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Rethinking pathways: why a new approach is needed – a report from Australia

Rethinking pathways: why a new approach is needed – a report from Australia . Leesa Wheelahan Parity, progression & social mobility: critical issues for higher vocational education pathways. Background. http://www.bvet.nsw.gov.au/pdf/rethinking_skills.pdf.

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Rethinking pathways: why a new approach is needed – a report from Australia

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  1. Rethinking pathways: why a new approach is needed – a report from Australia Leesa WheelahanParity, progression & social mobility: critical issues for higher vocational education pathways

  2. Background http://www.bvet.nsw.gov.au/pdf/rethinking_skills.pdf • Vocations: the link between post-compulsory education and the labour market • http://www.ncver.edu.au/workinprogress/projects/10454.html • How to improve pathways within & between education & work • 3 streams, 3 universities • Lot of reports from project published & more coming

  3. Argument • Educational pathways are shaped by the relationship between qualifications & structure of jobs • Nature & structure of pathways will differ between industries • Policy implications – a uniform approach to policy isn’t helpful

  4. Outline • Australian tertiary education • Conceptual framework • Thinking about pathways • What happens • 4 types of pathways • Dilemma! • Unpacking conceptual framework • Alternatives – vocational streams & capabilities • Where we are going with this work

  5. Australia has 2 sectors of tertiary education

  6. Conceptual framework • Qualifications serve 3 distinct (but connected) roles • Qualifications not synonymous with workforce development • Qualifications guide transition to work in different ways (screen or signal) • Capabilities, vocations, & vocational streams

  7. Thinking about pathways differently • Links between education & work not strong • Skills mismatches • Pathways shaped by many factors, including structure of occupations

  8. Students change their field of education Source: Nick Fredman

  9. Changes within fields of education Source: Nick Fredman

  10. Four types of pathways High Links to qualifications within field of education Business Nursing Pure disciplines Engineering Low High Links to jobs

  11. Dilemma! • What does it mean to prepare people for work? • What should VET be like if it is so weakly linked to work? • Fixing the supply side (education) only won’t solve these problems

  12. All qualifications serve 3 purposes • In the labour market: as a entry or upgrade qualification • In the education system: as a transition qualification to higher level qualifications • In society: to widen access to tertiary education

  13. Guide transition to work:Signalling or screening device? • Signalling device • Occupational labour markets - • Entry & progression specified by the profession/ occupation • Qualifications specify what people can know & do (broadly) • Content & skills clearly mapped • Screening device • Internal labour markets • Entry fairly open, internal progression through ranks • Qualifications indicator of capability & attributes (broadly) • Content & skill less tightly specified

  14. Qualifications not synonymous with workforce development • Structures of work condition & help shape educational pathways • Not suggesting a ‘tighter’ linear approach • Qualifications not identical with specific occupations • Workforce development must encompass a broader range of strategies

  15. What are the alternatives?Vocations & vocational streams • Prepare people for a broader range of occupations • Structure work & education on vocational streams • Vocational steams: linked occupations with common concepts & practices

  16. Start with the person • Rather than specific workplace requirements, focus is on development of person, attributes & knowledge & skills • Starts with the person within vocational stream not workplace tasks & roles • Allows coherent continuum of knowledge

  17. The capabilities approach Individual, social, economic, cultural & environment resources The interaction between education & work Jobs Occupations Individuals with capabilities Careers Preparation of individuals for work: Vocational Stream Structure of work: families of linked occupations

  18. Where we are going with this work • Explore how 3 purposes of qualifications mediated by whether they are used as screen or signal • Explore implications for curriculum, workplace learning, & skills mismatches • Consider type of ‘industry policy’ based on ‘vocational development’ • Compare Canada

  19. Conclusion • Policy needs to be differentiated • Recognise qualifications serve diverse purposes • Emphasis will vary depending on whether qualifications used as screening or signalling device Capabilities approach – conceptual basis for qualifications that links work & education

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