Curricula for work-related learning
Lecturer-in-charge to be advised
8 points
* 2 hours per week
* Second semester
* Clayton
*
Distance
Objectives Upon successful completion of this subject, students should have developed an understanding of the advantages and limitations associated with the dominant models of curricula for work-related learning, including competency-based curriculum; models and methodologies for developing curricula for work-related learning; the design and development of `flexible' curricula which accommodates and recognises prior learning; curricula designed to integrate language and literacy with work-related learning; curricula designed to integrate the workplace environment and recognise work performance; the way curricula can be designed and enacted to reinforce and/or challenge the social relations of the workplace.
Synopsis This subject focuses on the factors that shape and constrain curriculum development in work-related contexts. The more significant factors are the national workplace and training reform agendas which advocate on-going skill development of the workforce; a national approach to the development of vocational educational and training curricula; and the development of a national approach for the accreditation of vocational education and training curricula. While these factors create pressures towards uniformity of curriculum design, industry demands curricula that are context specific, focusing on the particular needs of industry, the enterprise and the unique conditions of identified worksites. Participants will be presented with a number of curriculum case studies that represent industry-specific responses to the training reform agenda and competency-based training. The case studies offer participants the opportunity to examine exemplary models of curriculum innovation and good practice. Of particular interest is the way that curricula can reinforce and/or challenge the social relations of the workplace.
Assessment Two written assignments (1500 words): 30% and (3000 words):
70%
* Class presentation
Recommended texts
Foley G (ed.) Understanding adult education and training Allen and Unwin, 1995
Gonczi A (ed.) Developing a competent workforce NCVER, 1992
Harris R, Guthrie H, Hobart B and Lundberg D Competency based education and training: Between a rock and a whirlpool Macmillan, 1995
Print M Curriculum development and design 2nd edn, Allen and Unwin, 1993
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