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Promoting 'Learner Voice' in VET: Developing Democratic, Transformative Possibilities or Further Entrenching the Status Quo?

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Title: Promoting 'Learner Voice' in VET: Developing Democratic, Transformative Possibilities or Further Entrenching the Status Quo?
Language: English
Authors: Angus, Lawrence, Golding, Barry, Foley, Annette, Lavender, Peter
Source: Journal of Vocational Education and Training. 2013 65(4):560-574.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Vocational Education, Foreign Countries, Learner Engagement, Disadvantaged, Educational Policy, Equal Education, Interviews, Attitude Measures, Stakeholders, Student Participation, Social Influences, Politics of Education
Geographic Terms: Australia
DOI: 10.1080/13636820.2013.855648
ISSN: 1363-6820
Abstract: In order to critique the notion of "learner voice" in vocational education and training (VET) policy, this paper draws from a project conducted by the authors on behalf of the Australian National VET Equity Advisory Council (NVEAC). The term "learner voice" is used extensively throughout NVEAC documentation to describe the engagement of "disadvantaged" students within the VET system. However, the concept of "voice" being advocated, we argue, is a particularly "thin" one which is linked to notions of client feedback, managed participation and the commodification of training rather than any broad sense of democracy, equity or social transformation. The paper critically examines current practices in relation to learner voice within the VET policy framework and their implications for the contested role of VET in contributing to social equity and redress of social and economic disadvantage.
Abstractor: As Provided
Number of References: 42
Entry Date: 2014
Accession Number: EJ1022261
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: In order to critique the notion of "learner voice" in vocational education and training (VET) policy, this paper draws from a project conducted by the authors on behalf of the Australian National VET Equity Advisory Council (NVEAC). The term "learner voice" is used extensively throughout NVEAC documentation to describe the engagement of "disadvantaged" students within the VET system. However, the concept of "voice" being advocated, we argue, is a particularly "thin" one which is linked to notions of client feedback, managed participation and the commodification of training rather than any broad sense of democracy, equity or social transformation. The paper critically examines current practices in relation to learner voice within the VET policy framework and their implications for the contested role of VET in contributing to social equity and redress of social and economic disadvantage.
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      – SubjectFull: Foreign Countries
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