Many teachers have found that teaching in vocational schools is quite more challenging than teaching in formal secondary schools or universities in many aspects. The common root for the additional challenges that are often experienced in this arena of teaching is the disparity in both the ages and the backgrounds of the students under the training. Clearly, the difficulties experienced by teachers on this side of the boat lies beyond learning the intricacies of the NCVER validation software. It's the teaching methods that must be optimized in order to achieve the greatest efficiency possible for vocational instruction.
In order to accomplish this goal, several teaching methods can be applied. The following list exhausts the most effective VET methods and strategies that are consistent with the principles of the Australian Quality Training Framework (AQTF).
1. Student stratification. Among the core values of the nationally recognized Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) is that which concerns the proper submission of student information to the national VET regulation committee. Aside from the standard's main goal of maintaining an accurate database for VET statistics and related purposes, the standard also encourages student stratification based on what their records say about them. The resulting stratification would help teachers gain a better understanding of student backgrounds and how they learn best according to these backgrounds. It is then the first principle for a more effective VET teaching.
2. Using the modular approach. VET courses are understood as fundamentally anchored in modular curricula, yet this setup may not be enough. Within the curriculum itself, VET teachers must be able to impart knowledge in the modular method, ensuring that each part of the whole course is well understood before proceeding to the next topics. The modular approach works best with a class of diversely stratified students.
3. Student immersion. While some VET courses may easily be taken via online correspondence, those courses which are far from being merely theoretical must strictly be taken in person. The main purpose is for the student to be immersed early on into the work environment. The practicality of this method simply eliminates the difficulties arising from age and background disparity as mechanical work would be given the chance to compensate for whatever lack there is in the theoretical knowledge of the course.
The above three teaching methods and techniques are not really new. What has simply been declared is that all these three, when properly implemented by the vocational teacher, will turn out to be the best means of dealing with VET students. Furthermore, if the teacher would faithfully submit AVETMISS-optimized data to the national committee, then he will soon be welcoming more help from the national authorities.
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The writer blogs about AVETMISS, AQTF and learning management systems at http://www.docstoc.com/profile/waagchristian
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