The Factors Affecting the Implementation of Technical and Vocational Education Curricula in Australian Schools

Document Type : Scientific - Research

Authors

1 Ph.D. Student, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

3 Assistant Professor, Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran

Abstract

Objectives: Implementing any educational curriculum depends on factors that ensure the success of it. In this regard, the purpose of this study is to identify the factors affecting the implementation of the technical and vocational education curriculum in Australian schools; it has two stages.
Materials and Methods: The research method is qualitative and has been done in two stages: In the first one, inductive qualitative content analysis method was used to identify the success factors of technical and vocational curriculum in Australia, and in the second stage, Delphi method was used to validate the identified components. The study population in the first stage were research articles, dissertations and documents of the Australian Technical and Vocational Education System, in which 28 selected documents were considered as purposefully samples and in the second stage, 11 elites were purposefully selected for the Delphi group from among the faculty members of the Department of Educational Sciences in Iranian and Australian universities with a background in research on technical and vocational education. In this study, first the selected documents were analyzed and in three coding stages, the main components were extracted by the researcher using Maxqda software and then these components were validated by the members of the Delphi group using an online questionnaire. 
Discussion and Conclusions: The findings showed that in the most important factors affecting the implementation of technical and vocational education curriculum were identified in three main themes: technical factors (access and participation, quality, curriculum elements, employee commitment, information and equipment), political factors (goal setting, relationship with industry, budget, support, inter-organizational interaction and relationship with higher education) and cultural factors (community awareness, positive attitude, parent recognition, incentive schemes and alternative paths to higher education). Recognizing the success factors of Australia in the implementation of technical and vocational education curriculum in secondary schools, for the Iranian education system to improve the quality of formal technical and vocational curricula contains valuable points.

Keywords

References

Abdollahi, H. (2016). Assessing experiential methods of communicating between technical and vocational training and labor market in Iran. Research in Curriculum Planning, 13(49), 152-167.
Australian Government. (2014). Trade training centers in schools’ program: 2014 progress Report. Canberra: Department of Education and Training.
Australian Skills Quality Authority [ASQA], (2019). The VET quality fdramework. Retrieved from https://www.asqa.gov.au/vet-registration/understand-requirements-registration/vet-quality-framework
Billett, S., Choy, S. & Hodge, S. (2020). Enhancing the standing of vocational education and the occupations it serves, Journal of Vocational Education & Training, 72(2), DOI: 10.1080/13636820.2020.1751247
Brown, J. (2019). Integrating vocational education and training for secondary school students, Australian Council for Educational Research, [Camberwell]. Retrieved from https://research.acer.edu.au/nswcurriculumreview/2/
Chu, H. & Hwang G.J. (2008). A Delphi-based approach to developing expert systems with the cooperation of multiple experts. Expert Systems with Applications, 34(4), 2826-2840.
Clarke, K. (2014). Entry to vocations: Building the foundations for successful transitions, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/research-and-statistics/publications/all-publications/entry-to-vocations-building-the-foundations-for-successful-transitions
Clarke, K. (2012). Entry to vocations: The efficacy of VET in schools, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/research-and-statistics/publications/all-publications/entry-to-vocations-the-efficacy-of-vet-in-schools
Clarke, K. & Polesel, J. (2013). Strong on retention, weak on outcomes: The impact of vocational education and training in schools, Discourse: Studies in the Cultural Politics of Education, 34(2), 259–273.
Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72(3), 433-479.
Education Council. (2014). Preparing secondary students for work a framework for vocational learning and VET delivered to secondary students, Australia: Education Services.
Fathi Vajargah, K. (2019). Basic principles and concepts of curriculum development. Tehran: elmeostadan Publication. (in Persian)
Finch, C. R. & Crunkilton, J. R. (2011). Curriculum development in vocational and technical education: planing, content and implementation. 5th ed, translated by Ali Asghar Khallaghi and et al, Tehran: Madrase Publication. (in Persian)
Freeman, J.M. (2017). Putting VET to the test: an assessment of the delivery of vocational education and training in schools, Education and Health Standing Committee report, Parliament of Western Australia, Perth. Retrieved from http://www.parliament.wa.gov.au/publications/tabledpapers.nsf/displaypaper/4011022aac2755920d8d027a482581e9000e4ab3/$file/1022.pdf
Fullan, M. (2007). The new meaning of educational change (4th ed.). NewYork: Columbia University.
Gore, J., Ellis, H., Fray, L., Smith, M., Lioyd, A., Berrigan, C., Lyell, A., Weaver, N. & Holmes, K. (2017). Choosing VET: investigating the VET aspirations of school students, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/__data/assets/pdf_file/0028/1142749/Choosing-VET-investigating-the-VET-aspirations-of-school-students.pdf
Hargreaves, J., Osborne, K. (2017). Choosing VET: Aspirations, intentions
and choice, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/research-and-statistics/publications/all-publications/choosing-vet-aspirations-intention-and-choice
Henderson, A. (2011). Family-school-community partnerships 2.0 Collaborative strategies to advance student learning. Washington: National Education Association.
Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
Hung, H.L., Altschuld, J.W., Lee, Y.F. (2008). Methodological and conceptual issues confronting a cross-country delphi study of educational program evaluation. Evaluation and Program Planning, 31(2), 191-198.
House, E. R. (1996). A framework for appraising educational reforms, Educational Researcher, 25(7), 6-14.
Independent Tertiary Education Council Australia (2020).  ITECA VET in schools’report: Tertiary education provider views: Challenges and contributions to success, Canberra: ITECA. Retrieved from https://www.iteca.edu.au/ITECA/Content/News/News_Archive/2020/rto.vet.in.schools.aspx
Kavousi, T. (2008). Relation of work-based and vocational education with employment. Journal of Management and Planning in Educational System, 1(2), 83-93.
Khallaghi, A.A. (2003). The characteristics of Australia’s technical and vocational training System; Lessons for modification to Iran’s technical and vocational training, Educational Innovation, 2(3), 67-84. (in Persian)
Khanifar, H. & Moslemi, N. (2020). Qualitative research methods: New and practical approach. Tehran: Danesh Publication. (in Persian)
Klatt, G., Angelico, T. & Polesel, J. (2018). Emerging partnership practices in VET provision in the senior years of schooling in Australia, Australian Educational Researcher, 45(2), 217–236.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2th edition). Thousand Oaks, CA: SAGE.
Lamb, S. & Vickers, M. (2006). Variations in VET provision across Australian schools and their effects on student outcomes, LSAY Research Report, no.48, Melbourne: Australian Centre for Education Research.
Landeta, J. (2006). Current validity of the delphi method in social sciences. Technological Forecasting and Social Change, 73(5), 82-467.
Marjani, B. (1994). The course of development of technical and vocational education in Iran. Deputy of technical and vocational education. Tehran: Ministry of Education. (in Persian)
Marsh, C. J. & Willis, G. (2018). Curriculum: Alternative approaches, ongoing issues. 4th ed, translated by seyed ahmad madani. Tehran: Samt Publication (in Persian)
Matin, N. (2010). Examining the external efficiency of accounting and computer courses in Tehran. Tehran: Organization for educational research and planning. (in Persian)
Misko, J., Korbel, P. & Blomberg, D. (2017). VET in Schools students: characteristics and post-school employment and training experiences, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/__data/assets/pdf_file/0037/887716/VET-in-Schools-students-characteristics-and-post-school-employment-and-training-experiences.pdf
Ministry of Education (2014). Conceptual design document in education and training in technical and skill branches. Tehran: Organization for educational research and planning. (in Persian)
Mirzaeian kalvari, Y., & Sharifi, M. (2016). The study and comparison of entrepreneurship Factors among senior students of high school in Delfan. Journal of Management and Planning in Educational System, 9(2), 131-158.
Nafisi, A. (2011). Investigating how and the degree of relationship between formal technical and vocational education with work environment and job skills, research project report. Tehran: Research institute of education.
Nasiri, V. (2008). Applied statistics with computer: A nonparametric approach. Tehran: Industrial Research & Training Center of Iran. (in Persian)
National Centre for Vocational Education Research (2021). Australian vocational education and training statistics: VET in schools, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-in-schools-2020
National Centre for Vocational Education Research (2020). Australian vocational education and training statistics: Total VET students and courses, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/research-and-statistics/collections/students-and-courses-collection/total-vet-students-and-courses
National Centre for Vocational Education Research (2017). VET in Schools: A pathway to post-school employment and training: infographic, NCVER, Adelaide. Retrieved from https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-in-schools-a-pathway-to-post-school-employment-and-training-infogfraphic
OECD (2020). Education at a Glance 2020: OECD Indicators, Paris: OECD Publishing, https://doi.org/10.1787/69096873-en.
Okoli, C. & Pawlowski, S.D. (2004). The Delphi method as a research tool: An example, design considerations and applications. Information and Management, 42(1): 15-29.
Ornstein, A. C., & Hunkins, F. P. (2004). Curriculum: Foundation, principles and issues. 4th ed. Boston: Allyn and Bacon.
Polesel, J., Gillis, S., Leahy, M., Guthrie, H., Klatt, G., Suryani, A. & Firth, J. (2019). A report for the NSW Department of Education on vocational education and training delivered to secondary students, Centre for Education Statistics and Evaluation, Sydney: NSW Department of Education.
Polesel, J., Klatt, M., Blake, D. & Starr, K. (2017). Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia. Journal of Education and Work, 30(3), 283–298.
Sadri, A. (2009). Designing a general technical and vocational education curriculum planning model for high school. Journal of Curriculum Studies, 4(1), 82-104. (in Persian)
Schroder, T. (2019). A regional approach for the development of TVET systems in the light of the 4th industrial revolution: the regional association of vocational and technical education in Asia, International Journal of Training Research, 17(1), 83-95, DOI: 10.1080/14480220.2019.1629728
Social Research Centre (2017). NSW secondary students’ post-school destinations and expectations 2017 annual report. Melbourne: The Social Research Centre.
South Australia Department of Education (2019). A review of VET for school students: Consultation outcomes report, Adelaide: Department of Education
South Australia Department for Education and Child Development (2016). Policy: Vocational education and training (VET) for schools, Adelaide: DECD
Russo, G., Serafini, M. & Ranieri, A. (2019). Attractiveness is in the eye of the beholder, Empirical Research in Vocational Education and Training, 11(7), https://doi.org/10.1186/s40461-019-0082-2
Titus, I. & Okorafor, A. O. (2012). New approaches to the development of technical, vocational education and training (TVET) curriculum for improved labour productivity, International Journal of Educational Research, 12(1), 101-108.
UNESCO (2015). Preliminary report accompanied by a first draft of the recommendation concerning technical and vocational education and training, Paris, Retrieved from http://unesdoc.unesco.org/ images/0022/002296/229649e.pdf
 

Files

Share

How to cite

Statistics