Organisational Innovations in the Integration of Learning and Earning: Professional Development, Curriculum, Student Outcomes and Teacher Education

N

26

Faculty Development; Vocational Education; Secondary Education; School Community Relationship; Young Adults; Education Work Relationship; Evidence; Investigations; Teacher Education; Organizational Change; Innovation

This paper reports on a preliminary investigation into organisational innovations in Senior L/earning as these potentially relate to teachers' professional development, the curriculum and the outcomes for young adults. Specifically, this paper focuses on an investigation into organisational innovations in Senior L/earning in Queensland through a study of the "hub and spoke" model for institutionalising in Vocational Education and Training in (Senior Secondary) Schools (VETiS). "Organisational innovation" is conceptualised in terms of Bernstein's (1977) arguments regarding the isolation versus integration of education and production, that is the tension between dividing or combining school and work. The research process involves the collection and analysis of publicly available documents from the Queensland Mineral and Energy Academy (QMEA) and its schools. The analysis of evidence highlights teachers' professional learning, the positioning of vocational education and training in the curriculum and the key achievements for young adults from Senior L/earning. This paper explores the implications of these organisational innovations in school-based, work-integrated education and training for teacher education. (Contains 4 tables and 1 figure.)

As Provided

16

2011

ED524759