Where 'The TVET System' Meets the Performativity of Vocational Learning

Borderlands of Innovation and Future Directions

Ian Falk, Kaler Surata

    Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

    Abstract

    The purpose of the book as a whole is to examine ‘effective TVET learning’ as comprising two equally important dimensions: (a) learning as the acquisition of TVET knowledge, and (b) learning as the contextualized (socio-political and cultural) application of that knowledge. The particular focus of this chapter is on the underpinnings of effective TVET learning. What is it that makes up effective learning? How is it made up? We offer a slightly different take on these matters by illustrating the impacts of socio-political and cultural factors on both the acquisition and application of learning. By using the case of learning in Indonesian and Balinese vocational contexts, the chapter aims to highlight the ways in which socio-political and cultural influences permeate and interact with both systemic (formal) and informal vocational learning, problematizing the nature of ‘industries’ as we go. The idea of providing a point of comparison is to show how ‘learning’ is meaningful when understood in local and situated terms through the idea of ‘interactive trouble’ between ‘The TVET System’ being the policies and structures that take place from the top-down, and the local performativity of TVET learning that occurs from the bottom-up, sometimes called the grassroots. Interactivity occurs through social capital’s mechanisms of networks, and the associated all-pervasive socio-cultural identities which are paramount to the way these learning networks play out.
    Original languageEnglish
    Title of host publicationVocational Learning
    Subtitle of host publicationInnovative Theory and Practice
    Place of PublicationDordrecht, Netherlands
    PublisherSpringer
    Chapter3
    Pages33-62
    Number of pages30
    ISBN (Print)978-94-007-1538-7
    DOIs
    Publication statusPublished - 2011

    Publication series

    NameTechnical and Vocational Education and Training: Issues, Concerns and Prospects
    PublisherSpringer
    Volume13
    ISSN (Print)1871-3041

    Fingerprint

    innovation
    learning
    interactive media
    political factors
    cultural factors
    cultural identity
    social capital
    industry

    Cite this

    Falk, I., & Surata, K. (2011). Where 'The TVET System' Meets the Performativity of Vocational Learning: Borderlands of Innovation and Future Directions. In Vocational Learning: Innovative Theory and Practice (pp. 33-62). (Technical and Vocational Education and Training: Issues, Concerns and Prospects ; Vol. 13). Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-94-007-1539-4_3
    Falk, Ian ; Surata, Kaler. / Where 'The TVET System' Meets the Performativity of Vocational Learning : Borderlands of Innovation and Future Directions. Vocational Learning: Innovative Theory and Practice. Dordrecht, Netherlands : Springer, 2011. pp. 33-62 (Technical and Vocational Education and Training: Issues, Concerns and Prospects ).
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    abstract = "The purpose of the book as a whole is to examine ‘effective TVET learning’ as comprising two equally important dimensions: (a) learning as the acquisition of TVET knowledge, and (b) learning as the contextualized (socio-political and cultural) application of that knowledge. The particular focus of this chapter is on the underpinnings of effective TVET learning. What is it that makes up effective learning? How is it made up? We offer a slightly different take on these matters by illustrating the impacts of socio-political and cultural factors on both the acquisition and application of learning. By using the case of learning in Indonesian and Balinese vocational contexts, the chapter aims to highlight the ways in which socio-political and cultural influences permeate and interact with both systemic (formal) and informal vocational learning, problematizing the nature of ‘industries’ as we go. The idea of providing a point of comparison is to show how ‘learning’ is meaningful when understood in local and situated terms through the idea of ‘interactive trouble’ between ‘The TVET System’ being the policies and structures that take place from the top-down, and the local performativity of TVET learning that occurs from the bottom-up, sometimes called the grassroots. Interactivity occurs through social capital’s mechanisms of networks, and the associated all-pervasive socio-cultural identities which are paramount to the way these learning networks play out.",
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    Falk, I & Surata, K 2011, Where 'The TVET System' Meets the Performativity of Vocational Learning: Borderlands of Innovation and Future Directions. in Vocational Learning: Innovative Theory and Practice. Technical and Vocational Education and Training: Issues, Concerns and Prospects , vol. 13, Springer, Dordrecht, Netherlands, pp. 33-62. https://doi.org/10.1007/978-94-007-1539-4_3

    Where 'The TVET System' Meets the Performativity of Vocational Learning : Borderlands of Innovation and Future Directions. / Falk, Ian; Surata, Kaler.

    Vocational Learning: Innovative Theory and Practice. Dordrecht, Netherlands : Springer, 2011. p. 33-62 (Technical and Vocational Education and Training: Issues, Concerns and Prospects ; Vol. 13).

    Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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    AB - The purpose of the book as a whole is to examine ‘effective TVET learning’ as comprising two equally important dimensions: (a) learning as the acquisition of TVET knowledge, and (b) learning as the contextualized (socio-political and cultural) application of that knowledge. The particular focus of this chapter is on the underpinnings of effective TVET learning. What is it that makes up effective learning? How is it made up? We offer a slightly different take on these matters by illustrating the impacts of socio-political and cultural factors on both the acquisition and application of learning. By using the case of learning in Indonesian and Balinese vocational contexts, the chapter aims to highlight the ways in which socio-political and cultural influences permeate and interact with both systemic (formal) and informal vocational learning, problematizing the nature of ‘industries’ as we go. The idea of providing a point of comparison is to show how ‘learning’ is meaningful when understood in local and situated terms through the idea of ‘interactive trouble’ between ‘The TVET System’ being the policies and structures that take place from the top-down, and the local performativity of TVET learning that occurs from the bottom-up, sometimes called the grassroots. Interactivity occurs through social capital’s mechanisms of networks, and the associated all-pervasive socio-cultural identities which are paramount to the way these learning networks play out.

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    Falk I, Surata K. Where 'The TVET System' Meets the Performativity of Vocational Learning: Borderlands of Innovation and Future Directions. In Vocational Learning: Innovative Theory and Practice. Dordrecht, Netherlands: Springer. 2011. p. 33-62. (Technical and Vocational Education and Training: Issues, Concerns and Prospects ). https://doi.org/10.1007/978-94-007-1539-4_3