The pulse of change : E-education and other reforming influences on vocational education and training

Reform has been a feature of the Australian Vocational Education and Training (VET) system for more than a del:ade. The Portfolio trocks the theme of refonn through the suh-themes of e-education and globalisation, considering each as a set of changing hegemonic discourses that have redefined VET over the intelVcning years. Into this mix it is speculated a third sub-theme, that of socia[ capital development, i s now emerging. The new social paradigm however i s likely t o create new uncertninties and expectations in a system that struggles to cope with existing refonns. VET institutions have been challenged by a mUltiplicity of influences that have shifted the role of teachers and pedllgogy. Perhaps the most influential changes have centred on the implications of e-edueation, [eT technologies, globalisation and the call for high perfonnance employees to drive the 'new' economy. Govcmments have responded by using education and training as a tool foi-achieving neo-liberal inspired economic outcomes. Training packages, knowledge technologies, innovation, productivity, competitiveness and marketisation have been some of the constructs used to mould the VET response. A number of problems created b y these refonns were identified for investigation in the Portfolio. They include; • The absence \'fn defining pedagogical approach for e-education; • Ensuring e-education is more customer focused; • The absence of a curriculum trodition to underpin the new training package system; • The imposition oh new role for VET teachers arising from the popularity of globalisation and neo-libeml ideology; and • The reforms of the 19905, born out of globalisation that mlly no longer be adequate in the 'new' knowledge el:onomy. In order to examine how the e-education sub-theme may be interpreted by an institution, and its rcsultant impact on stakeholders, a study of faculty perceptions at a College in the United Arab Emimtes has been included. The college was chosen because of its ,ommitment to e-edu�ation and the technology rich learning environment provided. VET institutions have responded to each of these sub-themes with changes to the role of teachers, m�re flexible learning strategies and new instltutiOOlllllll'Ungements. While greater emphasis has been given to quality. lifelong learning and workplace training, influem:es on the system have become increasingly aligned to meeting industry needs for hwullll resources. For most of the last dc<:ade refonn ideology has been designed to service the needs of hwnan capital development, the most obvious manifestation of the globBlisation discourse, at the expense of other considerations. With industry the dominllll t stakeholder in deciding bow and what will be Ulughl, the oeeds of the majority ofVEr learners who arc not in work has received less attention. The result has been uneasiness at the delivery end where training professionals have fell disengaged from the policy process. It may be argued that the narrowness of contemporary VET thinking bas led to Illl over dependence on an ITAB led training package system that fails to follow a curri,ulum tradition and speaks mainly for learners wbo lITe in emplo)ment. The solution to the lack of balance in the present discourse is to suggest the introduction of a hwuan and social capital development approach. This has been represented in the Portfolio as a new training paradigm. It is IITgued that a balance is needed if lifelong learning is to be sustainable and lead to adaptiveness in adjusting to a fast moving and complex work environment. The inclusion of social plITameters may promote individWlI wellbeing. The notion of work place development takes tbis IITgument to the workplace, redefining how skills may be used, organized and embedded in 11 broader SIlt of considerations. Figure 1: Ideological Influences on VET Reform Notes: Figure 1 identifies seven influences that collectively have had transforming influence on the VET system during the last decade. At one level each influence is inextricably linked to the other and it is therefore not surprising to find common ideological themes emerge when such constructs are considered. Human Capital Development Changes to the Nature of Work Workplace Training Globalisation • Competency Based training Social capltal Government Policies ANTA Economic Imperatives· . An Industry Construct A Curriculum tradition Training Packages Technology