What implications do the curricular aspects governing vocational education have for secondary school students?

Abstract

This research explored the experiences of stakeholders in vocational courses as a paradigm shift keeps unfolding in secondary schools since 2011. I wanted to listen to the voices of curriculum planners. I sought to gain an understanding of guidance and VET teachers as well as students in secondary schools through interviews. A literature review helped build to provide theoretical underpinnings especially with the ‘Knowing how-knowing that’ dichotomy and the historical problem of vocational education in certain VET discourses. Interviewees showed that a modular VET structure is functioning well with on-going assessment, problem based, embedded and self-learning. At the same time they gave vent to concerns about modular structures, quality control, teacher preparedness, resources and syllabi. They recognized the impetus the VET curriculum is making on the whole system as it links up with labour market issues. The data compiled elicited a series of recommendations: further research regarding the VET programme and underlying issues, the recognition of multiple intelligences in VET, introducing spiral elements in the modular curriculum, strengthening embedded learning in VET as well as offering more programme flexibility both at secondary and post-secondary schooling.