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
VOCATIONAL
FRAMEWORK
Institutional Context
Purpose and aims of programmes
Student recruitment
Resources
Staffing
Curriculum
Pedagogy
Assessment
CONTEXT
 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
CASE STUDY
COURSES
 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
MILLWRIGHTING
'apprenticeship preparation for millwrights, machinists and welders'
First semester in school technology workshop
optional linked work-placement in the second semester.
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.
HOUSE RENOVATION
'to assist students in gaining the skills necessary to become
productive members of the construction industry'.
Students worked on a series of renovation projects on houses.
HOUSE RENOVATION
'to assist students in gaining the skills necessary to become
productive members of the construction 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.
HOUSE RENOVATION
'to assist students in gaining the skills necessary to become
productive members of the construction 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.
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
TEACHERS
Typically strong vocational background with
wealth of experience and expertise:
• up-to-date understanding of industry practices
and 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.
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 veterans
supported the vocational culture.
HOUSE BUILDING
Student dispositions and identities:
- positive orientation to construction
- prior involvement in the sector
Tutor: vocational background:
- expertise, experience, contacts
- high levels of credibility and respect
Students worked alongside industry
professionals in the work place
Vocational discourse and modelling
Induction to the 'community of
practice' within the industry
Context-driven tasks with real-world
consequences
Master/apprentice model
Outcome-based assessment
against informal vocational criteria
Learning as becoming
HOUSE BUILDING
Student dispositions and identities:
- positive orientation to construction
- prior involvement in the sector
Tutor: vocational background:
- expertise, experience, contacts
- high levels of credibility and respect
Students worked alongside industry
professionals in the work place
Vocational discourse and modelling
Induction to the 'community of
practice' within the industry
Context-driven tasks with real-world
consequences
Master/apprentice model
Outcome-based assessment
against informal vocational criteria
Learning as becoming
RADIO JOURNALISM
Student dispositions and identities:
- positive orientation to music
- no prior involvement in the sector
Tutor: English teaching background:
- editing skills
- expert teacher
Simulated work place
Absence of reference to industry
No induction to the vocational culture
of the industry
Authentic tasks
Individualised learning
Practical assessment
against formal learning outcomes
Learning as engagement
SUMMARY
 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
'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)