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2007 Annual International CHRIE Conference & Exposition
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level of ability and understanding of the less skilled trainer (VanLandingham, 1995b). Where students need to travel
great distances to urban training centres “The impact of new technology on skills needs, work practices and
organizational structures is evident” (DEST, 2006, p. 5). The recent developments in flexible learning modes using
E-learning and multimedia could provide a solution for overcoming these distances, by working in conjunction with
other forms of new technology such as digital teaching platforms like WebCT and Blackboard.
The ongoing challenge for chef lecturers is to ensure that the full range of skills taught in classroom
settings can be transferred to a variety of workplace environments. Though as Chappell, Gonczi and Hager (2000)
argue, developers of CBT programs should not overemphasize the technical side of CBT, as this can lead to a lack
of ‘general social, intellectual and emotional abilities’ (p.192). They are concerned that if the curriculum is too
overloaded with technical task skills the student may not acquire important communication and decision-making
skills (Chappell et al., 2000). Therefore, they push for a broader interpretation of CBT to be employed by program
designers, to develop a more holistically educated student and, ultimately, a more skilled worker (Chappell et al.,
2000). The
National Industry Skills Report
(2006) has reinforced this view, stressing
that training organizations need
to focus curriculum development on high level technical skills such as communication, innovation and problem
solving (p. 11) in addition to the teaching of the required national competencies embedded within endorsed training
packages and programs.
The
National Industry Skills Report
(2006) also highlighted the need for Australia to increase access to
internationally skilled workers by providing greater
portability of their overseas-earned qualifications. As a result,
the Australian Government is committed to curriculum development that includes “better arrangements for
recognition of overseas qualifications and skills” (DEST, 2006, p. 8). It is also committed to aligning Australian
skills training and qualifications with the requirements of overseas educational programs to enable both domestic
and international students trained in Australia to transfer those qualifications to overseas educational institutions and
workplaces. In line with these commitments, there has been a move towards government and private education
providers implementing “international benchmarking of skills development and monitor[ing] the skills changes
brought about by new technology” (DEST, 2006, p. 11). This process will provide better education and career
pathways for local and internationally skilled or unskilled workers, and will enable educators to continue to develop
training programs and curriculum to suit all needs and requirements.
Curriculum design for all educators is, and should be, an ongoing process (Biggs, 1999; McBeath, 1990),
because as Considine, Hall, Marceau and Toner (2004) point out, there are always demands from industry for a
constant rise in skills levels in VOCED-skilled occupations, especially trades (p.85). Along with enhancing
curriculum, DEST (2006) has made provisions for extra resources for re-training of existing teachers and trainers (P.
8). The required use of technologies is highlighted in the
National Industry Skills Report (2006)
,
which states
training organizations are to “ensure teachers and trainers are kept up to date with new technology and work
processes that are underpinned by technology” (p.12) and provide core information and technology skills across all
occupations and trades (DEST, 2006). By providing structures for professional development within vocational
training organizations these providers will fulfil industry’s ever increasing training demands for well-trained
professionals (Considine et al., 2004).
One suggested professional development strategy, which has received support through the
National
Industry Skills Report
(2006), is mentoring. This would help to develop the skills of new or less competent teachers
and trainers (p.16) and encourage a culture of life long learning, while leading to the establishment of a learning
community among faculty and staff. Surrounded by peers with similar issues, or peers who have dealt with similar
issues, lecturers and trainers can employ each other on a subtle level to encourage ongoing professional debate and
development. Boud, Cressey and Docherty (2006) argue, both faculty and curriculum development should also
allow for reflective processes to be embedded in the overall development process. They consider a group approach
to professional development in an environment that schedules time for reflection ‘invaluable in pointing out
limitations and activities that the other/s [have] overlooked or [were] blind to’ (Boud et al., 2006, p. 20). This form
of group ‘mentoring’, promotes the establishment of more
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