Curriculum Design for Vocational Education Training - Case Study Example

Running Head: Curriculum Design for VET Curriculum Design for VET (Author’s name) (Institutional Affiliation) (Tutor’s name) (Date) Curriculum Design for VET Introduction Automotive vehicles have dramatically changed the way different individuals live and travel within our environment making the vehicles important part of our culture. People use car and other heavy commercial vehicles in their everyday activities both nationally and globally. For the students to widen their scope of understanding and their skills in relation to the component parts, accessories, structures as well as technologies of the automotive vehicle they have to undergo some training in the Automotive Engineering and Technology. Through this course, students also develop expertise in the skills that underline the operation of vehicle coordinators and subsystems. They also develop acquaintance and dexterity necessary to service, sustain and refurbish these systems they develope effective communication, teamwork skills and environmental awareness when developing solutions to planning and managing automotive vehicle systems. A course was to be developed by the curriculum center for the automotive course. The course content was to expose the students to be in a position to plan and manage the repair, assembly and manipulation of vehicle systems using computer-assisted technology and adhering to Occupational Safety and Health (OSH) practices and procedures. They also develop effective communication and teamwork skills when developing solutions to planning and managing automotive vehicle systems. Through the course, the students were to be in a position to be conversant with consumer guidance in the areas of car ownership, insurance, buying, financing, maintenance and running costs as well as career and vocational information related to the automotive vehicle industry. The students were to develop some awareness of some social relationship with the use and taking care of vehicles. The course would make the student aware on how to handle the issue of infrastructure and movement of vehicles. Through the course the students would also be in a position to analyse consequences of vehicle production and use, including the resulting pollution of the earth due to the myriad of chemicals used in the manufacture, upkeep and repair of vehicle. Above all they would be in a better position to learn about the organisation and management of transportation services and mass-transit systems. It is indicated that the course caters for the needs of all the students from those seeking a career in the automotive vehicle or technological discipline. They can choose a course that allows them to achieve post-school destinations into a range of disciplines including engineering; science; mechanical, fabrication and electrical trades; drafting; urban planning, business, management and other technical and technology-related professions. That is the course content therefore is diverse to provide students with the necessary knowledge where they can fit in the Australian community as holistic individuals. Some of the course outcomes propagated by the Automotive Engineering and Technology course are mainly four outcomes. These outcomes are based on the Technology and Enterprise learning area outcomes in the Curriculum Framework. The first outcome is the Automotive technology process where Students are required to apply a technological procedure to generate or modify products, formulae, structures, services or environments to gratify human wants and realise opportunities. According to ABS (2008), if students have to achieve the curriculum they were to conduct the following suggested steps; investigate information, needs and opportunities related to automotive design and manipulation of automotive systems; devise a useful design process to analyze and test automotive systems; produce solutions and prepare production proposals to manipulate automotive systems; and Evaluate the usefulness of the automotive system for the end user. Secondly the students were to be in a position to understand the automotive scientific theory and interrelationships of automotive systems. For the students to achieve this outcome they were to; understand the automotive scientific theory and principles of components; understand the automotive operation of components associated with automotive systems; and Understand interactions between automotive vehicle components and subsystems in relation to the manufacture of vehicles, plant and equipment. Thirdly the students were to apply organizational, operational and technological skills appropriate to the automotive industry. To achieve this outcome they were to; Apply the initiative and organizational skills required to manage work activities in a team environment; Apply the operations necessary to achieve solutions to automotive challenges; and Select and use tools and equipment safely. Fourthly the students should be in a better position to understand the relationship between automotive technology and the environment. For achievement of this outcome, the students were: Understand the impact of automotive technologies on society and the environment; and Understand the strategies used for the safety and sustainability of automotive technology in society. The course content is divided into three content areas. These are automotive mechanics, impact of the automotive industry, developments in the automotive industry. Automotive mechanics Under this content the students were required to learn about the underpinning scientific, mathematical, geometric and operational principles of automotive vehicles, plant and equipment. They also recognise the role of forces, pressure and friction in vehicles, and their operations. They explore the application of principles such as hydraulics, four- and two-stroke cycles, castor and camber to achieve mechanical advantage, acceleration and power. They consider elements of chassis construction and alignment, and other essential operations of vehicles. They explore the changes in automotive technologies, carbon fibre composites and plastics which are underpinned by the application of scientific, mathematical, geometric and operational principles over time. Students also consider the representation of principles that underpin automotive operations using scientific diagrams, mathematical relationships and geometrical drawings. Students would also be exposed to the specified skills and processes involved in the service, maintenance and repair operations on different engine types, including new and emerging technologies. Students undertake diagnosis, fabrication, machining, overhaul, dent and corrosion repair, and refinishing. They also undertake graphics applications, removal and replacement of panels, repair, maintenance, service and testing, using safe work practices and observing Occupational Safety and Health (OSH) regulations. These processes are completed through the application of hand, machine and process skills. Students explore tools and computer-assisted technology specific to the automotive industry such as those used in fault diagnosis, repair of equipment, information databases, and testing of automotive systems and their components. They examine the specific methodologies, stipulated parameters and test conditions of different types of performance tests and test to identify repair and maintenance issues (ABS 2008). In understanding the system the students will be in a position to learn that automotive vehicles consist of many subsystems, which work independently to perform their specific purpose and giving feedback to other parts of the system. They actually explore how some of the automotive vehicle components, parts, plants, equipment, and systems function, operate and interact. Students learn the importance of the role of technology in the ongoing development of automotive systems. Understanding road design, traffic rules, regulations and operations is fundamental to the safe use of vehicles and to ensure the safety of all road users. Students realise that the development of rules and regulations are in response to society’s demands. The students actually understand how to implement the road regulations and rules lastly the design indicates that Students learn that the range of materials used in the manufacture of automotive vehicles change over time in response to economic, environmental and cultural demands. They learn about the materials used in vehicles, such as metals, plastics, formulated fuels and oils, carbon fibre, fabrics, leather, fibre and paper elements. They recognise that the development of materials, and corresponding advances in technology have seen many substances refined and combined to ensure durability, toughness and strength of the various metals, plastics, ceramics and alloys used in today's modern vehicles. Lastly, the course units were divided into three units. Each unit is defined with a particular focus and a selection of learning contexts through which the specific unit content can be taught and learnt. The cognitive difficulty of the content increases with each stage and is referenced to the broad learning described in the outcome progressions. The course requires 55 classes that can be covered in a semester and depending with the needs of the learners. Vocational Education Training (VET) is a recognized training that provides practical work skills and credit towards, or attainment of, a vocational education and training qualification. For the VET to deliver courses it is necessary to: Refer to the WACE Manual, Section 5: Vocational Education Training, and Contact education sector/systems representatives for information on operational issues concerning VET delivery options in schools. This VET institution first implemented the curriculum of automotive in the 2009 and the first exam was done the year 2011. In Australia, the Vocational, Education and Training (VET) is mostly post-secondary and provided through the vocational education and training (VET) system. This system encompasses both public, (TAFE), and private providers in a national training framework consisting of the Australian Quality Training Framework, Australian Qualifications Framework and Industry Training Packages which define the assessment standards for the different vocational qualifications ( Brodhead, 2000). According to the Australian constitution, vocational education and training is the major task that should be undertaken by states and regions. Accordingly, these regions and countries should provide the majority public funding and deliver the majority of training through the (TAFE) system. Until recently, each state and territory has also operated a state-based regulatory body. However, a central concept of the Australian system is "national recognition" whereby the assessments and awards of any one registered training organization must be recognized by all others and the decisions of any state or territory training authority must be recognized by the other states and territories. This provides an open forum that gives leeway for national portability of credentials and units of know-how (Brodhead 2000). According to Brodhead (2000), Australia’s apprenticeship system includes the indigenous apprenticeships in traditional trades as well as “traineeships” in many other service-oriented professions. Both incorporate legal agreements between the employer and the apprentice.This provides a combination of school-based and workplace training. Apprenticeships ideallytake up to three to four years,while on the other hand, traineeships last one to two years. Apprentices and trainees receive a wage which increases as they progress he further notes that the crucial feature of the training package is that the content of the vocational qualifications is defined theoretically by industry and not by government or training providers. Shields (2008) notes that the extent in which vocational education and tertiary education is broadening is raising alarm. A number of public vocational trainers now have the opportunity to offer specialised Bachelor degrees in specific areas not being adequately provided by Universities. These Applied Courses are Design, Equine studies, Winemaking and viticulture, aquaculture, Information Technology, Music, Illustration, Culinary Management among others.This trend is likely to escalate with time thus giving more students viable chances especially the ones of low-socioeconomic and remote students, access higher education Dixon and Gardner (2008) argue that it was not until the final phase of the twentieth century, that the vocational training focused on specific trades like an auto mobile mechanic or welder, and as a result linked with the activities of lower social classes. As a consequence, it attracted a level of stigma. Vocational education has a very high relationship with the age-old apprenticeship system of learning. They continue to utter that the labour market is now much more concerned with economies that demand escalted levels of expertisel, leadership systems. Businesses have been seen to be on the rush to invest in the future of vocational education through publicly sponsored vocational training associations and subsidised apprenticeship or traineeship initiatives for commerce. It has been noted that in the post-secondary phase, vocational training is typically offered by an institute of technology, or by local community institutions. In the previous years (VET) in Australia strated in in the mid to late nineteenth century with the establishment of mechanics’ institutes, schools of mines and technical and working men’s colleges to develop the skills of Australia’s working population. During the late 1960s changes started occuring with the VET insitution in that, Industry and society started to change. The indigenous processing, mining and agricultural factories begun to lose their superirity and have been seen to deteroriate in economic significance. New industries for instance communications and finance, are now coming up. More women entered or re-entered education and the workforce. Training began to change with more preparatory and pre-vocational training and slowing growth in the traditional heartland of trade and technical training. During the 1980s the chanes expanded with Networks of private training providers, largely providing training to service industries, were also emerging. Most of the reports indicated that the need for the training system to be driven by the needs of the individual and industry so the economy as a whole could prosper. In the 1990s the training instituions in the Australian goverment statered focussing on training training with strategic input by industry. During the period of late 1990s the introduction of  Australian Apprenticeships where by there was the the introduction of the National Training Framework, the introduction of VET in schools and the development of Training Packages. In the year 2000 there was the establishment of VET system that continued to train people according to industry, individual and community needs, focusing on capturing the best advice possible from industry; meeting client needs; and clearer, higher quality standards, all within a nationally consistent, quality VET system. This is in accordance with the industrial needs and the future needs of the country. It was during this time that the Council of Australian Governments (COAG) asked the Ministerial Council for Vocational and Technical Education (MCVTE) to review and amend the Australian Quality Training Framework (AQTF). For the young students venturing in Vocational insitution (Adams 2003). The results of the agrrement were as follows; outcomes focused on the type of services being offered whether quality or not and outcomes being attained rather than the efforts undertaken to attain to their current status. Nationally consistent – countries and regions registering organizations have worked in tandent to ensure that they come up with and publish national procedures to ensure easier and consistent analysis and implementation of AQTF 2007. Streamlined – the standards for RTOs have been designed in such a way that they are simple and streamlined to focus on outputs.Transparent – national guidelines and handbooks are readily accessible. Quality improvement in the vocational education and training industry According to the ACCI (2007), The Australian national reform agenda states the national goals for vocational education and training. Overall, the national system of vocational education and training is intended to: Be effective, efficient and collaborative; improve the quality of outcomes; Improve opportunities and outcomes for individuals; be more responsive to industry; Improve access and outcomes for disadvantaged groups; Increase contribution from industry and individuals as training is to be seen as an investment (Moveet 2002). Therefore the national reform agenda is about expanding education and training on the one hand, and improving the education outcomes. The reforms for education and training are seen as an urgent priority if Australia is to improve its economic position by the 21st century. This is because of the way in which the core business of TAFE-vocational education training- has been fundamentally shifted, since the starting point for all major curriculum development is now not educational issues per se but industry competency standards. Currently only a few industry sectors have developed their standards and still less have their standards endorsed (NTB Network 1992). But the national curriculum development has occurred over the last two to three years in competency format in the absence of proposed standards because of influence from particular industry sectors which, as part of restructuring, have been keen for workers to benefit from more dynamic forms of training in line with new awards. The curriculum expression of award restructuring is an outcome-based model of education and training which is designed so as to provide for multiple entry and exit points, recognition of prior learning, including that derived informally from life experiences, and credit transfer. That is competency-based training contributes to an important equity orientation towards vocation education and training According to Dixon and Gardener (2007), competency-based training has become both a system of linked processes and an approach to teaching and learning therefore the system is based on Development of industry standards; Development of the corresponding curriculum for courses and training programmer; Establishing mechanisms for accreditation and national recognition; Provision for flexible methods of delivery and outcomes-based assessment; Certification of student achievement. On the other hand as an approach to learning, competency-based training: is based on the following strategies; Places primary emphasis on what the learner can actually do; In focus on outcomes rather than learning processes or time spent on engaged in these processes; Is concerned with the attainment and demonstration of acknowledge and skills and their application; Is concerned with achieving flexibility in the use and adoption of national industry standards while still enabling the consistency essential for national requirements. Some of the challenges of the VET are indicated as follows The division of responsibilities between the Commonwealth and state and territory governments is unclear. Principles underpinning funding are not apparent and are inconsistent with human capital policies and principles. The use of skills forecasting creates some difficulties. There are some weaknesses and gaps in the relevant data. Apprenticeships are rigid and seem to depend on duration rather than competence. Training package development and implementation processes are inefficient. The ageing of the teacher labour force is a serious problem. Where as some of the advanteges include The engagement of employers is strong. The national qualification system is well established and understood. The VET system is flexible and allows for a fair amount of local autonomy and innovation to adapt learning to local circumstances. The data and research on most VET issues are good. In Australia, development of VET policy typically requires consultation and consensus building at different levels of government, VET stakeholders in industry, providers and students. Such consensus-building is very important in sustaining the engagement of industry and other stakeholders in the VET system but it is also a slow and somewhat cumbersome process, particularly in view of the considerable variation in regulatory regimes and provision in the states and territories. The results may reflect local needs and preferences, but may also result in wasteful duplication. Therefore from the various review the paper gives the following recommendations. First, Commonwealth, state and territory governments should agree to make common principles for VET funding and provision and to achieve as much administrative management as possible, bearing in mind the appropriate interests of local members in a context of devolved government. Costs and benefits arising from local differens and from sharing of responsibilities should be quantified It is recommended that Students should be entitled to pursue VET qualifications without charge up to the level normally attained at the end of schooling, that is, up to Certificate II or III. Fees for higher-level VET qualifications should be reduced on the same broad basis as for higher education and defrayed through HECS income-contingent loans The Students entitled to scholarships should be able to choose VET providers. Open competition should be accompanied by support measures designed to ensure that a good range of provision is accessible to all, including disadvantaged groups, that better information is available to potential students on the quality of providers, and that different types of providers can compete on a fair basis Skills that are point of concern are often unreliable and should not be the foundation of central planning. In future, there should be more emphasis on a system driven by student demand balanced by employer willingness to offer workplace training. Training packages offered should actually be replaced by simple and much briefer statements of skills standards. Consistency in standards throughout Australia should be achieved through a common assessment procedure to determine whether the necessary skills have been acquired. Part time orpotunitites should be offered that is Initiatives in which trainers work part-time in VET providers and part-time in industry should be encouraged. Innovative strategies are necessary to sustain the numbers and skills of the teacher and trainer labour force in providers. Better data on VET teachers and trainers should be systematically collected, published and used for planning and evaluation purposes . The quality and outcome data at the provider level should be developed and made available. This will support student choice and provision driven by student demand. Data should become a systematic element of programme and policy decision making. Efforts should be made to fill the data gaps, including an extension of the Student Outcome Survey . Summary It can be understood that the Australian VET system has moved from a system largely run by the states and territories to one in which many features are determined at the national level. A national competence-based system of qualifications has been established. During this time the proportion of working age population with vocational qualifications has risen and the workforce has adapted to Australia’s changing economic circumstances, such as increased global trade and industry restructuring in that VET has helped train employees in the emerging finance sector, and in creative and service industries. The national training system is layed down by a commitment to competency-based training based on standards defined by Australian industry. VET competencies and qualifications cover around 80% of occupations in Australia. The Australian VET system is characterised by its flexibility, allowing people of all ages to participate. In 2007, 11.3% of the population between 15 and 64 years participated in some form of VET these programmes range from a single module or unit of competency to advanced diplomas. The types of training range from formal classroom learning to workplace-based learning and may include flexible, self-paced learning or online training. VET takes place in both private and public registered training organisations in schools, universities or other higher education providers, adult or community education, and various cultural, religious or other bodies providing specific. Training in language, religion, etc. Australia currently has over 4 000 RTOs. Most publicly funded training takes place in the public institutes of Technical and Further Education VET policy making and planning is the responsibility of the Ministerial Council for Vocational and Technical Education. In addition, the Council of Australian Governments, composed of the Prime Minister, the premiers of the six states and chief ministers from the two territories, also provides a platform for driving high level reform of VET among the nine governments. Various bodies at national level – the National Quality Council, the National Industry Skills Committee, TVET Australia, including the National Audit and Registration Agency – provide a national framework for the VET system. Conclusion This paper then concludes that the Australia goverment has a well-developed VET system that includes both traditional apprenticeships in traditional trades and “traineeships” in other often more service-oriented occupations. It is evident that the two forms of contract, operate on a legal contract among the employers and their apprentice. They also create and provide a combination of school-based and workplace vocation and training. They also differ in duration-apprenticeships typically last three to four years, traineeships only one to two years- and in the types of occupation they cater for. Apprentices and trainees receive a wage which increases as they progress what is to be considered is to look at verious challenges within the VET curriculum then improvements made on various loopholes. References Adams, A., Van, J., Middleton, P. and Ziderman, A. (2003), “Market-based Manpower Planning with Labour Market Signals”, International Labour Review, Vol. 131, No. 3, pp. 261-279 Australian Bureau of Statistics (2008), Labour Force: Australia, Detailed, Quarterly. Australian Chamber of Commerce and Industry (ACCI) Survey of Investor Confidence (2007). Brodhead, C. W. "Image 2000: A Vision for Vocational Education." Vocational education Journal 66, No. 1 (January 1991): 22-25. Dixon, T. and Gardner, R. (2008). Quality management in higher education. Australian Journal of Communication, 19(1). Moveet, T. (2002). Common and agreed goals for vocational education and training in Australia. Mimeograph: Australia Shields, C .J. (2008). How to Market Vocational Education. Curriculum review (November 2008): 3-5 Read More