scholarly journals Australian National Training Packages – A Critical Analysis

2016 ◽  
Vol 10 (10) ◽  
pp. 274
Author(s):  
Stanislaw Paul Maj
Keyword(s):  
Critical Analysis ◽  
Potential Problem ◽  
Further Education ◽  
Education Sector ◽  
Performance Criteria ◽  
Knowledge And Skills ◽  
Extreme Difference ◽  
National Training

In the Australian Further Education sector all education is based on national training packages which are designed and managed to meet the needs of different industries. They provide specifications of training elements; the associate performance criteria; expected required knowledge and skills all benchmarked against defined evidence guides. Significantly the do not define content or how the content should be taught with regard to both depth and scope. The advantage of this approach is flexibility with respect to interpretation and implementation. The disadvantage is potential differences in implementation. Three implementations were evaluated to assess this potential problem. The results clearly show an extreme difference in implementation. This cannot be consistent with national benchmarked standards. Further work is needed.

scholarly journals Training the Trainer in Australia – A Critical Analysis

2015 ◽  
Vol 9 (13) ◽  
pp. 263
Author(s):  
Stanislaw Paul Maj
Keyword(s):  
Critical Analysis ◽  
Further Education ◽  
Education Sector ◽  
Contact Hours

Within the Australian Further Education sector lecturers are required to complete the Certificate IV in Training and Assessment (TAE40110). Whilst it is recognized that lecturers in this sector are required to meet the needs of a wide diversity of students the ability to deliver training and conduct workshops is of paramount importance. There are a number of problems with studying the TAE that include insufficient weighting of units concerned with pedagogy and variable contact hours. The result is lecturers who complete the TAE may not be adequately prepared to conduct their role as teachers and trainers.

Messing about, political indulgence, or making progress?

2017 ◽  
Vol 31 (3) ◽  
pp. 108-110
Author(s):  
Ron Hill
Keyword(s):  
Policy Change ◽  
Government Policy ◽  
Further Education ◽  
Education Sector ◽  
Processes Of Change ◽  
Policy Changes ◽  
Case Examples ◽  
Opinion Piece ◽  
Government Report

The article, as an opinion piece, considers the experience of Government policy change with reference to the further education sector in England. An Institute for Government report, ‘All change: Why Britain is so prone to policy reinvention, and what can be done about it’ focused on further education as one of its case examples. Those of us who have worked in some capacity in further education for many years will have almost taken for granted the expectation of regular policy changes. The Institute of Government report makes clear how much change there has been. The article considers the possible consequences for the governing of colleges from policy change on the scale experienced by the further education sector. There is no intention in the article to argue for stopping important and necessary improvements for learners and learning in the further education sector in England. However, the case is made for reviewing the nature of intent and the processes of change.

Extracurricular Activities As a Sphere of Social and Pedagogical Partnership in the Interaction of the General and Supplementary Education in the Terms of Introduction of the FSES

2017 ◽  
Vol 5 (2) ◽  
pp. 28-34
Author(s):  
������� ◽  
I. Ivanova
Keyword(s):  
Extracurricular Activities ◽  
Network Performance ◽  
Professional Competence ◽  
Practical Importance ◽  
Further Education ◽  
Educational Process ◽  
Performance Criteria ◽  
Educational Institutions ◽  
City Region ◽  
Supplementary Education

The article is based on the description of the author�s vision of designing a network of educational interaction in the context of socio-pedagogical partnership between the general and further education in line with the realization of extracurricular activities in the conditions of the introduction of the FSES. The paper describes the stages of a network between educational institutions and supplementary education in the fi eld of extracurricular activities teaching, the content of which need a good idea of planning to become a party to the educational network. Performance criteria of socio-pedagogical partnership in the interaction of the general and supplementary education in the conditions of the introduction of the FSES is the availability of functioning network interaction of educational institutions for the implementation of extracurricular activities in the framework of the FSES, involving teaching, psychological and pedagogical, professional, material and technical resources of educational institutions of diff erent levels; development and implementation of educational programs extracurricular activities FSES-based schools; positive dynamics of development of students involved in extracurricular activities; enhance the professional competence of teachers involved in networking through the organization of extracurricular activities in the Context of the FSES. Socio-pedagogical collaboration between the general and further education, the diff erent models of networking between educational institutions in the conditions of the introduction of the FSES helps to provide opportunities for the development of each child on a variety of activities taking into account the orientation of the individual; eff ective organization of extracurricular activities of students in the development of the FSES; empowerment to improve the professional competence of school teachers; meet the requests of professional participants in the educational process. Perspective and practical importance of this activity, which can be called innovative in the light of the modernization of education is the ability to design and realization of diff erent models of network of educational interaction in the framework of the extracurricular activities of students in the conditions of the introduction of the GEF in the educational space of city, region.

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