Critical review of a journal article Essay Example

The Case for Professional Renewal in VET Teaching 5

The Case for Professional Renewal in VET Teaching

Name of the Lecture

The Case for Professional Renewal in VET Teaching

Terri Seddon’s argument on the case for professional renewal in VET teaching in Australia draws attention on the reforms of VET teaching developed in the 1980s. These reforms came with policies and changes, from which her critical analysis is drawn, thus a powerful conclusion that Vocational education and training reforms might have brought a mixed feeling of effect. This paper gives a summative coverage of the case. It reviews the effects that are observed after the reformation of VET. These effects include the disturbances and transformation in the workforce of the VET. It also reviews some suggestive statements in the innovation training of the VET, according to Seddon, (2009). This paper also identifies assumptions on the VET case and possible ideas presented by the critique.

Vocational education and training provides a way of preparing the citizens for work and future experiences among other reasons. It was therefore lay down among other Australian Educational cultures and traditions, thus brought an effect towards the world economy as well. This has however resulted to strains of competition in the global market. In addition, its emergence resulted to reorganization of education and training after school. VET governing and setting up snatched attention from education. It also led to competition among both private and public trainers needing investments and funding in the process of VET provision, which engineered funding and recourse constrains. Although VET profited learners in innovations, the latter led to conflicts and competitions in different occupations that emerged. An imbalance between policy and productivity in VET reforms was noticed, whereby while VET policies enhanced change in professionalism in organizations, the innovations that have brought result to the latter account, are not recognized and are therefore in danger of losing sustainability.

Seddon’s argument on the VET case brings down two major concerns: innovation that the VET provides is incompatible with the Australian culture of control; and that innovation is incompatible with the lack of recognition of the occupational expertise.

Seddon (2009) feels that the solutions for the problems faced as an effect of the VET reforms include an improved balance in organizational and productive power, whereby the innovation providers are recognized more. In the question of asymmetry in resource provision, the problem is not in the availability but in the allocation. Therefore, there should be proper organization in deployment of resources needed in support of innovation.

The assumption in the VET case journal is generally that development of policies of the VET since the 1980s has caused disturbance and transformation of the Australian VET. After the 1980s, the focus of the VET changed from training for future competitive workforces and career building, to operations involving purchaser-provider string with the policy providers and the industry. The reform also brought a feeling of change in practice of VET teaching, which turned into a commercialized activity in that; public provision of education had to be reordered. Seddon (2009) also feels that voluntary education and training reforms brought transformation in that workforce set up among other practices in the VET. This includes employment changes and requirements for VET teachers reduced. These changes came alongside rules and regulations provided for VET teachers. In addition, qualifications for VET teachers were laid down, which according to Seddon, brought concerns that although the practice is levelled with other professional levels of degree qualifications; it is not a job of professional level.

The case argues that after the 1980s, training of innovative techniques and skills may bring results among staff. Units provided in the VET training seemed to help the teachers manoeuvre through the policies creating an environment with advantages. The teachers found legit ways of turning VET into a productive venture for them, among other innovative moves in the department.

The case also shows effect of innovation training in VET in competence among the trainees. Through studies, Seddon shows that through grouping competence in the learning process, the learners developed literacy, self-confidence, and numeracy among other qualities.

On more observation on the effect of the VET reforms, Seddon bases an observation from a resent experience in the EU, whereby in an institution in London, students had developed a program for VET professionals, bringing together students to do research work in the topics of globalization. The VET effect is also observed through workshops and programs among professionals in the VET as explained in the case.

Seddon’s cases bring certain observations to conclusion: that sustainability of innovations will rely on clarity in occupational identities and in cultural norms. Without clear identities, agreements within institutions and occupations are difficult to come through. Sustainability is therefore seen through recognition of new skills identified during training; maintain the identified skill by formalizing it, letting it known within and beyond the VET; and developing new activities that relate to the new identified skills. Secondly, Seddon observes, that innovations in the VET are vulnerable to running out of funds and retirement or promotion of some staff among other dangers. Another observation on disturbance in the VET results to uncertainty among staff due to changes brought in. innovations are therefore necessary in the practice. They should however be laid in formality and in approved cultural norms and identities.


7(1), 56-76.International journal of Training Research . The productivity challenge in Australia: The Case for Professional Renewal in VET TeachingSeddon, T. (2009).