The changing contexts of vocational education: implications for institutional vocational learning

With the rapidly transforming nature of vocational work, it is increasingly challenging for vocational teachers in institutional environments to develop learning that is relevant and sustainable. Although it has been widely observed that new pedagogies are essential in this changing vocational environment, little guidance is emerging for both vocational teachers and teacher educators on what new approaches will enhance institutional vocational learning. This creates the clear need for focussed research to guide potential frameworks for future vocational teaching and learning practice. This paper investigates the challenges of designing effective and sustainable vocational learning environments in institutional settings. In particular, it focuses on what Chappell and Johnston (2003) have described as the 'zone of maximum disturbance': the contemporary TAFE system that increasingly has to confront conflicting expectations of its role as a public institutional provider of vocational education. It is apparent that innovative pedagogical frameworks need to emerge within these growing institutional and political constraints to enhance the ability of teachers to create meaningful learning experiences in institutionally-based vocational education.