The RAVL Symposium: New Questions about Work and Learning. Working Paper.Report as inadecuate




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Questions about work and learning have arisen from the growing emphasis on learning throughout life and beyond formal educational settings. Technical and further education and technological universities are seen as being in crisis, partly as a consequence of the emergence of new knowledge discourses that have disturbed traditional ideas about what counts as knowledge. The trend for national systems of education to embark on policies of vocationalization may not be new, but the rationale is--linking systems of education into the economy. Work is becoming the epistemological organizer of the contemporary university and usurping the position formerly held by disciplines and fields of study. Work-based learning (WBL) challenges the adequacy and utility of the organization, production, and transmission of knowledge as it has been practiced in modern educational institutions. WBL awards formalize workplace learning, subjecting it to educational processing of various kinds, particularly through intensively negotiated curriculum and assessment practices. Vocational teachers use the discourses of working knowledge to construct a legitimate occupational identity different from that of teachers in other disciplines. For workplace educators (called facilitators) and production line workers, their identity is how to "be" and "do" in a context of new discourses and new knowledge. (Contains 14 references.) (YLB)

Descriptors: Cognitive Structures, Developed Nations, Education Work Relationship, Educational Change, Educational Principles, Epistemology, Foreign Countries, Higher Education, Inplant Programs, Lifelong Learning, Organizational Development, Postsecondary Education, Technical Institutes, Universities, Vocational Education, Vocational Education Teachers, Work Experience Programs

For full text: http://www.uts.edu.au/fac/edu/rcvet/working%20papers/9922sym p.pdf.









Author: McIntyre, John; Chappell, Clive; Scheeres, Hermine; Solomon, Nicky; Symes, Colin; Tennant, Mark

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8185&id=ED454430







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