328 results on '"Moodie, Gavin"'
Search Results
2. Toward Capabilities for Adult Working Learners in Canada and the United States
- Author
-
Moodie, Gavin, Wheelahan, Leesa, and Bragg, Debra D.
- Abstract
This article focuses on adult working learners who attend postsecondary institutions in Canada and the United States. We identify how these institutions deliver curriculum and instruction in the form of career-technical education (CTE) and vocational education offering occupational credentials. In British Columbia and the U.S., most vocational programming culminates in the associate degree whereas the rest of Canada commonly confers diplomas as well as associate degrees. Other postsecondary credentials, including certifications and licensure, are integrated within programs in both countries. This chapter analyzes policies, programs, and practices for adult working learners in the two countries and provides perspectives on how a focus on the capabilities of adult working learners is beneficial to the needs of the individual, communities, and society as a whole.
- Published
- 2023
- Full Text
- View/download PDF
3. Human Capital Theory and Its Discontents
- Author
-
Moodie, Gavin, Wheelahan, Leesa, Milana, Marcella, Series Editor, Holford, John, Series Editor, Parry, Gareth, editor, Osborne, Michael, editor, and Scott, Peter, editor
- Published
- 2023
- Full Text
- View/download PDF
4. Gig Qualifications for the Gig Economy: Micro-Credentials and the 'Hungry Mile'
- Author
-
Wheelahan, Leesa and Moodie, Gavin
- Abstract
This paper argues that micro-credentials are gig credentials for the gig economy. Micro-credentials are short competency-based industry-aligned units of learning, while the gig economy comprises contingent work by individual 'suppliers'. Both can be facilitated by (often the same) digital platforms, and both are underpinned by social relations of precariousness in the labour market and in society. They are mutually reinforcing and each has the potential to amplify the other. Rather than presenting new opportunities for social inclusion and access to education, they contribute to the privatisation of education by unbundling the curriculum and blurring the line between public and private provision in higher education. They accelerate the transfer of the costs of employment preparation, induction, and progression from governments and employers to individuals. Micro-credentials contribute to 'disciplining' higher education in two ways: first by building tighter links between higher education and workplace requirements (rather than whole occupations), and through ensuring universities are more 'responsive' to employer demands in a competitive market crowded with other types of providers. Instead of micro-credentials, progressive, democratic societies should seek to ensure that all members of society have access to a meaningful qualification that has value in the labour market and in society more broadly, and as a bridge to further education. This is a broader vision of education in which the purpose of education is to prepare individuals to live lives they have reason to value, and not just in the specifics required of particular jobs.
- Published
- 2022
- Full Text
- View/download PDF
5. A Typology of Tertiary Education Systems
- Author
-
Moodie, Gavin, Milana, Marcella, Series Editor, Holford, John, Series Editor, Knight, Elizabeth, editor, Bathmaker, Ann-Marie, editor, Moodie, Gavin, editor, Orr, Kevin, editor, Webb, Susan, editor, and Wheelahan, Leesa, editor
- Published
- 2022
- Full Text
- View/download PDF
6. Introduction
- Author
-
Knight, Elizabeth, Bathmaker, Ann-Marie, Moodie, Gavin, Orr, Kevin, Webb, Susan, Wheelahan, Leesa, Milana, Marcella, Series Editor, Holford, John, Series Editor, Knight, Elizabeth, editor, Bathmaker, Ann-Marie, editor, Moodie, Gavin, editor, Orr, Kevin, editor, Webb, Susan, editor, and Wheelahan, Leesa, editor
- Published
- 2022
- Full Text
- View/download PDF
7. The Postsecondary Qualifications of Canadian Workers: Disparities and Bottlenecks in Regulated, Applied, and General Occupations
- Author
-
Lavigne, Eric, Coppens, Lindsay, Sweeney, Juliette, Moodie, Gavin, Childs, Ruth A., and Wheelahan, Leesa
- Abstract
This article reports on a study investigating the link between education and work. Instead of looking at the labour outcomes of graduates, the study examined the qualifications held by workers in technician- and professional-level jobs from three types of occupational fields: regulated, applied, and general. The approach shifts the focus away from the supply of qualifications to the way qualifications are used in the workplace. The findings show evidence of disparities between qualifications and work levels and of the presence of obstacles preventing workers with additional qualifications from securing access to better jobs. Overall, the findings show that the structure of the labour market shapes how workers and employers make use of qualifications. They highlight some of the limitations of human capital theory in explaining the links between education and the labour market and call for a reframing of the purpose of postsecondary qualifications.
- Published
- 2022
- Full Text
- View/download PDF
8. Sources of Vocational Knowledge
- Author
-
Moodie, Gavin
- Abstract
Vocational knowledge originates from both research and from practice, each of which is transformed across several epistemic levels to become vocational knowledge. The several transformations of research to vocational knowledge have been described by Young and Bernstein as recontextualisations. Less well described are the successive transformations of practice to become vocational knowledge. This paper observes that practical knowledge has to be transformed across several epistemic levels to become vocational knowledge. It examines different types of literature on European artillery in the early modern period: scholarly books on ballistics which were printed in Latin, gunners' manuals which were manuscripts in the vernacular, and artillery books for non specialist readers which were printed in the vernacular. It finds that practical knowledge didn't have to be transformed just to apply it to a new context. Knowledge is transformed to a different epistemic level when it is expressed for use by a different type of actor for a qualitatively different purpose from the initial use. The paper concludes by arguing that vocational colleges and institutes have a potentially valuable role in developing vocational knowledge from practice.
- Published
- 2022
- Full Text
- View/download PDF
9. Equity and Access to High Skills through Higher Vocational Education. Palgrave Studies in Adult Education and Lifelong Learning
- Author
-
Knight, Elizabeth, Bathmaker, Ann-Marie, Moodie, Gavin, Orr, Kevin, Webb, Susan, Wheelahan, Leesa, Knight, Elizabeth, Bathmaker, Ann-Marie, Moodie, Gavin, Orr, Kevin, Webb, Susan, and Wheelahan, Leesa
- Abstract
This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century. These new forms of education respond to two key policy concerns: an emphasis on high skills as a means to achieve economic competitiveness, and the promise of open access for adults hitherto excluded from higher education. Examining a range of geographic contexts, the editors and contributors aim to address these contexts and highlight various similarities and differences in developments. They locate their analyses within the various political and socio-economic contexts, which can make particular reforms possible and achievable in one context and almost unthinkable in another. Ultimately, the book promotes a critical understanding of evolving provisions of higher vocational education, refusing assumptions that policy borrowing from apparently 'successful' countries offers a straightforward model for others to adopt.
- Published
- 2022
- Full Text
- View/download PDF
10. Gig qualifications for the gig economy: micro-credentials and the 'hungry mile'
- Author
-
Wheelahan, Leesa and Moodie, Gavin
- Subjects
Government regulation ,Market trend/market analysis ,Education - Abstract
This paper argues that micro-credentials are gig credentials for the gig economy. Micro-credentials are short competency-based industry-aligned units of learning, while the gig economy comprises contingent work by individual 'suppliers'. Both can be facilitated by (often the same) digital platforms, and both are underpinned by social relations of precariousness in the labour market and in society. They are mutually reinforcing and each has the potential to amplify the other. Rather than presenting new opportunities for social inclusion and access to education, they contribute to the privatisation of education by unbundling the curriculum and blurring the line between public and private provision in higher education. They accelerate the transfer of the costs of employment preparation, induction, and progression from governments and employers to individuals. Micro-credentials contribute to 'disciplining' higher education in two ways: first by building tighter links between higher education and workplace requirements (rather than whole occupations), and through ensuring universities are more 'responsive' to employer demands in a competitive market crowded with other types of providers. Instead of micro-credentials, progressive, democratic societies should seek to ensure that all members of society have access to a meaningful qualification that has value in the labour market and in society more broadly, and as a bridge to further education. This is a broader vision of education in which the purpose of education is to prepare individuals to live lives they have reason to value, and not just in the specifics required of particular jobs., Author(s): Leesa Wheelahan [sup.1] , Gavin Moodie [sup.1] Author Affiliations: (1) grid.17063.33, 0000 0001 2157 2938, Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University [...]
- Published
- 2022
- Full Text
- View/download PDF
11. Analysing Micro-Credentials in Higher Education: A Bernsteinian Analysis
- Author
-
Wheelahan, Leesa and Moodie, Gavin
- Abstract
This paper critiques the emergence of micro-credentials in higher education. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to 'discipline' the HE curriculum to align it more closely with putative labour market requirements. The paper is situated within the social realist school in the sociology of education, and it draws primarily on the sociology of Basil Bernstein to develop this critique, while also drawing on the Continental "Didaktik" tradition. It analyses the nature of the person envisaged in curriculum, the "homo economicus" of human capital theory. This self is a market self who uses micro-credentials to invest in this or that set of skills in anticipating labour market requirements. The paper uses a range of Bernstein's concepts to analyse the links between what is to be taught, to whom is it taught, and how is it taught in micro-credentials. It focuses on the principle of recontextualization which comprises instructional and regulative discourses, to examine the ways in which notions of the person and human motivation are reshaping relations of classification and framing in HE curriculum.
- Published
- 2021
- Full Text
- View/download PDF
12. Towards a New Approach to Mid-Level Qualifications. Research Report
- Author
-
National Centre for Vocational Education Research, Moodie, Gavin, Wheelahan, Leesa, Fredman, Nick, and Bexley, Emmaline
- Abstract
The authors look at the roles that vocations, vocational streams and productive capabilities can play in improving links between mid-level qualifications and occupational outcomes. Support for vocational streams and productive capabilities varied by industry but there is the potential to progress these concepts in each of the industries investigated. Suggestions for progressing these concepts include changing the emphasis of tertiary curriculum away from specific occupations to preparation for a broad field of practice and having equal representation by social partners on qualification and approval bodies. This report is part of the research program--"Vocations: the link between post-compulsory education and the labour market."
- Published
- 2015
13. Micro credentials: Zombie skills sets resurrected as micro credentials
- Author
-
Moodie, Gavin and Wheelahan, Leesa
- Published
- 2020
14. Shaken Not Stirred? The Development of One Tertiary Education Sector in Australia. NCVER Monograph Series 08/2012
- Author
-
National Centre for Vocational Education Research, Wheelahan, Leesa, Arkoudis, Sophie, Moodie, Gavin, Fredman, Nick, and Bexley, Emmaline
- Abstract
The sectoral divide between vocational education and training (VET) and higher education in Australia is blurring as a consequence of broader social and economic pressures for a more highly skilled population, but also as a consequence of government policies designed to develop tertiary education markets and to diversify institutional types. The mixed-sector institutions that are emerging are additional to Australia's five dual-sector universities, with their large higher education and TAFE (technical and further education) divisions. Mixed-sector institutions, on the other hand, are institutions with most of their student enrolments in one sector, but which are increasingly offering programs from the "other" sector. At March 2011 there were 90 institutions in Australia registered to offer programs from both sectors. This includes large dual-sector universities, universities with a small amount of VET provision, TAFE institutes that offer a small amount of higher education and private providers offering both. While there is still only a small number of mixed-sector tertiary education institutions, their importance exceeds their size, since they offer different models for future institutional development and their emergence is a key way by which the government will achieve its objectives for institutional diversification and competition. However, they remain relatively under-researched. This project attempts to address this gap by examining universities that offer a small amount of VET and private providers that offer both VET and higher education programs. It complements a previous National Centre for Vocational Education Research (NCVER) project which researched TAFE institutes offering higher education and compared these with single-sector TAFE institutes and dual-sector universities. Both research projects used a similar research design to allow a comparison between different types of mixed-sector institutions and a consideration of the implications for tertiary education policy in Australia. The sharp distinctions between the VET and higher education sectors are giving way to a more differentiated single tertiary education sector with greater institutional diversity. However, as this research shows, the result is a more stratified and hierarchical tertiary education sector, as university provision becomes the benchmark and comparator for other forms of provision. Appended are: (1) Methods; (2) Profile of interviewees; and (3) Profile of mixed-sector universities and private providers. (Contains 12 tables and 12 footnotes.) [For related report, "Mixed-Sector Tertiary Education. Research Overview," see ED528868.
- Published
- 2012
15. Mixed-Sector Tertiary Education. Research Overview
- Author
-
National Centre for Vocational Education Research and Moodie, Gavin
- Abstract
This research overview provides the key messages arising from two related projects investigating tertiary education institutions that have recently begun to offer tertiary programs outside the sector of their initial establishment and the sector of the majority of their enrolments. These are TAFE institutes offering higher education programs, universities offering vocational education programs, and private providers offering both. Both projects sought to understand the nature and focus of mixed-sector provision: why institutions want to offer both vocational and higher education programs; how this provision is perceived by participants, particularly students and teachers; the kinds of pathways to work and further study that are possible; the benefits of this provision as well as problems with its delivery; and how quality may be ensured. The projects involved 159 interviews in 15 institutions in six states or territories. The following are overview messages from the two projects: (1) One tertiary education sector is emerging, but it is hierarchical and stratified; (2) While as yet there is still no coherent national policy on tertiary education, elements have been established recently which may in time develop into a coherent group of national institutions of tertiary education; (3) Knowledge of tertiary education and evaluation of its performance are limited by inconsistent, incomplete and, in some areas, missing data; (4) Higher education scholarship requirements are vaguely expressed, poorly understood and inconsistently implemented; (5) Individual institutions are not well resourced to support their minority sector alone--sector-wide support is needed; and (6) As the sectors become increasingly blurred, a more sophisticated understanding of vocational education will be needed. (Contains 3 footnotes.) [For related report, "Shaken Not Stirred? The Development of One Tertiary Education Sector in Australia. NCVER Monograph Series 08/2012," see ED528867.]
- Published
- 2012
16. Missing Links: The Fragmented Relationship between Tertiary Education and Jobs. Research Report
- Author
-
National Centre for Vocational Education Research, Wheelahan, Leesa, Leahy, Mary, Fredman, Nick, Moodie, Gavin, Arkoudis, Sophie, and Bexley, Emmaline
- Abstract
Increasing the pathways between vocational and higher education is a central concern of Australian governments. Governments want more pathways to support occupational progression, skills deepening and social inclusion. They consider that the number of pathways and number of students traversing them to be inadequate, and have commissioned many research reports over the last ten years to find out why the pathways are not as strong as desired and how they can be improved. This report is part of a wider three-year program of research, "Vocations: the link between post-compulsory education and the labour market," which is investigating the educational and occupational paths that people take and how their study relates to their work. It is specifically interested in exploring the transitions that students make in undertaking a second qualification (that is, whether they change field of education and/or move between the VET and higher education sectors). It also looks at the reasons why they decide to undertake another qualification. The authors use a combination of data from the 2009 Australian Bureau of Statistics Survey of Education and Training and interviews with students and graduates, as well as managers, careers advisors, learning advisors, teachers and academics, to examine these transitions. The finance, primary, health and electrical trades/engineering industries are used as case studies. Appended are: (1) Methods; (2) Profile of interviewees; and (3) Additional tables. (Contains 3 figures and 13 tables.) [For the related document, "Vocation Project Interview Questions--Support Document," see ED536633.]
- Published
- 2012
17. Mixed-Sector Tertiary Education: Implications for Self-Accrediting and Other Higher Education Institutions. Issues Paper
- Author
-
National Centre for Vocational Education Research and Moodie, Gavin
- Abstract
"Mixed-sector" institutions are relatively new in Australia, but numbers are likely to increase as the boundaries between vocational education and training (VET) and higher education become increasingly blurred. In 2009 the National Centre for Vocational Education Research (NCVER) published research examining the nature of higher education offered by public VET providers ("Higher education in TAFE" by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly). Gavin Moodie and his colleagues are continuing their research and this paper has been written with the intention of provoking discussion. It presents an initial account of mixed-sector tertiary education in Australia--separating institutions accrediting their own higher education programs, most of which are large public universities, from other tertiary education institutions, primarily smaller private providers. A range of issues about the emerging character of mixed-sector provision is flagged and will be considered as part of the research, including: (1) How relevant will the sector designations be if the distinctions relating to tertiary education continue to blur, and if Australian governments allocate public support for teaching by mechanisms that do not distinguish between types of institutions?; (2) To what degree is mixed-sector provision affected by the extent to which the smaller sector is integrated with an institution's organisational structure, the level of the organisation at which vocational and higher education are integrated and the level of autonomy granted to organisational units?; and (3) What are the implications of mixed-sector provision for the students, staff and institutional futures? (Contains 6 tables, 2 figures and 3 footnotes.)
- Published
- 2010
18. Higher Education in TAFE: Support Document
- Author
-
National Centre for Vocational Education Research, Wheelahan, Leesa, Moodie, Gavin, Billett, Stephen, and Kelly, Ann
- Abstract
The purpose of this support document is to: (1) provide a fuller version of the literature review than in the report and issues paper; and (2) provide the interview schedules that were used to gather the data for this project. (Contains 7 footnotes.) [Funding for this report was provided through the Australian Department of Education, Science and Training. This document was produced by the authors based on their research for the report "Higher Education in TAFE," and is an added resource for further information. For the main reports, see ED507212 and ED507153.]
- Published
- 2009
19. Higher Education in TAFE. NCVER Monograph Series 01/2009
- Author
-
National Centre for Vocational Education Research, Wheelahan, Leesa, Moodie, Gavin, Billet, Stephen, and Kelly, Ann
- Abstract
Degrees in technical and further education (TAFE) are relatively new, but are likely to grow as a consequence of government policies that both seek to increase the percentage of Australians holding a bachelor degree and create a more unified tertiary education sector. There are ten TAFE institutes authorised to offer higher education in five states, with fewer than 1600 higher education students in TAFE in 2006. Initially, TAFE institutes focused on niche programs not offered by universities; however, they now offer vocationally focused programs similar to those of many universities. This project sought to understand different perspectives on the nature of higher education in TAFE by interviewing staff from six state offices of higher education, senior managers at two dual-sector universities and nine TAFE institutes (in six states), along with teachers and students. Six of the nine TAFE institutes included in this project offer higher education, and the other three do not. Most interviewees argued that the rationale for higher education provision in TAFE is to meet, through its applied orientation, specific industry needs and to provide a pathway for students who need support to access higher education. Others argued, by contrast, that industry and students benefit most if TAFE works in partnership with universities through complementary provision, rather than via its own higher education provision. Interviewees argued that the different reporting, funding, quality assurance, industrial and curriculum frameworks of the higher education and vocational education and training (VET) sectors constrain the growth of higher education in TAFE. The challenges identified as confronting TAFE in developing this provision include: the absence of a research culture; difficulties in recruiting appropriately qualified staff; the need to invest in staff development; the existing industrial award covering TAFE teachers; costs of program development; the resources needed to sustain higher education provision; and, crucially, the absence of public funding for TAFE's higher education qualifications and the lack of community understanding about these programs. Some TAFE institutes are seeking to become a new type of institution, similar to a polytechnic that offers a range of qualifications, from senior school and VET, through to higher education. Other TAFE institutes see their higher education programs as an extension of their role as VET providers. Teachers were, if anything, more in favour of higher education in TAFE than senior management, but most teachers argued that existing industrial and working conditions were obstacles to its development, as was management's lack of insight into the nature of their work. Students said that they valued the high levels of support they received, although younger students were more uncertain of their identity as higher education students and more troubled by the status of their qualification, even though almost all claimed they would recommend their program to friends. The status of TAFE's higher education qualifications was an issue that concerned all categories of interviewees. This project concludes that higher education in TAFE should be established as a component of a coherent tertiary education policy framework to ensure the quality of provision and that it meets its intended outcomes. This includes consideration of the governance, policy, funding, quality assurance, curriculum and industrial frameworks required to realise academic standards and to support TAFE institutes to develop economies of scale and the expertise and culture needed to sustain higher education provision. Three appendices are included: (1) Methods; (2) Profile of interviewees; and (3) Profile of higher education programs in TAFE institutes. (Contains 8 tables and 13 footnotes.) [Funding for this report was provided through the Department of Education, Employment and Workplace Relations. Additional information relating to this research is available in ED507214 "Higher Education in TAFE: Support Document".]
- Published
- 2009
20. Higher Education in TAFE: An Issues Paper
- Author
-
National Centre for Vocational Education Research, Moodie, Gavin, Wheelahan, Leesa, Billett, Stephen, and Kelly, Ann
- Abstract
Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
21. Mapping the Typology of Transition Systems in a Liberal Market Economy: The Case of Canada
- Author
-
Arnold, Christine Helen, Wheelahan, Leesa, Moodie, Gavin, Beaulieu, Jacqueline, and Taylor-Cline, Jean-Claude
- Abstract
This research explores links between tertiary education institutions and between tertiary education and the labour market as determinants of provincial and national transition patterns in Canada. The study consists of a provincial analysis that maps the typology of transition systems across Canada's devolved federated tertiary education structure. The results show that, nationally: the links between education and work are relatively loose aside from regulated occupations; there is an emphasis on general education; and qualifications are used as a screen for entry to the labour market. However, while Canada can be broadly understood as a liberal market economy, there is provincial diversity within the nation; and there are varying logics for the development of skill, deployment of labour, and relations between institutions. The institutional and policy frameworks, structure of jobs, and formation of skill in Canada's largest provinces of British Columbia, Alberta, Ontario and Quebec reveal diverse characteristics of transition systems. However, despite internal differentiation in the value of vocational education, variations at the provincial level have not been enough to shift the federal pattern as a whole. Instead, in Canada vocational education is generally stigmatised and viewed as signalling low ability and motivation.
- Published
- 2018
- Full Text
- View/download PDF
22. Exploring the Potential Contribution of College Bachelor Degree Programs in Ontario to Reducing Social Inequality
- Author
-
Skolnik, Michael L., Wheelahan, Leesa, Moodie, Gavin, Liu, Qin, Adam, Edmund, and Simpson, Diane
- Abstract
During the past two decades community colleges and technical institutes in several jurisdictions, including parts of Canada, the United States and Australia, have been given the authority to award bachelor degrees. One of the motivations for this addition to the mandate of these institutions is to improve opportunities for bachelor degree attainment among groups that historically have been underserved by universities. This article addresses the equity implications of extending the authority to award baccalaureate degrees to an additional class of institutions in Canada's largest province, Ontario. The article identifies the conditions that need to be met for reforms of this type to impact positively on social mobility and inequality, and it describes the kinds of data that are necessary to determine the extent to which those conditions are met. Based on interviews with students, faculty, and college leaders, it was found that regulatory restrictions on intra-college transfer from sub-baccalaureate to baccalaureate programs and lack of public awareness of a new type of bachelor degree may be limiting the social impact of this reform.
- Published
- 2018
- Full Text
- View/download PDF
23. The Supreme Court of Victoria tries some socio-legal analysis in reconceptualising the role of academics.
- Author
-
MOODIE, Gavin
- Published
- 2004
24. The Neglected Role of a Neglected Body: Academic Boards' Role in Assuring 'Equivalent' Standards
- Author
-
Moodie, Gavin
- Abstract
When asked to demonstrate that they set standards for their higher education qualifications which are equivalent to Australian and international standards, Australian universities typically refer to a range of measures, and many refer to the accreditation of their programs by vocational bodies or registration boards. However, writes the author, this is an inadequate assurance of academic standards. The Australian Universities Quality Agency explicitly does not aim to examine universities' standards, but relies heavily on universities' primary self-evaluation. The author argues that it is an unacceptable position for Australian higher education if it does not meet the expectations of the Australian Universities Quality Agency and does not displace the numerous informal indications of variable standards. The author also considers options for assuring similar standards in decreasing order of plausibility but in increasing order of acceptability to teachers.
- Published
- 2004
25. Assessment
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
26. Disseminating Knowledge
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
27. Advancing Knowledge
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
28. Curriculum
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
29. Lectures
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
30. Pedagogical Change
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
31. Changing Universities
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
32. Students and Society
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
33. Progress and Prospects
- Author
-
Moodie, Gavin and Moodie, Gavin
- Published
- 2016
- Full Text
- View/download PDF
34. Translating Practice into Research: How We Have Come To Define and Structure 'Vocational' Education.
- Author
-
Moodie, Gavin
- Abstract
One possible explanation for Australia's technical and further education's (TAFE's) defensiveness in its relationship with higher education is its lack of a secure definition since its foundation by the Kangan committee. Perhaps vocational education could found its identity on another characteristic. Neither an analysis of various definitions of vocational education nor an examination of the arrangements in some states in the United States and Canadian provinces provides an entirely satisfactory role for Australia's vocational education and training institutes. Vocational education has been defined as a training of the hand rather than an education of the mind; in contrast to general and liberal education; as practical, applied education; and by educational and occupational levels. Most comparable North American institutions offer the first two years of the four-year baccalaureate awarded by universities. There has been some interest in establishing institutions with a similar role in Australia, but the benefits from such a development do not seem great enough to compensate for the extensive restructuring of the existing sectors that would be required. The most similar bodies to Australia's TAFE institutes are Ontario's colleges of applied arts and technology. They provide a useful comparison for Australian vocational education, but they are unusual in North America and a limited example for TAFE's identity. (Contains 46 references.) (YLB)
- Published
- 2001
35. Vocational Education Qualifications' Roles in Pathways to Work in Liberal Market Economies
- Author
-
Wheelahan, Leesa and Moodie, Gavin
- Abstract
The links between vocational qualifications and occupational destinations are weak in many Anglophone countries, even though the explicit purpose of vocational qualifications is to prepare individuals for occupations. Using Australia and Canada as case studies, this is explained at three levels of analysis: at the national level by systems of skill formation and student transition; at the meso level by skill ecosystems; and by whether qualifications are used as a signal in regulated occupations or as a screen in unregulated occupations. The paper outlines three roles for qualifications in providing pathways to enter and progress in work, transition to higher level studies, and support social mobility. The paper concludes that improving links between postsecondary qualifications and occupations depends more on the structure of the labour market than on the nature of qualifications: it is mainly an issue of the demand for qualifications rather than their supply.
- Published
- 2017
- Full Text
- View/download PDF
36. Distance Education Development and Student Support.
- Author
-
Moodie, Gavin
- Abstract
The six papers in this collection were presented at two seminars held at Monash University in August 1990. (The materials have not been edited in any way and, in some cases, they comprise copies of overheads which accompanied the presentations.) The materials were designed for people without much background or experience in distance education who seek an introduction to distance education course development and student support. The following papers are included: (1) "Introduction" (Gavin Moodie); (2) "The National and International Context" (Michael Parer); (3) "Some Cafeteria Items" (instructional design--Beatrice Faust); (4) "The Undergraduate Distance Student" (Philip Baram); (5) "Support for Distance Education" (John Evans); and (6) "Distance Education" (issues and practices, focusing on Deakin University's approach to distance education--David Edge). (7 references) (DB)
- Published
- 1990
37. Toward capabilities for adult working learners in Canada and the United States.
- Author
-
Moodie, Gavin, Wheelahan, Leesa, and Bragg, Debra D.
- Subjects
- *
ADULT students , *ASSOCIATE degree education , *UNIVERSITIES & colleges , *VOCATIONAL education , *INDIVIDUAL needs - Abstract
This article focuses on adult working learners who attend postsecondary institutions in Canada and the United States. We identify how these institutions deliver curriculum and instruction in the form of career‐technical education (CTE) and vocational education offering occupational credentials. In British Columbia and the U.S., most vocational programming culminates in the associate degree whereas the rest of Canada commonly confers diplomas as well as associate degrees. Other postsecondary credentials, including certifications and licensure, are integrated within programs in both countries. This chapter analyzes policies, programs, and practices for adult working learners in the two countries and provides perspectives on how a focus on the capabilities of adult working learners is beneficial to the needs of the individual, communities, and society as a whole. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
38. Vocational education in an international context.
- Author
-
Moodie, Gavin and Wheelahan, Leesa
- Published
- 2017
39. The ungeneralisability of so-called ‘generic’ skills
- Author
-
Moodie, Gavin and Wheelahan, Leesa
- Published
- 2023
- Full Text
- View/download PDF
40. How Different Are Higher Education Institutions in the UK, US and Australia? The Significance of Government Involvement
- Author
-
Moodie, Gavin
- Abstract
Governments in the UK and many other countries have long sought to promote the diversity of their higher education institutions. However, diversity is hard to define, harder to measure and even more difficult to compare between countries. Most empirical analyses of the diversity of higher education systems use categorical variables, which shape the extent of diversity found. This study examines continuous variables of institutions' enrolment size and proportions of postgraduate, fulltime and international students to find the extent of variation amongst doctoral granting and all higher education institutions in the United Kingdom, United States and Australia. The study finds that there is less variety amongst all higher education institutions in the United Kingdom than in Australia, which in turn has much less variety than the United States. The paper argues that the extent of government involvement in higher education is not so important for institutional variety as the form that it takes. More tentatively, the paper suggests that the more limited the range of institutions for which government funding is available the stronger government involvement is needed to have variety among the limited range of institutions for which government financial support is available.
- Published
- 2015
- Full Text
- View/download PDF
41. Redesigning the VET FEE-HELP mess
- Author
-
Moodie, Gavin
- Published
- 2016
42. Federal takeover of VET a rare 'success' for the Abbott government?
- Author
-
Moodie, Gavin
- Published
- 2015
43. The future for TAFE in Australia
- Author
-
Moodie, Gavin
- Published
- 2016
44. How are ‘applied degrees’ applied in Ontario colleges of applied arts and technology?
- Author
-
Moodie, Gavin, primary, Skolnik, Michael L., additional, Wheelahan, Leesa, additional, Liu, Qin, additional, Simpson, Diane, additional, and Adam, Edmund G., additional
- Published
- 2018
- Full Text
- View/download PDF
45. What Should Vocational Qualifications Look Like if the Links between Qualifications and Jobs Are So Weak?
- Author
-
Wheelahan, Leesa, primary and Moodie, Gavin, additional
- Published
- 2018
- Full Text
- View/download PDF
46. Gutenberg's Effects on Universities
- Author
-
Moodie, Gavin
- Abstract
This article considers the effects on universities of Gutenberg's invention of printing. It considers four major effects: the gradual displacement of Latin as the language of scholarship with vernacular languages, the expansion and eventual opening of libraries, major changes to curriculum, and major changes to pedagogy including lectures. The paper does not find that the ubiquity of books changed the role of university teachers as was proposed in the late fifteenth century. The paper also considers a fifth change: the eventual replacement of oral disputations with written examinations as the main form of assessment for admission to a degree. While this was radical, it owed little to the direct effects of printing. The paper concludes with brief observations on the implications of the earlier information revolution for understanding the effects on universities of the current information revolution.
- Published
- 2014
- Full Text
- View/download PDF
47. The Professionalisation of Australian Academic Administration.
- Author
-
Moodie, Gavin
- Abstract
Issues concerning the professional development of university administrators in Australia are discussed, including the lack of a body of knowledge about university administration; the need for a well-defined level of expertise, theory supporting administration's role, and political pressures for professionalization; and resistance to change. A slow and inconsistent trend toward professionalization is discerned. (MSE)
- Published
- 1995
48. The Interplay Between Lifelong Learning and Vocational Education and Training
- Author
-
Moodie, Gavin, Aspin, David N., editor, Chapman, Judith, editor, Evans, Karen, editor, and Bagnall, Richard, editor
- Published
- 2012
- Full Text
- View/download PDF
49. Variations in the Rate at Which Students Cross the Boundaries between Australian Vocational and Higher Education
- Author
-
Moodie, Gavin
- Abstract
This paper considers the rate at which students are crossing the boundaries between Australian vocational and higher education. It finds that public universities admit a higher proportion of students on the basis of a vocational education qualification than do private colleges and that private colleges broadly do not admit a higher proportion of students from a low socioeconomic status background than public universities do. Vocational education transfers are most important in the higher education fields of nursing (22% of commencing students), education (13%) and information technology (12%). Upward transfers are least important in the natural and physical sciences (3.5%) and engineering and related technologies (6%). Some 17% of commencing students are from a low socioeconomic status background, but nursing (24%) and education (22%) provide more opportunities for students from a low socioeconomic status background. Conversely, fewer opportunities are provided in architecture and building (12%) and the creative arts (14%). There is considerable variation in the proportion of students that higher education institutions admit on the basis of vocational qualifications, even in a relatively homogeneous field such as nursing. Some of this apparent variation may be explained by different treatment of admissions data, but much remains unexplained.
- Published
- 2012
- Full Text
- View/download PDF
50. Integration and Fragmentation of Post Compulsory Teacher Education
- Author
-
Moodie, Gavin and Wheelahan, Leesa
- Abstract
The boundaries between vocational and academic post compulsory education have been blurred by students combining vocational and academic studies and by students transferring increasingly between the two types of education. Institutions are also blurring the boundaries between the sectors by increasingly offering programs from two and sometimes three sectors. In contrast, teachers seem more entrenched than ever in their own sector. This article reports a project on the preparation of Australian teachers of vocational education. It examines the prospect of integrating the preparation of teachers in post compulsory education to teach in schools, vocational education institutions and higher education institutions. It argues that greater differentiation between different types of vocational teachers and vocational teacher preparation can support the development of a continuum along which it would be possible to establish points of commonality with the preparation of school and higher education teachers.
- Published
- 2012
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.