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	<title>vocational education &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Crafting youth work training: synergising theory and practice in an Australian VET environment</title>
		<link>https://ajal.net.au/crafting-youth-work-training-synergising-theory-and-practice-in-an-australian-vet-environment/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Fri, 12 Apr 2013 01:26:04 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[competency-based]]></category>
		<category><![CDATA[training programs]]></category>
		<category><![CDATA[vocational education]]></category>
		<category><![CDATA[youth work]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1490</guid>

					<description><![CDATA[Author/s: Andrew Wojecki Edition: Volume 47, Number 2, July 2007 Summary: In the Australian vocational education and training (VET) context, attention is often given to what youth work training programs should consist of, resulting in less attention on how youth work education and training programs might be imagined, constructed and implemented. In this paper, a &#8230; <p class="link-more"><a href="https://ajal.net.au/crafting-youth-work-training-synergising-theory-and-practice-in-an-australian-vet-environment/" class="more-link">Continue reading<span class="screen-reader-text"> "Crafting youth work training: synergising theory and practice in an Australian VET environment"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The origins of competency-based training</title>
		<link>https://ajal.net.au/the-origins-of-competency-based-training/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Fri, 12 Apr 2013 01:19:36 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[behaviourism]]></category>
		<category><![CDATA[competency-based training]]></category>
		<category><![CDATA[National Training Framework]]></category>
		<category><![CDATA[performance-based teacher education]]></category>
		<category><![CDATA[systems theory]]></category>
		<category><![CDATA[vocational education]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1484</guid>

					<description><![CDATA[Author/s: Steven Hodge Edition: Volume 47, Number 2, July 2007 Summary: This article attempts to trace the origins of competency-based training (CBT), the theory of vocational education that underpins the National Training Framework in Australia. A distinction is made between societal and theoretical origins. This paper argues that CBT has its societal origins in the &#8230; <p class="link-more"><a href="https://ajal.net.au/the-origins-of-competency-based-training/" class="more-link">Continue reading<span class="screen-reader-text"> "The origins of competency-based training"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Human capital development: reforms for adult and community education</title>
		<link>https://ajal.net.au/human-capital-development-reforms-for-adult-and-community-education/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Fri, 12 Apr 2013 00:14:26 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[ACE sector]]></category>
		<category><![CDATA[ageing population]]></category>
		<category><![CDATA[National Reform Agenda]]></category>
		<category><![CDATA[skilled workers]]></category>
		<category><![CDATA[vocational education]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1462</guid>

					<description><![CDATA[Author/s: Sarojni Choy &#38; Sandra Haukka Edition: Volume 47, Number 1, April 2007 Summary: The adult and community education (ACE) sector is consistently responsive to changing community needs and government priorities. It is this particular function that has drawn ACE into the lifelong learning debate as one model for sustaining communities. The responsiveness of ACE &#8230; <p class="link-more"><a href="https://ajal.net.au/human-capital-development-reforms-for-adult-and-community-education/" class="more-link">Continue reading<span class="screen-reader-text"> "Human capital development: reforms for adult and community education"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Faces in tertiary places and spaces: experiences of learning in both higher education and VET</title>
		<link>https://ajal.net.au/faces-in-tertiary-places-and-spaces-experiences-of-learning-in-both-higher-education-and-vet/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:52:49 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[learning places]]></category>
		<category><![CDATA[role]]></category>
		<category><![CDATA[survey]]></category>
		<category><![CDATA[vocational education]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1362</guid>

					<description><![CDATA[Author/s: Roger Harris Edition: Volume 48, Number 3, November 2008 Summary: The development in today’s society of knowledge workers for tomorrow is of critical importance. Worldwide, there is considerable interest in the respective roles of higher education (HE) and vocational education and training (VET) in building human capability. This paper is designed to provoke such &#8230; <p class="link-more"><a href="https://ajal.net.au/faces-in-tertiary-places-and-spaces-experiences-of-learning-in-both-higher-education-and-vet/" class="more-link">Continue reading<span class="screen-reader-text"> "Faces in tertiary places and spaces: experiences of learning in both higher education and VET"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Foucault’s toolkit: resources for ‘thinking’ work in times of continual change</title>
		<link>https://ajal.net.au/foucaults-toolkit-resources-for-thinking-work-in-times-of-continual-change/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 03:53:18 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[access]]></category>
		<category><![CDATA[engagement]]></category>
		<category><![CDATA[Foucault]]></category>
		<category><![CDATA[vocational education]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1101</guid>

					<description><![CDATA[Author/s: Molly Rowan and Sue Shore Edition: Volume 49, Number 1, April 2009 Summary: This paper was prompted by our interest in two issues associated with Australia’s vocational education and training system: recurring declarations for universal access to vocational education and training (albeit in different forms across different epochs) as the right of all Australians &#8230; <p class="link-more"><a href="https://ajal.net.au/foucaults-toolkit-resources-for-thinking-work-in-times-of-continual-change/" class="more-link">Continue reading<span class="screen-reader-text"> "Foucault’s toolkit: resources for ‘thinking’ work in times of continual change"</span></a></p>]]></description>
		
		
		
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