LIBERAL VOCATIONALISM AS NEW VOCATIONALISM: MEETING THE CHALLENGE OF THE 21ST CENTURY GLOBALISATION THROUGH CURRICULUM CHANGE IN VET?

(Written by the owner of this blog)

Abstract The dawning of the 21st Century is characterises as the Knowledge Age because of the global knowledge competition intensified by skill mobilisation, migration and the economic discourse of knowledge-based economy.  This is the era wherein knowledge is the determinant of personal and national success. This paper examines the capacity of VET’s competency-based curriculum to produce future knowledge workers who are globally competitive.  This is attainable by liberalising vocational education.

INTRODUCTION

Globalisation is now on its new dimension. The world has moved away from Industrial Age and shifted to Knowledge Age (New Zealand Council for Educational Research, [NZCER] 2010). In comparison to the 20^th Century according to Schröttner (2010), the 21^st Century world’s global landscape becomes more complex and competitive than ever.

The Knowledge Age, according to Warner (2009), is a paradigm shift in societal dynamics that gives a person the greater freedom in the global knowledge collaboration—a phenomenon that can be attributed to knowledge dissemination intensified by information technology. Skill mobilisation and migration break all the borders and intensify the global competition (Calderon, 2009; New Zealand Council for Educational Research [NZCER], 2010; Rotermund, 2009; Warner, 2006). The concept of knowledge-based economy wherein knowledge and economic growth are intertwined compels aspirants like Australia to import knowledge worker from the global talent pool.

Because of this phenomenon the demand for highly skilled worker shifts to knowledge worker. (Cogburn, 2003 as cited in Kenney & Florida; Martin, 1994; Woods, 2003).  Knowledge becomes the major determinant on one’s personal and national advancement (Wood, 2011). It lies on the kind of preparation an individual should have and education becomes more important than ever before. 

This concept of knowledge worker is the “source of anxiety” for the higher education sector because the available structure of learning for preparing future knowledge worker is either pluralistic or atomistic. And since that, competency-based curriculum (CBC) is being criticised for being atomistic, Vocational Education and Training (VET) did not escape this challenge.  In relation to this, Wood (2011) warns that any entity that will not support the cultivation of knowledge necessary to survive the 21^st century will fall behind. Ultimately, the question is what must VET do, to keep up with this challenge.  To answer this question, this paper will explore the topic, Liberal Vocationalism as new vocationalism:  Meeting the challenge of 21^st Century globalisation through curriculum change in VET?.

                                                                                       

SHIFT TO KNOWLEDGE WORKER: THE CHALLENGE FOR A NEW WAY OF LEARNING

According to Howard (2007 as cited in Fink, 2007) and Drucker (2009) preparing future knowledge workers require an education with considerable amount of theoretical and practical knowledge.  Foundational and explicit knowledge are the benefits of theories while practical learning provides applied and tacit knowledge.

Foundational knowledge and explicit knowledge are synonymous with each other.  Foundational knowledge is the background knowledge associated with the theory that explains everything about the subject matter (International Council for Higher Education, n.d. as cited in Fink, 2003).  It involves two forms of knowledge—knowing what the phenomenon is and knowing why it exists.   Foundational knowledge can easily be transferrable through books, research paper and other forms of communication thus, making it explicit. Both give a person the power to think critically and logically.

On the contrary, applied knowledge is tantamount to tacit knowledge; it is about knowledge application of knowing how and knowing who.   Applied and tacit knowledge are both unspoken that can only be transmitted by doing and activates the foundation and explicit knowledge. It also teaches an individual to have emotion and intuition as a result of personal interaction with the environment.  But in the absence of foundational/explicit knowledge, applied/tacit knowledge will be vague. As Smith (2001) explains that, “workers, who lack adequate education and training, or explicit knowledge, struggle to keep up. They rely on their common sense and intuition, or tacit knowledge, to get through the day.”

Alliance of foundational/explicit knowledge and applied/tacit knowledge foster the development of the foreground of knowledge skills known as critical thinking, creativity, innovation, practical, production and ethics (Gilbert, 2008, Warner, 2006, Rotermund, 2009).  Applied/tacit knowledge is to practical knowledge skills while creativity, production and innovation can be executed by doing.  But then again, the quality of creativity, production and innovation still depends on the foundational/explicit knowledge.

Meanwhile, ethics, which is define in literature as a system of moral principles in respect to culture, religion, work and professions, can be nurtured through theoretical and practical knowledge (e.g. code of ethics of Plumbing Industry Association of South Australia, Retail Marketing Code of Conduct etc.).  Critical thinking, a higher form of knowledge and synonymous to logical thinking, analytical and problem-solving, can only be acquired through foundational/explicit knowledge.  Critical thinking determines the significance and meaning of such actions. Other foreground of knowledge skills will be irrelevant without critical thinking.

The foreground of knowledge skills lead to the creation of new knowledge—a ground-breaking knowledge that will separate from other existing knowledge.  Therefore, creating a knowledge worker lies on the synergies and full range of knowledge (Gallegos, 2000; Srikantha, 2002). In the absence of one form of knowledge, education will remain a partial model of learning and ineffective (Centre for Regional Research & Innovation [CRRI] & Centre for Research & Learning in Regional Australia [CRLRA], 2000).

The complexities brought by the concept of knowledge worker, according to Berlin’s Federal Institute for Vocational Training President John Rau (2002), “makes it necessary to continue developing and refining all vocational training”. Likewise, Wood (2011) explains that this is the reason why higher education sector including VET being one must work hard to provide adequate knowledge needed to produce future knowledge worker. And since, CBC is focusing on the applied/tacit knowledge or learning by doing, there are doubts if vocational sector can produce graduates who can survive the complex world of globalisation (Tjerk, 2009; Wheelahan, 2007).

CBC IS OLD FASHIONED FOR THE 21^ST CENTURY: A CALL FOR CURRICULUM CHANGE

Competency-based curriculum was introduced into the VET’s system during the pinnacle of Industrial Age.  As a result, vocational sector embraces their new vocationalism, which is to educate and train to supply the needs of the industry. Thus, the basis for the competencies for Certificate I, II, III, and IV courses, labelled “breadth, depth and complex” in nature, include verbs like to demonstrate, perform, receive and send messages, assess, record, take, interpret, analyse and identify; which all manifest applied/tacit knowledge.

As discussed earlier, the tacit knowledge in the absence of explicit knowledge makes a partial model of education that makes it atomistic.  Applied/tacit knowledge underpins foundational/explicit knowledge.  They should go together to make a holistic model of education and training for the Knowledge Age.  In absence of one, both applied/tacit and foundational/explicit knowledge will be vague.

This is in accordance with Cornford (1995) analysis, saying that CBC is lacking in learning theory and background literature. Bradford (2001) and Harris et al (1995 as cited in Hager et al, 1992) also view competency-based curriculum as  a superficial approach to learning that gives little attention to understanding.

In competency-based curriculum, learners are offered with pre-packaged modules, which McKay (2004, p. 6) describes as “bit-sized learning materials”.  In that module, activities are outlined using verbs like observe and read. Followed by instructions such us write what you have observed and read, then apply what you have observed and read. This approach makes competency-based curriculum as prescriptive, controlling and constraining (Santoro, 2001).

The danger of this partial and atomistic approach to education is that it will promote knowledge imitation rather than the creation, which does not conform in today’s generation.  Therefore CBC is too old fashioned for the 21^st century (Smithers, 2010).

Rotermund (2009) pointed out that to be able to address this challenge the government officials, school administrators, teacher and trainers from compulsory and post-compulsory education that includes VET, should be “extremely aggressive” in curriculum change. Number of authors like Bowers (2006) and Wheelahan (2007) suggest the same idea while Gonczi’s (1996) thought is to liberalise VET.

LIBERAL VOCATIONALISM AS NEW VOCATIONALISM: AS A RESPONSE 

To produce a kind of worker needed in the Knowledge Age, VET needs to balance their curriculum by blurring the distinction between liberal and vocational education and embrace liberal vocationalism as a new vocationalism (Hodkinson, 1991).  Liberal vocationalism is described by Young (1988, as cited in Silver & Brennan, 1988) as an “alternative approach in reconceptualising vocationalism…based on Dewey’s belief that the best liberal education is vocational and the best vocational is liberal in a sense that is both complementary (p.197).”

This explanation is expounded by Iram and Shemida (1998 as cited in Scheitzer) stating that:

Liberal vocationalism is broader and extended, which encompasses studies selected from several disciplines, problem solving methods of instruction and training related to real-world problem, breadth of courses and outcomes; care with long term employment… (p.175)

Liberalising VET also means incorporating of hybrid course like science, reading, writing; and other general subjects like philosophy, mathematics, communication and technology.  This only implies that the alliance of liberal and vocational education will provide VET students foreground of knowledge skills that are critical, creative, innovative, productive and ethical.  This foreground of knowledge fosters creation of new knowledge, which is crucial to succeed in the complex world of globalisation.  Similarly, Gaspard (2009) said that liberal vocationalism is:

… a kind of education generates highly effective and specialised students with potential to become pioneers and leaders in their corresponding domains. Every university must choose its own formula and create its own version of equilibrium between both types of education, based on numerous factors (p.11).

For the same reason, Technological Vocational Education and Training (TVET) in China adapted liberal vocationalism and reengineered their curriculum to 80 percent theory and 20 percent practical from 50-50 approach (Lundval, 2000; McLean & Lai, 2009). China is considered as one of the best knowledge nations in the world. 

Liberal and Vocational Education is a Continuum

Liberal and vocational education is two different philosophies of education. As to Lewis’s (1996 as cited in Volk, 1995) point of view there are conflicting ideas between liberal and vocational education. But the Knowledge Age is looking for knowledge workers who possess all aspects of knowledge. That only indicates that now is the time to compromise those differences, cross the border of meanings, integrate the two and make a new one.  Although both liberal and vocational education is important, without each other they will be just a pluralistic or an atomistic, partial model of education.

Liberal Education is to Foundational/Explicit Knowledge

Liberal education is congruent to foundational/explicit knowledge that is important in attaining a global knowledge for global competition. It provides theory to explain what the phenomenon is and why that phenomenon exists while the know what and know why are two out of four knowledge needed to achieve the knowledge-based economy (OECD, 2006; Sanchez, 2000; Sang, 2002).

Although liberal education is always associated with intellectual works; its purpose is not to produce a genius or a scientist but to develop competent person (Adler, n.d.). It cultivates critical thinking, innovation, production, creativity and ethics—knowledge that is timeless, long-lasting and functional in any dilemmas brought by every generation.

That is why, despite liberal education has already been introduced in the primary and secondary education, liberal advocates insist that it is still lacking in the workforce that requires broad range of problem solving skill.  Gaspard (2009) expounds that in the global competition and knowledge-based economy, working world is attracted to workers that can “produce solid output efficiently”.  This indicates that labour market favours worker who has the ability to create a new knowledge because this kind of knowledge will lead to the company’s advancement.   “It is for this reason that liberal education plays a cutting edge role in the expansion, flourishing, and intertwining… it takes flexibility, versatility,” Gaspard (2002) added.

Manning (1999) pointed out that liberal education accommodates sense of individualism because it “can help them develop a worldview that informs their decisions about how to achieve what they are able to imagine. Job skills training alone cannot do that (p.15).”   Individualism relates to self-confidence, which is an important way to present one’s self in any job interview (Tafarodi, 1996). Moral principles in respect to culture, religion, work and professions known as ethics are also introduced in liberal education. 

In addition to this, the 21^st Century wherein skill mobilisation and migration is rampant necessitates an individual to embrace diversity and its only liberal education tackles it in a broadest manner. Liberal education offers an individual a chance to think about the nature of “complex world”. 

Vocational Education is to Applied/Tacit Knowledge

On the other hand, vocational education is the implementing part that turns theoretical knowledge into custom. It is synonymous with tacit knowledge that provides the know how and know who kind of knowledge.  Vocational way of learning confirms the effectiveness of the knowledge learned through liberal education and without it liberal education will forever be a theory.

Although, vocational knowledge is unrecognisable, it leverages the overall quality of liberal education by knowing how to put the theoretical knowledge into practice and knowing whom the certain theory is applicable (Smith, 2001). This is due to the fact that vocational education offers non-rational forms of knowledge like intuitions and emotions that gained through personal interaction with the environment (Ivona, n,d).  Likewise, Gaspard (2009) explains that technical education is “a procedural type of learning” that enables students in which they come to master the technical and practical implementations related to their field of study (p.9).”

In the intricacies brought by the new chapter of globalisation an individual must not just be theoretically educated, but one should also know how to reinvent himself and know who the right people to go with to succeed in the global knowledge competition, which some kind of learning that is never introduced in liberal learning.  But then again, without the liberal education, vocational learning remains ambiguous and irrational.

Integrating Research to VET Curriculum:  As a Way to Liberalise VET

To effectively integrate the liberal education to VET’s curriculum, a modified integrated course design must be used.  Integrated course design that stems from the interconnectedness between the traditional education and training and the increasingly complex world is defined by the International Curriculum for Higher Education (n.d.as cited in Gavelek, Raphael, Biondo, & Wang, 2000; Kovalik & Olsen, 1994; Lake, n.d.; Lapp & Flood,1994)  as the:

“solid response to …challenges by (a) facilitating the application of knowledge, (b) encouraging multiple disciplinary perspectives, (c) enhancing relationships between in-class content and out-of class realities, (d) encouraging depth and breadth in understanding complex issues, and (e) enhancing student engagement through experiential and active learning… (p.2).”

Integration is needed to avoid being pluralistic or atomistic and build a curriculum that is holistic. It can be done by introducing research to all certificate courses.  Research is not synonymous to problem-based learning wherein teacher will give problems to the learners, which the solution can be found on a pre-packaged module. Research is about generating new knowledge from an existing theory, which is transferrable so that others can produce their own findings.  In this manner, learning in VET will become collaborative, wherein teachers and students are all active participants.

Research is a multidisciplinary type of learning that covers almost all liberal education subjects like reading, writing, science, history, ethics and philosophy. Because of this, research gives in-depth explanations about the realities.  Recommendations from research activate application of knowledge.  In addition, research involves explicit and tacit knowledge that fosters foreground of knowledge skills consisting critical thinking, practical, creativity, production, innovation, and ethics.

Introducing research in VET also indicates that ample amount of theory must be shared to the learners. Having equipped with theories, learners can critically observe and participate on their workplace training while scrutinising its strength and weakness of the company.  Finding ways to solve the weakness in the workplace can be a basis for a ground-breaking knowledge—knowledge that is needed to excel in the global knowledge competition and establish a knowledge-based economy.

SUMMARY AND CONCLUSION

Global knowledge competition as well as the economic discourse of globalisation blurs the distinction between the liberal and vocational education.  The border fades, not because VET approach to education is better than its liberal counterpart; but for the fact that both bodies of knowledge are the determinant for personal and the nation’s success. 

Reid (2001, p. 10 as cited in Reid 1996) affirms this idea, stating that both liberal and vocational education is needed to be able “to participate fully in social world“. Without liberal education, VET’s approach to education is just atomistic.  The only way to make it holistic is to accommodate the liberal way of learning through integration. In this manner, students can freely and collaboratively share their new ideas.

This is possible through a research-oriented approach to all of the certificate courses. Research covers all higher form of liberal education like reading, writing, science, ethics, mathematics and logic.  Even plumbers, construction workers, miners and among others need to be exposed to that kind of knowledge. The working class comprises 65 percent of 11.4 million workers and the only way to be on top is to have a ground-breaking knowledge that will make a difference.

A kind of worker that is in demand in Knowledge Age is a knowledge worker who generates original ideas. Giving equal treatment to foundational and applied knowledge cultivates correctness action, weighs the pros and cons, gives intellectual balance and promotes innovative ideas (McGettigan & Messina, 2000 as cited in Dzuback). Creation of knowledge is a way to orchestrate change and not just follow change.

While it is true that learning by doing approach to education of VET is still functional, the fact remains that it is inadequate to supply a kind of worker that the 21^st Century globalisation that is looking for.  The dawning of Knowledge Era introduces new sphere of knowledge; and challenges VET to produce future knowledge workers. Insisting to use the established VET structure, which was created during the Industrial Age is an outdated approach to education (CRRI & CLRA, 2000; Smithers, 2010; Warner, 2006; Wood, 2003).

Just what Wood (2011 as cited in Florida, 2002; Friedman, 2005) stated, “any entity that does not support an environment that attracts, sustains and retains creative, imaginative, and globally resourceful individuals will eventually fall behind.”  To prevent this from happening, VET must recognise liberal vocationalism as new vocationalism and must start reconceptualising the competency-based curriculum.

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