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dc.contributor.authorWheelahan, Leesaen_US
dc.date.accessioned2014-05-21T22:12:05Z
dc.date.available2014-05-21T22:12:05Z
dc.date.issued2005en_US
dc.identifier.citationWheelahan, 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.en_US
dc.identifier.urihttp://hdl.handle.net/11343/28883
dc.description© 2005 Leesa Wheelahanen_US
dc.description.abstractThis 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).en_US
dc.languageengen_US
dc.publisherUniversity of Technology, Sydneyen_US
dc.subjectvocational education and trainingen_US
dc.subjectgeneric skillsen_US
dc.subjectmarketen_US
dc.subjectemployeren_US
dc.subjectlearning modelen_US
dc.subjectlearning motivationen_US
dc.subjectpolicy implementationen_US
dc.subjectpolicy implicationen_US
dc.subjectAustraliaen_US
dc.titleHow markets distort decisions to undertake education, vocational knowledge, provision and qualificationsen_US
dc.typeConference Paperen_US
melbourne.peerreviewPeer Revieweden_US
melbourne.affiliationThe University of Melbourneen_US
melbourne.affiliation.departmentMelbourne Graduate School of Education, LH Martin Instituteen_US
melbourne.publication.statusPublisheden_US
melbourne.source.titleProceedings of the 4th International Conference of Researching Work and Learningen_US
melbourne.source.locationconferenceSydney, N.S.W.en_US
dc.description.sourcedateconference12-14 Decemberen_US
melbourne.elementsidNA
melbourne.contributor.authorWheelahan, Leesa
melbourne.accessrightsOpen Access


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