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With reference to the curriculum development literature and other relevant sources, critically discuss the extent of the alignment of intents, enactment and outcomes of a contemporary educational development or initiative in adult and vocational education.
Curriculum development is not restricted to the development, implementation and evaluation of courses. It also extends to the practices and policies that influence the experiences for and outcomes of learners in adult and vocational education. These policies and practices are constantly changing, as are the intentions and needs of those who sponsor them. These initiatives have implications for those who are asked to implement such practices, and the learners who are subject to them.
Therefore, it is important for teachers in adult and vocational education to be able to appraise the purposes of these initiatives (their intents), their requirements for implementation (their enactment) and consequences for students, in short, to make judgments about their educational worth from a curriculum point of view. That is the purpose of this assignment. (A critical discussion is not necessarily a damning account. Instead, it seeks to appraise the claims being made for the initiative against what is being or has been achieved.)
Examples of contemporary issues or initiatives include: New Apprenticeships, Traineeships, Training Packages, User Choice, Competency-Based-Training, VET in Schools, Online Learning in VET, Recognition of Prior Learning in VET, Credit Transfer, Australian Technical Colleges.
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