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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.
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