Chapter 2 New Professional and Vocational Education
This second chapter of the book by Foley, “The New Professional and Vocational Education“, is contributed by Andrew Gonczi, who had significant involvement in the developments of the technical and vocational education as well as in the formulation of the competency standards in Australia. In this chapter the author addresses the importance of the educators’ awareness to the emerging new paradigm in learning. He argues that the convergence in the new developments in knowledge such as knowledge management, neuroscience, cognitive science, and the theories in learning with its’ related philosophical arguments are grounds for the educators to modify their thinking about learning. Gonczi emphasizes that the meaningful way to evaluate one’s competence is to consider both the learner’s capabilities (knowledge, skills, dispositions, and values) and his/her adaptation (using those capabilities) to the world of work. Thus, he describes in detail the complete approaches to competency-based learning in contrast to the reductionist view of competence which is still the norm nowadays in Australia.
Furthermore, Gonczi mentions the different categories of knowledge that were handed down to us by some famous philosophers like Aristotle and Rene Descartes. In this regard, the author states that most of the educators still believe that knowledge is better transmitted in the classroom free from external distractions. These educators are also convinced that the students can just apply the learning from formal education after graduation (or after getting a job).
Above all, the author emphasizes the growth and the significance of experience-based learning such as apprenticeships, cross-disciplinary teaching, problem-based approaches, project work and the use of portfolios as part of vocational and professional education.
This chapter culminates on the need of the educators, practitioners, and industry associations to collaborate to promote education that take place during work situations (not only inside the classroom). Undoubtedly, this chapter will serve as an eye-opener to any professional who is either directly or indirectly involved with adult education.