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    How markets distort decisions to undertake education, vocational knowledge, provision and qualifications

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    How markets distort decisions to undertake education, vocational knowledge, provision and qualifications (746.3Kb)

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    Author
    Wheelahan, Leesa
    Date
    2005
    Source Title
    Proceedings of the 4th International Conference of Researching Work and Learning
    Publisher
    University of Technology, Sydney
    University of Melbourne Author/s
    Wheelahan, Leesa
    Affiliation
    Melbourne Graduate School of Education, LH Martin Institute
    Metadata
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    Document Type
    Conference Paper
    Citations
    Wheelahan, L. (2005). How markets distort decisions to undertake education, vocational knowledge, provision and qualifications. In Proceedings of the 4th International Conference of Researching Work and Learning, Sydney, N.S.W.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/28883
    Description

    © 2005 Leesa Wheelahan

    Abstract
    This paper argues that neo-liberal market-oriented reform to vocational education and training (and also other sectors of education) is much more than a tool for intensifying the work of VET teachers, through making them more 'responsive' and their institutions more 'effective and efficient'. The aim of these policies is the creation of the 'market citizen'. This leads to transformation of subjectivities and the way in which individuals develop and shape their sense of identity, their orientation to their vocation, their relationship to knowledge and practice, and the way in which they recognise themselves and others (Bernstein, 2000; Ball, 2003). The 'generic skills' sought by government and employers are market-oriented skills. This changes the focus of education and training from preparing students for a vocation to preparing them for markets. As a consequence, vocational knowledge is downplayed. Market reforms also distort the nature of provision, the structure and focus of qualifications, and the way in which employers decide to provide, and individuals to undertake, further education and training. This paper presents an alternative model, which argues that learning for work needs to go beyond work, that learning needs to be oriented to a vocation, and that learning needs to occur over a variety of contexts (and not just learning at work).
    Keywords
    vocational education and training; generic skills; market; employer; learning model; learning motivation; policy implementation; policy implication; Australia

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