1. time constraints within the existing school day;
2. resourcing of the vocational modules;
3. teacher retraining/professional development;
4. teacher aide time;
5. additional preparation time for identification and assessment of competencies;
6. classification of industry trainers moving into high schools to teach vocational modules; and
7. health and safety issues.

The principle of the convergence of general and vocational education in the post compulsory curriculum is clearly articulated in a succession of documents from Finn (1990) through to Wiltshire (1994).

Whereas the emphasis may have shifted from responding to increased retention rates in Years 11 and 12 to a desire to create worthwhile multiple pathways with the commensurate breadth in delivery systems at school level, the desire has consistently been to ensure a relevant and meaningful outcome for students.

The perceived status of vocational education in some schools has been driven by a view that it is trade related and industry driven. To address this perception of inferiority in the schools and wider community, the notion of embedding has been promulgated by the BSSSS who are currently responsible for accreditation, registration and recognition arrangements for vocational education programs in schools.

QIEU feels this status and the Board's concept of embedding sits uncomfortably with the broader vision of multiple pathways and the fact that the mix of general and vocational education will not be the same for each student, thereby making the notion of embedding both restrictive and discriminatory.

The notion of embedding has a clear attraction for a body concerned with comparability, reliability and accreditation. It clearly fits the current BSSSS model for Board Subjects and would be cost efficient in that professional development costs and syllabus writing payments would be kept to a minimum.

However, a number of issues and concerns are raised relating to:

1. definitions;
2. status of programs already in place and accredited by VETEC; and
3. a narrowing of focus away from diversified client group needs to a generic set of competencies and content which attempts to be all things to all people.

There appears to have been a conceptual shift from Finn terminology to current usage.

Clarification of terms such as:

1. convergence,
2. vocational education, and
3. general education are urgently needed so that debate can focus on agreed terminology in appropriate contexts.

If the embedded modules are classroom based/text book resourced then for many students vocational will be identified as traditional schooling.

A clear minority of students electing to undertake VETEC accredited courses either in the school or as part of a TAFE link are disenchanted with the traditional classroom and see a combination of the current VETEC alternative linked to two or three Board subjects as an acceptable option for post compulsory education.

These VETEC courses have clearly established a client base in schools as the recognition by both parents and students that multiple pathways and delivery models are an essential ingredient in satisfying client needs.

Further issues for students choosing a training or employment pathway after Year 12 or Year 10:

1. Will the status of a diluted vocational course offered through embedding have the same impact with students and employers as the more concentrated offerings of TAFE, traineeships/apprenticeships and the private providers who emphasise skills training for industry to industry standards and job placement as an outcome of the vocational experience?

    

2. Will embedding become the worst of all worlds in the sense of attempting to become all things to all people?
   1. The adoption of a policy of embedding ASF Modules invites the criticism that rather than being consistent with industry demands and standards that are relevant and lead to meaningful outcomes for students, they will be incongruent and out of place in the Board Subject that has been chosen as a vehicle for their delivery.
   2. Models already exist which subsume the Mayer Key Competencies and clearly allow for a vocational element linked to paid and unpaid work, present and the potential for further study, engagement in community and family life and preparation for leisure and recreation. To restrict schools to one pathway would stifle the opportunity to take advantage of local expertise and conditions as well as denying opportunity to less able and special needs students.

The convergence, through embedding of vocational education modules into Board courses raises a number of issues relating to:

1. time constraints within the existing school day;
2. resourcing of the vocational modules;
3. teacher retraining;
4. teacher aide time;
5. additional preparation time for identification and assessment of competencies; and
6. classification of industry trainer moving into high schools to teach vocational modules.

It is important that where competencies are to be assessed that performance is underpinned by skill but also by knowledge and understanding, and that competencies involves both the ability to perform in a given context and the capacity to transfer knowledge and skills to new tasks and situations. Mayer Page 5.

This implies real life or life-like vocational situations, often outside the school with the commensurate dislocation of timetable and curriculum.

a) Spread of Hours

The nature of the vocational program demands work experience or off campus training. Employers will be looking for a broader spread than has been the custom and practice in secondary school and colleges. Already a number of employers (Catholic Sector, Brisbane Girls' Grammar, etc) have signalled their intention to pursue hours of duty in the next round of Enterprise Bargaining.

Employers will gloss over these issues. However, they will be fundamental to teachers contemplating any radical workplace reform. Concerns focus on split shifts, technical support, health and safety, meal allowances.

Split shifts to accommodate core learning before or more likely, after work experiences with attendant problems of resourcing teacher/trainer input ie. Library facilities, teacher aid time, ancillary help (security of the building), provision of safe areas and extra lighting on some school sites after dark.

This raises a further issue of the variety of organisational settings which teachers/trainers need to be aware of such legislative and industrial relations demands such as:

1. Industrial Agreements;
2. Enterprise Bargaining;
3. Quality Management & Requirements;
4. Equal Employment Opportunity;
5. Anti-discrimination legislation;
6. Occupational Health & Safety; and
7. Trade Practices.

b) Resourcing of Vocational Modules
The resource requirements to provide these vocational courses will be extensive. One cannot imagine/contemplate that every school will offer every course and provide all of the various vocational options. Even on a more restricted basis, the resource requirements are considerable. They will place considerable pressure upon school and upon the employees working with a certain level of resource provision. This is the very real possibility that we shall see a pattern of curriculum provision starting to segment into those schools which emphasises certain aspects of this converged curriculum. That poses some deep philosophic issues about schooling and about the nature of our education fabric.

c) Teacher Retraining

The nature of pre-service and in-service courses: Necessarily, questions will need to be asked about the nature of pre-service courses, not merely in terms of content but also of the appropriate pedagogy for the delivery of such a curriculum. The professional development which would be necessary in schools for existing practitioners is also a keen issue. It is a well-established concept that any curriculum initiative must be supported by considered professional development.

The notion of a convergence of general and vocational curriculum adds certain dimensions to the issue of accountability. Certification of teachers for certain vocational courses, in itself, will require resourcing and this will need to be on-going. The question of how school staff might access industry experience is also potentially a difficult industrial issue. One can also contemplate that there is a natural tendency, where one area of the curriculum requires formal certification, to see arguments develop that this should be typical of all aspects of the curriculum. That, in itself, is a very significant issue.

The desirability and potential requirement that persons responsible for the delivery of vocational subjects have an industry background poses a substantial question to the basic conceptual structure of the classification structure for teachers. In doing so, it highlights the issue of associated learnings outside those included in the pre-service education qualification. The issue of prior learning is not one which is readily tied down; however, it must be addressed if vocational education curriculum in schools is to be well-delivered. In particular, I would point to the scenario in which a person with many years of industry experience obtains education qualifications and is appointed to a position in a school. The current classification structure would mean that this person enters the profession at a designated entry point. In some instances, at a very practical level, this means a person in their middle years of employment commencing on salaries of $29,000.00 per year. This hardly makes for an attractive option for people with trade backgrounds to come into the teaching profession.

The change of State Government has created a climate of review. It is hoped that many of the issues in this document will be looked at closely and, in the light of feedback from a number of bodies, some modification of the delivery system will be contemplated. QIEU is not opposed to convergence as a concept but does have difficulty with the process that the BSSSS appears to have adopted as their delivery option.