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Implementing an holistic approach in vocational education and training

Author/s: Donna-Louise McGrath

Edition: Volume 47, Number 2, July 2007

Summary: Although the phrase ‘holistic approach’ is increasingly used in reference to vocational education and training (VET) in Australia, there appears to be a paucity of literature which extensively conceptualises or details its practical application. Existing references to an ‘holistic approach’ appear indicative of an integrated model seen as a vehicle for the achievement of a broad range of vocational and social capital outcomes, particularly in Indigenous contexts. This paper suggests that the theoretical framework for an holistic approach to VET is humanism and constructivist theory and that an ‘holistic approach’ is essentially relevant training which is contextualised and purposely tailored to the learner or community needs and goals. The paper also provides a practical schema for implementing an holistic approach in VET, which is seen as synonymous with the thematic, integrated and whole approaches to learning and curriculum development implemented in schools.

Keywords: holistic approach, vocational education and training, social capital outcomes

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Utopian scenario sketching: An imaginal pedagogy for life giving civilisation

Author/s: Peter Willis

Edition: Volume 51, Number 3, November 2011

Summary: This paper argues that learning for human flourishing needs a balance between small-scale, convivial experiences, imaginary and creative expression, logical, rational planning and autonomous, purposive practices. Continue reading “Utopian scenario sketching: An imaginal pedagogy for life giving civilisation”

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Promoting literacy for adults with intellectual disabilities in a community-based service organisation

Author/s: Karen B. Moni, Anne Jobling, Michelle Morgan and Jan Lloyd

Edition: Volume 51, Number 3, November 2011

Summary: Despite the importance of and advocacy for developing literacy skills for successful and rewarding participation in the community, there remains a common perception that becoming literate is not possible for people with intellectual disabilities. Continue reading “Promoting literacy for adults with intellectual disabilities in a community-based service organisation”

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Role reversal: Educators in an enabling program embark on a journey of critical self-reflection

Author/s:  Jenny McDougall and Wendy Davis

Edition: Volume 51, Number 3, November 2011

Summary: While much has been written about the transformative potential of adult education from the student perspective, little research has been done into the experiences of those who teach in such contexts. Continue reading “Role reversal: Educators in an enabling program embark on a journey of critical self-reflection”

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Adults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan

Author/s:  Horng-Ji Lai and Ming-Lieh Wu, Ai-Tzu Li

Edition: Volume 51, Number 3, November 2011

Summary: This study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Continue reading “Adults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan”

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I feel like I’m being hit from all directions

Author/s: Julie Willans and Karen Seary

Edition: Volume 51, Number 1, April 2011

Summary: The mature-age learner’s re-engagement with a formal learning environment may be somewhat akin to the novice Paintball player who, unless well positioned and attuned to the rules of the combative game, is bombarded and worn down by constant ‘hits’. For the mature-age learner, such ‘hits’ may come in the form of tensions surrounding institutional protocols, social interactions with other peers and personal challenges related to other life-role responsibilities. Transformative learning theory (Cranton 2006, Mezirow 2000) accounts for the often erratic and contradictory trajectories of personal change that some mature-age learners make manifest. Data from a 13-week research project with a group of mature-age learners indicate that these trajectories need to be taken into consideration by educators. A proposition is made that, through the assurance of appropriate, meaningful curricula and the promotion of learning communities (Gabelnick, MacGregor,Matthews & Smith 1990) that build resiliency (Knight 2007, Goleman 2002, Resiliency Initiatives 2001), educators can empower mature-age learners to cope with the challenges that will inevitably confront them.

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This article is part of AJAL, Volume 51_1. The entire volume is available in .pdf for purchase here.