Work-related courses in a Canadian province

How teachers and students create a culture of vocationalism

Professor Jeremy HighamPost-14 Research Group, University of Leeds

VOCATIONALFRAMEWORK

Institutional Context

Purpose and aims of programmes

Student recruitment

Resources

Staffing

Curriculum

Pedagogy

Assessment

CONTEXT

Canadian High Schools

Work-related courses for 15-18 year olds

Board with long-standing vocational provision

Multi-credit programmes combining Vocational diploma - Young Apprenticeship - WE

Collaborative, teacher-led programmes

CASE STUDYCOURSES

Promoted as work-related

Innovative curriculum practice

Range of occupational sectors

Range of programme types and contexts

Qualitative case study approach with a focus on the learner experience

MILLWRIGHTING

'apprenticeship preparation for millwrights, machinists and welders'

First semester in school technology workshop optional linked work-placement in the second semester.

 

 

MILLWRIGHTING

'apprenticeship preparation for millwrights, machinists and welders'

First semester in school technology workshop optional linked work-placement in the second semester.

 

MOTOR VEHICLE MAINTENANCE

'towards future employment in the automotive transportation industry'

4 four-week blocks. 1st & 3rd blocks: school-based in a car maintenance workshop 2nd & 4th blocks: on work placement in a garage or dealership.

 

HOUSE RENOVATION'to assist students in gaining the skills necessary to become

productive members of the construction industry'.

Students worked on a series of renovation projects on houses.

 

HOUSE RENOVATION'to assist students in gaining the skills necessary to become

productive members of the construction industry'.

Students worked on a series of renovation projects on houses.

 

HOUSE BUILDING'prepares students for careers in carpentry, construction

management, roofing, plumbing and electrical'

Students built new houses for major building firms.

HOUSE RENOVATION'to assist students in gaining the skills necessary to become

productive members of the construction industry'.

Students worked on a series of renovation projects on houses.

 

HOUSE BUILDING'prepares students for careers in carpentry, construction

management, roofing, plumbing and electrical'

Students built new houses for major building firms.

RADIO JOURNALISM'to learn about journalism, sound production and music' gaining 'the

hands-on experience you need to study radio or journalism after high school' and subsequently 'pursue an exciting career in broadcasting'

Students ran a community radio station within the school.

TEACHING AND LEARNING

Task-led, problem-based with authentic projects,via Work Experience or real-world tasks

Focus on making, building and servicing, vocational theory deconstructed later

Individualised learning, master/apprentice model

Modelling of vocational practices,strong emphasis on health and safety

Mainly practical, outcome-based assessment

Assessment against informal vocational criteria and formal curriculum expectations

TEACHERS

Typically strong vocational background with wealth of experience and expertise:

• up-to-date understanding of industry practicesand employer expectations

• modelled vocational practice and induction into culture

• industry contacts and networks: employer support for resources, placements, jobs

• high levels of credibility with students.

STUDENTS

Student dispositions and identities:

• self-selection and course recruitment: usually a positive orientation to occupational or vocational area

• prior knowledge and involvement in the sector, through part-time or summer work

or through family connections

• involvement of former course members as veteranssupported the vocational culture.

HOUSE BUILDING

Student dispositions and identities:

- positive orientation to construction

- prior involvement in the sectorTutor: vocational background:

- expertise, experience, contacts

- high levels of credibility and respectStudents worked alongside industry professionals in the work placeVocational discourse and modellingInduction to the 'community of practice' within the industryContext-driven tasks with real-world consequencesMaster/apprentice modelOutcome-based assessment against informal vocational criteria

Learning as becoming

HOUSE BUILDING RADIO JOURNALISM

Student dispositions and identities:

- positive orientation to construction

- prior involvement in the sector

Student dispositions and identities:

- positive orientation to music

- no prior involvement in the sectorTutor: vocational background:

- expertise, experience, contacts

- high levels of credibility and respect

Tutor: English teaching background:

- editing skills

- expert teacherStudents worked alongside industry professionals in the work place

Simulated work place

Vocational discourse and modelling Absence of reference to industry Induction to the 'community of practice' within the industry

No induction to the vocational culture of the industry

Context-driven tasks with real-world consequences

Authentic tasks

Master/apprentice model Individualised learningOutcome-based assessment against informal vocational criteria

Practical assessment against formal learning outcomes

Learning as becoming Learning as engagement

SUMMARY

Teacher background and contacts are central to vocational conception

and experience of the course

Students dispositions and identities, in particular their learning and career aspirations,

influence the vocational nature of the course

'the process of curriculum making hinges as much upon the values and views of knowledge, learning, teaching, human

nature and educational purposes which teachers bring to bear upon their work'

Martin Bloomer

(Curriculum Making in Post-16 Education: the social conditions of studentship. London: Routledge, 1997)