<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>VET &#8211; Australian Journal of Adult Learning</title>
	<atom:link href="https://ajal.net.au/tag/vet/feed/" rel="self" type="application/rss+xml" />
	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
	<lastBuildDate>Wed, 26 Apr 2017 01:11:35 +0000</lastBuildDate>
	<language>en-US</language>
	<sy:updatePeriod>
	hourly	</sy:updatePeriod>
	<sy:updateFrequency>
	1	</sy:updateFrequency>
	
	<item>
		<title>Second chance learning in Neighbourhood Houses in Victoria</title>
		<link>https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Mon, 24 Apr 2017 06:39:54 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[formal learning]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[neighbourhood houses]]></category>
		<category><![CDATA[training reform]]></category>
		<category><![CDATA[VET]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4800</guid>

					<description><![CDATA[Author: Tracey Ollis, Karen Starr, Cheryl Ryan, Jennifer Angwin and Ursula Harrison Deakin University Edition: Volume 57, Number 1, April 2017 Summary: Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The &#8230; <p class="link-more"><a href="https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/" class="more-link">Continue reading<span class="screen-reader-text"> "Second chance learning in Neighbourhood Houses in Victoria"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Case studies in e-RPL and e-PR</title>
		<link>https://ajal.net.au/case-studies-in-e-rpl-and-e-pr/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 07 Apr 2014 02:38:20 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[e-PR]]></category>
		<category><![CDATA[e-RPL]]></category>
		<category><![CDATA[eRecognition]]></category>
		<category><![CDATA[professional accreditation]]></category>
		<category><![CDATA[recognition of prior learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2266</guid>

					<description><![CDATA[Authors: Roslyn Cameron, Curtin University and Allison Miller, Vanguard Visions Consulting Pty Ltd Summary:  The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an &#8230; <p class="link-more"><a href="https://ajal.net.au/case-studies-in-e-rpl-and-e-pr/" class="more-link">Continue reading<span class="screen-reader-text"> "Case studies in e-RPL and e-PR"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Social capital outcomes: The new focus for adult literacy and numeracy courses</title>
		<link>https://ajal.net.au/social-capital-outcomes-the-new-focus-for-adult-literacy-and-numeracy-courses/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 29 Oct 2013 03:59:15 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[human capital]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2041</guid>

					<description><![CDATA[Authors: Stephen Black, Northern Sydney Institute of TAFE; Jo Balatti, James Cook University; &#38; Ian Falk, Charles Darwin University Edition: Volume 46, Number 3, November 2006 Summary: Since the early 1990s in Australia, adult literacy and numeracy courses in vocational education and training (VET) have been focused on human capital outcomes, that is, on developing the literacy &#8230; <p class="link-more"><a href="https://ajal.net.au/social-capital-outcomes-the-new-focus-for-adult-literacy-and-numeracy-courses/" class="more-link">Continue reading<span class="screen-reader-text"> "Social capital outcomes: The new focus for adult literacy and numeracy courses"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The &#8216;double-edged sword&#8217; of the adult learning environment</title>
		<link>https://ajal.net.au/the-double-edged-sword-of-the-adult-learning-environment/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 02:51:35 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[foundation]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[TAFE]]></category>
		<category><![CDATA[vocational]]></category>
		<category><![CDATA[young adult]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1847</guid>

					<description><![CDATA[Authors: Sara Murray and Jane Mitchell: Charles Sturt University Edition: Volume 53, Number 1, April 2013 Summary: The vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school prior to completing a qualification. Some research has found that a major factor that supports student re-engagement &#8230; <p class="link-more"><a href="https://ajal.net.au/the-double-edged-sword-of-the-adult-learning-environment/" class="more-link">Continue reading<span class="screen-reader-text"> "The &#8216;double-edged sword&#8217; of the adult learning environment"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>&#8216;Trying to keep up&#8217;: The experience of combining full-time VET with work</title>
		<link>https://ajal.net.au/trying-to-keep-up-the-experience-of-combining-full-time-vet-with-work/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 01:28:18 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[balance]]></category>
		<category><![CDATA[full-time]]></category>
		<category><![CDATA[research]]></category>
		<category><![CDATA[TAFESA]]></category>
		<category><![CDATA[work-life]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1838</guid>

					<description><![CDATA[Author: Michelle Morris: Student Services, TAFE SA Regency Campus Edition: Volume 53, Number 1, April 2013 Summary: Maintaining a healthy work-life relationship is important for the health and wellbeing of individuals and families. This is also true for students studying in vocational education and training(VET) who face increasing pressure to combine study and work. The intersecting &#8230; <p class="link-more"><a href="https://ajal.net.au/trying-to-keep-up-the-experience-of-combining-full-time-vet-with-work/" class="more-link">Continue reading<span class="screen-reader-text"> "&#8216;Trying to keep up&#8217;: The experience of combining full-time VET with work"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Competency-based training: different perceptions in Australia and Germany</title>
		<link>https://ajal.net.au/competency-based-training-different-perceptions-in-australia-and-germany/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 06 May 2013 02:46:33 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[attrition]]></category>
		<category><![CDATA[competency-based training]]></category>
		<category><![CDATA[dual apprenticeship]]></category>
		<category><![CDATA[educational transition]]></category>
		<category><![CDATA[Germany]]></category>
		<category><![CDATA[tertiary bridging program]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1617</guid>

					<description><![CDATA[Author/s: Silke Hellwig Edition: Volume 46, Number 1, April 2006 Summary: The German dual apprenticeship system has traditionally been viewed as an effective system for generating a highly skilled workforce in the trades, crafts and service sectors. In addition, countries and systems looking to improve their own approaches to vocational education and training (VET) have &#8230; <p class="link-more"><a href="https://ajal.net.au/competency-based-training-different-perceptions-in-australia-and-germany/" class="more-link">Continue reading<span class="screen-reader-text"> "Competency-based training: different perceptions in Australia and Germany"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Learning in and through social partnerships</title>
		<link>https://ajal.net.au/learning-in-and-through-social-partnerships/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 06:53:17 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[citizenship]]></category>
		<category><![CDATA[responsibility]]></category>
		<category><![CDATA[social partnerships]]></category>
		<category><![CDATA[space for learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1601</guid>

					<description><![CDATA[Author/s: Kathleen M. Fennessy, Stephen Billett and Carolyn Ovens Edition: Volume 46, Number 1, April 2006 Summary: This paper explores participation in social partnerships as a space for learning. It analyses interview data about participation in social partnership from partnerships involved in vocational education and training (VET) to argue that social partnerships constitute a form &#8230; <p class="link-more"><a href="https://ajal.net.au/learning-in-and-through-social-partnerships/" class="more-link">Continue reading<span class="screen-reader-text"> "Learning in and through social partnerships"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>A very peculiar practice? Promulgating social partnerships with small business – but what have we learnt from research and practice?</title>
		<link>https://ajal.net.au/a-very-peculiar-practice-promulgating-social-partnerships-with-small-business-but-what-have-we-learnt-from-research-and-practice/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Fri, 12 Apr 2013 00:11:09 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[capacities of capital]]></category>
		<category><![CDATA[ecologies of learning]]></category>
		<category><![CDATA[industry]]></category>
		<category><![CDATA[PPPs]]></category>
		<category><![CDATA[public–private partnerships]]></category>
		<category><![CDATA[social partnerships]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1459</guid>

					<description><![CDATA[Author/s: Karen Plane Edition: Volume 47, Number 1, April 2007 Summary: The ideologies underpinning public / private partnerships (PPPs) have been much contested in theory, but what does promulgating a social partnership mean in practice? This qualitative research study has been ‘critiquing’ a construct of ‘ecologies of learning’ or ‘capacities of capital’ for social partnerships &#8230; <p class="link-more"><a href="https://ajal.net.au/a-very-peculiar-practice-promulgating-social-partnerships-with-small-business-but-what-have-we-learnt-from-research-and-practice/" class="more-link">Continue reading<span class="screen-reader-text"> "A very peculiar practice? Promulgating social partnerships with small business – but what have we learnt from research and practice?"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Negotiating learning through stories: mature women, VET and narrative inquiry</title>
		<link>https://ajal.net.au/negotiating-learning-through-stories-mature-women-vet-and-narrative-inquiry/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 01:58:24 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[experience]]></category>
		<category><![CDATA[mature learners]]></category>
		<category><![CDATA[women]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1290</guid>

					<description><![CDATA[Author/s: Jeannie Daniels Edition: Volume 48, Number 1, April 2008 Summary: This paper explains my choice of narrative inquiry as a methodological approach in my recently completed PhD study. My research investigated learning experiences of mature women learners in VET. Notions of learning as negotiated lived experience called for a methodological approach that privileged the &#8230; <p class="link-more"><a href="https://ajal.net.au/negotiating-learning-through-stories-mature-women-vet-and-narrative-inquiry/" class="more-link">Continue reading<span class="screen-reader-text"> "Negotiating learning through stories: mature women, VET and narrative inquiry"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The role of cultural context in continuing vocational training</title>
		<link>https://ajal.net.au/the-role-of-cultural-context-in-continuing-vocational-training/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 02:49:44 +0000</pubDate>
				<category><![CDATA[VET]]></category>
		<category><![CDATA[auto]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[formal]]></category>
		<category><![CDATA[training programs]]></category>
		<category><![CDATA[vocational]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=323</guid>

					<description><![CDATA[Author/s: Oktay Akbas ̨ Edition: Volume 51, Number 1, April 2011 Summary: This study analysed how auto repairmen working in micro-enterprises undertake continuing vocational training in relation to cultural context. The study was conducted in Kırıkkale, a city in central Anatolia in Turkey. To this end, the descriptive research technique of structured interview was used. &#8230; <p class="link-more"><a href="https://ajal.net.au/the-role-of-cultural-context-in-continuing-vocational-training/" class="more-link">Continue reading<span class="screen-reader-text"> "The role of cultural context in continuing vocational training"</span></a></p>]]></description>
		
		
		
			</item>
	</channel>
</rss>
