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This paper presents the results of a study undertaken from a phenomenographic perspective, which examines teachers' approaches to information communication technology (ICT)-enhanced teaching in vocational tertiary education. Twenty-three teachers from three Australian Technical and Further Education (TAFE) institutions participated in semi-structured in-depth interviews about their ways of experiencing the use of ICT in various vocational courses. The findings revealed two strategies with five main orientations to ICT-enhanced teaching distributed along a continuum from teacher-focused approaches: comprising information-oriented, feedback-oriented and practice-oriented to student-focused approaches: consisting of activity-oriented and industry-oriented teaching. The identified strategies and orientations extend the frameworks of teachers' approaches to ICT-enhanced teaching revealed in the previous phenomenographic studies in tertiary education. The paper discusses theoretical and practical implications of these findings for TAFE sector and tertiary education in general. (HRK / Abstract übernommen).

The present study describes the green biofunctional synthesis of magnesium oxide (MgO) nanoparticles using the aqueous Tarenna asiatica fruit extract. The characterization of Tarenna asiatica fruit extract MgO nanoparticles (TAFEMgO NPs) was achieved by X-ray powder diffraction, UV-Vis spectroscopy, FTIR, TEM, SEM, and energy-dispersive X-ray diffraction. TAFEMgO NPs scavenged the DPPH free radicals with an IC50 value of 55.95 μg/μL, and it was highly significant compared to the standard. To authenticate the observed antioxidant potential of TAFEMgO NPs, oxidative stress was induced in red blood cells (RBC) using sodium nitrite (NaNO2). Interestingly, TAFEMgO NPs ameliorated the RBC damage from oxidative stress by significantly restoring the stress parameters, such as the protein carbonyl content (PCC), lipid peroxidation (LPO), total thiol (TT), super-oxide dismutase (SOD), and catalase (CAT). Furthermore, oxidative stress was induced in-vivo in Sprague Dawley female rats using diclofenac (DFC). TAFEMgO NPs normalized the stress parameters in-vivo and minimized the oxidative damage in tissues. Most importantly, TAFEMgO NPs restored the function and architecture of the damaged livers, kidneys, and small intestines by regulating biochemical parameters. TAFEMgO NPs exhibited an anticoagulant effect by increasing the clotting time from 193 s in the control to 885 s in the platelet rich plasma. TAFEMgO NPs prolonged the formation of the clot process in the activated partial thromboplastin time and the prothrombin time, suggest the effective involvement in both intrinsic and extrinsic clotting pathways of the blood coagulation cascade. TAFEMgO NPs inhibited adenosine di-phosphate (ADP)-induced platelet aggregation. TAFEMgO NPs did not show hemolytic, hemorrhagic, and edema-inducing properties at the tested concentration of 100 mg/kgbody weight, suggesting its non-toxic property. In conclusion, TAFEMgO NPs mitigates the sodium nitrite (NaNO2)- and diclofenac (DFC)-induced stress due to oxidative damage in both in vitro and in vivo experimental models.

This report outlines the development of a DNA barcoding project in an Australian TAFE college, which also combined a PBL approach. Students enrolled in the Diploma of Laboratory Technology at Holmesglen have used DNA barcoding to identify and record species in the Rubicon State Forest area in rural Victoria. This was part of a PBL-based course, which incorporated cross-discipline teaching and curriculum. The project was evaluated via observational methods and via an online survey of course satisfaction and student self-reporting. [Author abstract]

An extreme shortage of initial teacher education (ITE) qualified VET schoolteachers impacts the equitable opportunity for young people to become well-educated, vocationally prepared school graduates. This article reports on an international applied research Fellowship designed to discover how Norway and Finland upskill mid-career industry experts to become VET schoolteachers. These countries produce a sustainable VET schoolteacher workforce with approximately half of all upper-secondary students studying VET. In contrast, approximately one-quarter of Australian school students choose VET pathways, at a time when the nation is experiencing a significant skills shortage. We present research findings that illustrate how Norway and Finland produce a sustainable supply of VET secondary schoolteachers. As Australia has yet to develop suitable ITE programs to prepare qualified VET teachers for schools, we argue that Australia would do well to heed Finnish and Norwegian practices that improve the quality of VET in schools, support mid-career industry experts to become VET schoolteachers, and enhance the status of VET in education and society.

This article presents outcomes of two studies which focus on the lived experience of transition by students entering higher education in NSW (New South Wales), Australia, from two divergent pathways: Technical and Further Education (TAFE) and a university based enabling program. The studies intersect in two fundamental ways. First, the theoretical foundations (Mezirow's Transformational Learning Theory and Bourdieu's Social Capital Theory) which emphasise the role of habits of mind and the habitus respectively in an individual's life. Second, both studies have identified the primacy of the contribution of education to changing notions of self. The studies have found that successful students reappraise and reimagine their self-identity inclusive of possible future selves. The studies reject deterministic and often deficit models of socio-cultural influences on self-concept, and instead embrace the perspective that adult learning can not only realise, but also build upon latent capabilities, and ultimately that it is an empowering experience for many transitioning students. [Author abstract]

The Vocational Major was introduced in Victoria, Australia in 2023 to raise the status of Vocational Education and Training (VET). To address demand for qualified VET teachers in secondary schools, VET trainers without a teaching qualification are granted permission to teach VET. This policy contributes to a vicious circle which maintains the low status of VET education, compromising student learning experience, reinforcing the academic-vocational divide and disincentivising trainers from upskilling. We contend that a virtuous VET circle would include bespoke teacher-preparation designed to expeditiously and sustainably upskill industry-experienced vocational experts to become qualified (VET) school teachers.

Vocational education practitioners must participate in professional development (PD) activities so they May implement contemporary teaching practices to support their students. Long-term, social types of activity are best because they benefit individuals and groups of practitioners and the training organisations for which they work. However, training provider managers often favour short and individual activities which are cheaper to resource. Not much has been previously known about the financial and time costs incurred by individual practitioners which May act as a deterrent for practitioners to continue in the sector. Our research addressed that gap for Western Australian VET practitioners by examining data collected from an online survey. The survey collected quantitative information from 30 volunteer WA VET practitioners about their activities in a twelve- month period. Using human capital theory underpinning data analysis, we show that at no stage of a VET practitioner's career was there a positive return on investment for the personally incurred cost of PD. We argue that acts as a deterrent to working as a VET practitioner which has ramifications for training provider operational efficiency, and the wider VET sector. There appears to be a misappropriation of pay scales based on applicable employment conditions which indicates sectoral underpayment.

Australia needs more qualified professionals in the Science, Technology, Engineering, and Mathematics (STEM) areas. The national focus on widening participation in higher education (HE) includes strengthening pathways from vocational education and training (VET). VET students often lack the mathematics skills necessary to articulate successfully to their chosen university degrees. Current approaches such as bridging and foundation mathematics programs are not tailored or sufficiently contextualised for VET articulants. This project is developing a mathematics pathway designed to improve the readiness of VET engineering diploma graduates for higher education study in engineering degree programs. Arrangements are flexible so that students can complete these pathways either as part of their engineering diploma as a VET student or as part of preparatory study at the diploma level at university. Many VET students are granted credit when entering a HE course in engineering and can transfer directly to second year units which may assume a level of mathematical knowledge by the university. However, in the VET Diploma of Engineering Technical (MEM50212), there is only one core unit in mathematics (MEM30012A) equivalent to year 9 level and there are two mathematics electives, MEM23004A and MEM23007A, which are part of the advanced diploma and often not taught by many TAFE providers due to student demand and staff capabilities. The lack of required mathematics often leaves the student with a large gap in the required knowledge for success in HE. The project has been underway for over a year and significant progress has been made in developing the pathway for engineering. To date, the mathematical knowledge outcomes from the VET courses have been mapped to the requirements of the HE courses at the University of Tasmania, Flinders University and James Cook University. Gaps in mathematical knowledge have been identified. A formal articulation agreement has been established through TasTAFE and the University of Tasmania where current VET students will be able to enrol in the university foundation mathematics units and receive credit towards their VET diploma I engineering. In addition to the foundation units, the students need to do an online component. This consists of a few compulsory topics which are not covered in the foundation units with supporting examples, practice problems, practical application and self-assessed quizzes for each mathematics topic covered in the foundation units, contextualised to engineering. VET students are applied learners and therefore often struggle with the transition to HE. The online component of the pathway is designed to support the student by providing the context to the mathematics they are learning. Another advantage of the pathway is that it exposes the VET students to HE units and the university environment while satisfying the university mathematics entry requirements. [Author abstract]

This paper explores the role of identity in helping international students form social networks at an Australian institution and how these networks contribute to creating a sense of home away from home. The findings suggest that international students form distinct social networks that are not necessarily solely made up of fellow students from their home countries. Rather, international students form a mixture of social networks that are based on the complex individual identities of each student centred on a variety of common factors, such as: course of study, place of work, neighbourhood, culture, religion and personal interests (hobbies). Hence many students are part of social groups that consist of international students from their specific region and beyond, as well as local (Anglo and non-Anglo) students. These locally based social networks complement existing home-based networks which are maintained virtually through social media to create a home away from home. [Author abstract, ed]

This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices' perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices' approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices' learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended.