DOI
10.1017/aee.2015.52

Summary
This study is concerned with the inclusion of Education for Sustainability (EfS) in the teaching and learning of Vocational Education ad Training (VET) and it can enhance the process of knowledge development. The paper evaluates the impact and effectiveness of a nation-wide professional development program further educate VET teachers in EfS pedagogy. The findings are the used to draw conclusions and recommendations for further research. Bedi & Germein introduce the background information and justification for the study as well as the process towards developing a quality VET pedagogy. They then discuss the observation of good teaching using case studies.

The authors contend that EfS enhances VET with the opportunity of turning traditional methods around. A survey evaluation of 80 relevant graduates, using mixed methods was conducted. The participants were requested to complete a pre- and post-program survey as well as 8 selected students for phone call interviews to gain better understanding of person experience. Table 2 details the valuation questions. The findings are detailed shortly after.

Participants reported improvements including: initiation of more problem based project work, critical thinking, higher level system thinking, and more.

 

Relevance for Complex Systems Knowledge
This paper is relevant to the furthering of teaching and learning activities of sustainable development based off EfS and VET learning.

EfS is described here by the authors as having the aim ‘to develop higher order thinking modes such as reflective, critical, relational, whole-of-systems or ecological thinking. Learning activities invite students to examine experiences, beliefs, values and worldviews, and engage in change towards ecological sustainability’.

Tilbury & Cooke (2005) contend that EfS pedagogy provides ‘a critical theory/constructivist approach to examining root causes of problems, facilitating ongoing values clarification (rather than ‘teaching’ values), seeing people as agents of change rather than as the source of the problem, and moving from a continuous improvement model to an innovation model’.

Point of Strength
One of the key aspects of the study was to produce recommendations for further research. These include: ‘case study research into EfS theory and practice in the VET sector; detailed, comparative analysis of EfS and quality pedagogy in general; EfS as VET professional development; and investigation of linkages between emerging industry demands and emerging VET pedagogy’.




The case studies mentioned in this study may be useful for reference in further research.

The evaluation question in table 2 may be useful for further research.