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Work-related courses in a Canadian province

This study explores how teachers and students in a Canadian province create a culture of vocationalism through work-related courses. It examines the institutional context, purpose and aims of the programs, student recruitment, resources, staffing, curriculum, pedagogy, and assessment. Case studies of specific courses, such as millwrighting, motor vehicle maintenance, house renovation, house building, and radio journalism, are analyzed. The study highlights the importance of teacher background, student dispositions, and identities in shaping the vocational nature of the courses.

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Work-related courses in a Canadian province

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  1. Work-related courses in a Canadian province How teachers and students create a culture of vocationalism Professor Jeremy Higham Post-14 Research Group, University of Leeds

  2. Institutional Context Purpose and aims of programmes Student recruitment Resources Staffing Curriculum Pedagogy Assessment VOCATIONALFRAMEWORK

  3. Canadian High Schools Work-related courses for 15-18 year olds Board with long-standing vocational provision Multi-credit programmes combining Vocational diploma - Young Apprenticeship - WE Collaborative, teacher-led programmes CONTEXT

  4. Promoted as work-related Innovative curriculum practice Range of occupational sectors Range of programme types and contexts Qualitative case study approach with a focus on the learner experience CASE STUDY COURSES

  5. MILLWRIGHTING 'apprenticeship preparation for millwrights, machinists and welders' First semester in school technology workshop optional linked work-placement in the second semester.

  6. MILLWRIGHTING 'apprenticeship preparation for millwrights, machinists and welders' First semester in school technology workshop optional linked work-placement in the second semester. MOTOR VEHICLE MAINTENANCE 'towards future employment in the automotive transportation industry' 4 four-week blocks. 1st & 3rd blocks: school-based in a car maintenance workshop 2nd & 4th blocks: on work placement in a garage or dealership.

  7. HOUSE RENOVATION 'to assist students in gaining the skills necessary to become productive members of theconstruction industry'. Students worked on a series of renovation projects on houses.

  8. HOUSE RENOVATION 'to assist students in gaining the skills necessary to become productive members of theconstruction industry'. Students worked on a series of renovation projects on houses. HOUSE BUILDING 'prepares students for careers in carpentry, construction management, roofing, plumbing and electrical' Students built new houses for major building firms.

  9. HOUSE RENOVATION 'to assist students in gaining the skills necessary to become productive members of theconstruction industry'. Students worked on a series of renovation projects on houses. HOUSE BUILDING 'prepares students for careers in carpentry, construction management, roofing, plumbing and electrical' Students built new houses for major building firms. RADIO JOURNALISM 'to learn about journalism, sound production and music' gaining 'the hands-on experience you need to study radio or journalism after high school' and subsequently 'pursue an exciting career in broadcasting' Students ran a community radio station within the school.

  10. TEACHING AND LEARNING • Task-led, problem-based with authentic projects,via Work Experience or real-world tasks • Focus on making, building and servicing, vocational theory deconstructed later • Individualised learning, master/apprentice model • Modelling of vocational practices,strong emphasis on health and safety • Mainly practical, outcome-based assessment • Assessment against informal vocational criteria and formal curriculum expectations

  11. TEACHERS • Typically strong vocational background with wealth of experience and expertise: • up-to-date understanding of industry practicesand employer expectations • modelled vocational practice and induction into culture • industry contacts and networks: employer support for resources, placements, jobs • high levels of credibility with students.

  12. STUDENTS • Student dispositions and identities: • self-selection and course recruitment: usually a positive orientation to occupational or vocational area • prior knowledge and involvement in the sector, through part-time or summer work or through family connections • involvement of former course members as veteranssupported the vocational culture.

  13. Teacher background and contacts are central to vocational conception and experience of the course Students dispositions and identities, in particular their learning and career aspirations, influence the vocational nature of the course SUMMARY

  14. 'the process of curriculum making hinges as much upon the values and views of knowledge, learning, teaching, human nature and educational purposes which teachers bring to bear upon their work' Martin Bloomer (Curriculum Making in Post-16 Education: the social conditions of studentship. London: Routledge, 1997)

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