chapter  8
29 Pages

Collaborative development of vocational curriculum

The assumed 'normal' or 'standard' learner has often been a very narrow subset of the actual target group - learners are assumed to be proficient in spoken and written English and comfortable with formal classroom learning, despite ample demographic evidence to the contrary. In Australia, for example, issues to do with the language, culture, gender and lack of access to education are usually defined as minority issues. This is despite the fact that they concern about 70 per cent of employees in the first three (non-trade) levels of the National Standards Framework.2