sizes. In this paper I outline, in six simplified steps, a process for developing distance education materials from the programs ...
This paper, written in 1988, found that women's representation in profession... more This paper, written in 1988, found that women's representation in professions in Australia was inversely related to the profession's status. It argued that there were 4 obstacles to achieving social change - such as increasing the representation of women in the professions - through higher education institutions.
This paper posits a classification of tertiary education institutions into four tiers: world rese... more This paper posits a classification of tertiary education institutions into four tiers: world research universities, selecting universities, recruiting universities, and vocational institutes. The distinguishing characteristic of world research universities is their research strength, the distinguishing characteristic of selecting universities is their strong student demand, the distinguishing characteristic of recruiting universities is their lower student demand, and the distinguishing characteristic of vocational institutes is their predominance of vocational programs. Yet there is one general characteristic that underlies the whole classification: positional value. The classification is put within a theoretical framework which generates tests of the classification proposed in the paper.
This book discusses current issues in vocational and higher education and the relations between t... more This book discusses current issues in vocational and higher education and the relations between them. As well as concentrating on the well developed English-speaking countries-the UK, US, Canada, Australia and New Zealand-the book also considers important developments in continental Europe: in particular: The Bologna process in higher education The Copenhagen declaration on enhanced European co-operation in vocational education and training The development of a European qualifications framework From Vocational to ...
This paper was written by Bruce Mackenzie.
It describes a concept designed to:
(i) provide an al... more This paper was written by Bruce Mackenzie.
It describes a concept designed to: (i) provide an alternative or supplementary training model to existing apprenticeship programs; (ii) offer Australia’s youth a similar educational pathway to that which is currently available to international students; (iii) provide an educational framework which would provide a qualification for participants to enter both managerial/professional as well as skilled tradespersons’ positions; (iv) ensure that Australia’s skilled training system is equal to or compares with best international practice; (v) increase the chances of apprentices going onto further study; (vi) reduce the training time for apprentices; and (vii) reduce attrition rate for apprentices.
The key question this paper considers is 'what should vocational qualifications look like if the ... more The key question this paper considers is 'what should vocational qualifications look like if the links between qualifications and jobs are so weak?' It focuses on vocational education and training in wealthy liberal market countries. It shows that VET institutions are blamed for skills mismatches and for not producing the right kind of worker with the right kind of skills required by employers, when it is the structures of the labour market that shape and condition the way qualifications are used in the labour market. The key distinction is between regulated occupations which have tight links to qualifications, and unregulated occupations which have loose links to qualifications. The paper uses the Varieties of Capitalism approach, skills ecosystems and transition systems literature to consider the relationship between VET and the labour market on the one hand, and to education more broadly on the other. It shows that VET's low status in liberal market economies arises from its impoverished notions of skills, its weak links to the labour market, and that it functions as a weak, second-‐class educational pathway. The paper uses concepts of vocations and vocational streams to argue that VET needs to prepare students for a broader field of occupational practice, using curriculum designed to produce autonomous agents who are skilled at work, who can contribute to their families, communities and society. It argues that VET policy needs to become more differentiated to reflect the differences between regulated and unregulated occupations, and between the requirements of different vocational streams.
Contribution de l’Internationale de l’Education, le présent document a pour objectif d’examiner l... more Contribution de l’Internationale de l’Education, le présent document a pour objectif d’examiner le rôle de l’enseignement professionnel dans le cadre de la réalisation du 4e Objectif de développement durable et du Programme de l’UNESCO Education 2030, lequel engage la communauté internationale à «[a]ssurer l’accès de tous à une éducation de qualité, sur un pied d’égalité, et promouvoir les possibilités d’apprentissage tout au long de la vie» (2015a:iii). Cette contribution considère que l’enseignement professionnel est un élément indispensable pour: • atteindre les objectifs de développement durable • promouvoir le développement social et économique équitable et durable • contribuer à la réalisation des droits humains • développer les capacités productives de l’individu, de la société et des économies dans lesquelles ils vivent.
This paper is a contribution by Education International to discussing the role of vocational educ... more This paper is a contribution by Education International to discussing the role of vocational education in supporting the achievement of Sustainable Development Goal 4 and UNESCO’s (2015a: iii) related Education 2030 Agenda, which commits the international community to 'Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. The paper argues that vocational education is intrinsic to: • achieving the sustainable development goals; • supporting equitable and sustainable economic and social development; • contributing to the realisation of human rights; and • developing the productive capacity of people, their societies and their economies.
This report commissioned by Education International provides a conceptual framework to understand... more This report commissioned by Education International provides a conceptual framework to understand how vocational education is positioned in many countries, and the different ways in which the relationship between vocational education and the structures of the labour market mediate the variable outcomes that vocational education graduates achieve. It demonstrates the unequal access to vocational education in low, medium and high income countries. The report uses the capabilities framework as developed by Amartya Sen and Martha Nussbaum to underpin the notion of ‘productive capabilities’ in developing a conceptual basis for vocational education that supports social justice. It argues that strong publicly vocational education institutions are the anchor institutions of their communities that can support vocational education teachers in contributing to local social, economic and cultural development. It suggests a program of research for Education International in providing better understandings of vocational education in different contexts, to support Education International in working with social partners to strengthen vocational education’s role in developing inclusive and tolerant societies based on socially just and sustainable economic and social development.
Various pathways and forms of articulation into higher education are classified, described, and d... more Various pathways and forms of articulation into higher education are classified, described, and discussed: direct entry, vertical and horizontal transfer, transition programs, adult and continuing education, work experience, open entry, dual award programs, and twinning and nested awards. Some data on the diversification of pathways are presented. Pathways and articulation in transnational higher education is noted. Measures to broaden pathways and strengthen articulation are considered: government and institutions' policies, national ...
This paper considers the factors that affect Australian scholars’ publishing practices now and li... more This paper considers the factors that affect Australian scholars’ publishing practices now and likely future factors: academic appointment and promotion criteria, Commonwealth institutional block research grant criteria and DEST publication points, journal ratings and publishing criteria, commercial book publishers’ ratings and processes, the research quality framework, research impact and non-scholarly publishing avenues. The paper considers the implications of these factors for scholars’ publishing practices.
The realities of change in higher education: interventions to promote learning and teaching, Sep 18, 2006
This chapter opens by considering the effect on learning and teaching of Europe's Bologna pr... more This chapter opens by considering the effect on learning and teaching of Europe's Bologna process and the United Kingdom's National Committee of Inquiry into Higher Education chaired by Sir Ron (now Lord) Dearing. These set the context for the case study for this chapter, the attempt by the Australian government to improve learning and teaching in higher education as part of its 'Crossroads' review of higher education (Commonwealth of Australia 2002a). The study finds a number of key issues in managing change and posits ...
This seminar paper explores how the new environment may change universities’ roles and how might ... more This seminar paper explores how the new environment may change universities’ roles and how might they respond.
For administrative, professional and academics working or teaching in the higher education sector... more For administrative, professional and academics working or teaching in the higher education sector, this is of course the 'real world'. But do people really care about universities and higher education? Is it still the preserve of a few? This paper considers policy development and how much the media shapes higher education policy.
Distance education courses are normally developed for students who can't attend lectures and... more Distance education courses are normally developed for students who can't attend lectures and other forms of face to face tuition, typically for geographically remote students. However, distance education techniques may be used to address other educational problems, for example, those of engineering schools that are amalgamating, schools that teach on multiple sites, and those with very large lecture class sizes. In this paper I outline, in six simplified steps, a process for developing distance education materials from the programs ...
This paper, written in 1988, found that women's representation in profession... more This paper, written in 1988, found that women's representation in professions in Australia was inversely related to the profession's status. It argued that there were 4 obstacles to achieving social change - such as increasing the representation of women in the professions - through higher education institutions.
This paper posits a classification of tertiary education institutions into four tiers: world rese... more This paper posits a classification of tertiary education institutions into four tiers: world research universities, selecting universities, recruiting universities, and vocational institutes. The distinguishing characteristic of world research universities is their research strength, the distinguishing characteristic of selecting universities is their strong student demand, the distinguishing characteristic of recruiting universities is their lower student demand, and the distinguishing characteristic of vocational institutes is their predominance of vocational programs. Yet there is one general characteristic that underlies the whole classification: positional value. The classification is put within a theoretical framework which generates tests of the classification proposed in the paper.
This book discusses current issues in vocational and higher education and the relations between t... more This book discusses current issues in vocational and higher education and the relations between them. As well as concentrating on the well developed English-speaking countries-the UK, US, Canada, Australia and New Zealand-the book also considers important developments in continental Europe: in particular: The Bologna process in higher education The Copenhagen declaration on enhanced European co-operation in vocational education and training The development of a European qualifications framework From Vocational to ...
This is the report of the Council of Regents of Ontario's system of Colleges of Applied Arts and ... more This is the report of the Council of Regents of Ontario's system of Colleges of Applied Arts and Technology which was asked by the Minister of Colleges and Universities to provide 'a vision of the college system in the year 2000'.
Wran, Neville (chair) Committee on Higher Education Funding (1988) Report of the committee on hig... more Wran, Neville (chair) Committee on Higher Education Funding (1988) Report of the committee on higher education funding, Canberra: Australian Government Publishing Service.
This book seeks to understand the effects of the current information revolution on universities b... more This book seeks to understand the effects of the current information revolution on universities by examining the effects of two previous information revolutions: Gutenberg’s invention of printing in 1450 and the Scientific Revolution from the mid fifteenth to the end of the seventeenth century. The book reviews significant changes since the early modern period in universities’ students, libraries, curriculum, pedagogy, lectures, assessment, research, and the dissemination of these changes across the globe. It argues that significant changes in the transmission and dissemination of disciplinary knowledge are shaped by the interaction of three factors: financial, technological, and physical resources; the nature, structure and level of knowledge; and the methods available for managing knowledge.
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Drafts by Gavin Moodie
It describes a concept designed to:
(i) provide an alternative or supplementary training model to existing
apprenticeship programs;
(ii) offer Australia’s youth a similar educational pathway to that which is
currently available to international students;
(iii) provide an educational framework which would provide a qualification for participants to enter both managerial/professional as well as skilled
tradespersons’ positions;
(iv) ensure that Australia’s skilled training system is equal to or compares with best international practice;
(v) increase the chances of apprentices going onto further study;
(vi) reduce the training time for apprentices; and
(vii) reduce attrition rate for apprentices.
Papers by Gavin Moodie
Cette contribution considère que l’enseignement professionnel est un élément indispensable pour:
• atteindre les objectifs de développement durable
• promouvoir le développement social et économique équitable et durable
• contribuer à la réalisation des droits humains
• développer les capacités productives de l’individu, de la société et des économies dans lesquelles ils vivent.
The paper argues that vocational education is intrinsic to:
• achieving the sustainable development goals;
• supporting equitable and sustainable economic and social development;
• contributing to the realisation of human rights; and
• developing the productive capacity of people, their societies and their economies.
to support Education International in working with social partners to strengthen vocational education’s role in developing inclusive and tolerant societies based on socially just and sustainable economic and social development.
It describes a concept designed to:
(i) provide an alternative or supplementary training model to existing
apprenticeship programs;
(ii) offer Australia’s youth a similar educational pathway to that which is
currently available to international students;
(iii) provide an educational framework which would provide a qualification for participants to enter both managerial/professional as well as skilled
tradespersons’ positions;
(iv) ensure that Australia’s skilled training system is equal to or compares with best international practice;
(v) increase the chances of apprentices going onto further study;
(vi) reduce the training time for apprentices; and
(vii) reduce attrition rate for apprentices.
Cette contribution considère que l’enseignement professionnel est un élément indispensable pour:
• atteindre les objectifs de développement durable
• promouvoir le développement social et économique équitable et durable
• contribuer à la réalisation des droits humains
• développer les capacités productives de l’individu, de la société et des économies dans lesquelles ils vivent.
The paper argues that vocational education is intrinsic to:
• achieving the sustainable development goals;
• supporting equitable and sustainable economic and social development;
• contributing to the realisation of human rights; and
• developing the productive capacity of people, their societies and their economies.
to support Education International in working with social partners to strengthen vocational education’s role in developing inclusive and tolerant societies based on socially just and sustainable economic and social development.
assessment, research, and the dissemination of these changes across the globe. It argues that significant changes in the transmission and dissemination of disciplinary knowledge are shaped by the interaction of three factors: financial, technological, and physical resources; the nature, structure and level of knowledge; and the methods available for
managing knowledge.