Integration of Vocational Education and Training Experiences by Sarojni Choy Gun-Britt Wärvik & Viveca Lindberg

Integration of Vocational Education and Training Experiences by Sarojni Choy Gun-Britt Wärvik & Viveca Lindberg

Author:Sarojni Choy, Gun-Britt Wärvik & Viveca Lindberg
Language: eng
Format: epub
Publisher: Springer Singapore, Singapore


Biculturalism

In all of the programmes, graduate profile statements on biculturalism were present. Of importance is the ability for graduates to understand (Bachelor in Applied Management), develop and apply a cultural framework of reflective practice (Bachelor of Broadcasting Communication) , appraise the responsibilities implicit in (Bachelor of Midwifery), recognise place of and practice in a culturally safe manner (Bachelor of Midwifery) and apply knowledge of (Bachelor of Social Work) biculturalism and principles of Te Tiriti o Waitangi with respect to each specialist occupational discipline. In the learning outcomes related to WIL components in each programme, integration of bicultural practice is embedded, as with other themes woven into the entire programme of study. Therefore, the ‘braided rivers’ (MacFarlane et al. 2015) approach is an apt metaphor depicting the integration of biculturalism.

In newer programmes of study approved since 2014, graduate profiles are connected to learning outcomes in various courses, and these are embedded in a graduate profile map. In the Bachelor of Social Work which was reviewed and approved in 2015, the graduate profile statements include the following: (i) apply knowledge of biculturalism to social work practice and apply knowledge of different cultural contexts to cross-cultural social work practice, (ii) apply anti-oppressive social values and knowledge, (iii) apply skills in complex individual/personal and social situations and intervene to stimulate personal and social change and (iv) articulate the knowledge of the origins, purpose and development of Aotearoa/New Zealand social work within a global context. These graduate profile requirements are matched with the learning outcomes of the ‘integrated learning’/WIL components. These learning outcomes are exampled by statements including the following: demonstrate professional behaviours, values and ethics of the profession, demonstrate the integrated application of knowledge and skills for practice, analyse the concept of social justice for social work practice and critically analyse and articulate the identity, ethics, values and practice of social work in local and global contexts. Hence, graduate profiles require students to meet Te Tiriti o Waitangi commitments by application to practice, albeit in a guided form.



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