Microsoft Word 2007 ichrie conference Proceedings Final-Final 06-06-07. doc

 
2007 Annual International CHRIE Conference & Exposition 
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enriching learning environments for students and lecturers alike, while leading to stronger faculty and curriculum 
development.
CONCLUSIONS
 
What is the future for culinary vocational education? As highlighted throughout, the culinary and VOCED 
industries have a shared history of development and reform. To move forward both need to rely on tools such as the 
National Industry Skills Report 
(2006)
 
to guide the way to increase the skill levels of workers. By doing this they 
will ensure the quality of the products and services they provide is maintained at the optimum level. With this in 
mind, the implementation of these tools and the ongoing process of reviewing and re-endorsing training packages 
and units of competence will continue to maintain and further promote communication between industry, education 
providers and workers.
Have the reforms undertaken in the past lead to a breakdown of traditional culinary vocational training? 
Based on the literature referred to in this review, the answer is no. The continuing evolution of training programs 
and the refinement of individual lecturer ability has, to the contrary, built upon traditional culinary vocational 
training. Further developments and innovations to VOCED curriculum will see culinary lecturers obtaining greater 
skills for the delivery of their subjects. This ongoing curriculum development can only enhance the experience for 
the student and lecturer, leading to more productive teaching environments for the delivery of training and skills. 
Strategies to promote the re-training of staff and the establishment of learning communities of teachers of VOCED 
and culinary skills, will assist any transition of traditions, techniques and/or methods of training
that require 
revaluation to remain current for industry and it’s ever-changing needs.
The future direction of VOCED is focused on the development and implementation of innovative teaching 
techniques that include reflective practices, new technologies to provide greater and more equitable access to 
VOCED training, a consistent rise in the skill level of its students and practitioners and an increased portability of 
qualifications nationally and internationally. These innovations and continued research and development to continue 
Griffith’s 
Golden Age
of food microbiology will provide a great deal of work and debate for present and future 
teachers, trainers, theorists and curriculum developers that should lead to a greater understanding of what is required 
of the student in the workplace and how they can improve on current practices in the provision of culinary products 
and services.