Two fundamental roles of ACE providers: a generic role and a four-way value-adding role¶

Theory · All theories
Evidence · no claims cited

Description¶

The report distinguishes two fundamental roles for ACE providers in the national VET system. The generic role is the same as all other training providers: to deliver outcomes against the objectives of the national VET system within nationally agreed frameworks. The value-adding role brings "a strongly local, flexible, market-driven and learner-centred approach tocommunity-based delivery primarily to individuals". ACE provision adds value in four ways: training market value, locality value, community value, and organisational orientation value, and the report argues the greatest potential lies in the combination of these four dimensions.

Design Implications¶

Context¶

Requirements¶

• Developing the value-adding role is described as a fundamental challenge and opportunity for the ACE sector within the national VET system

Constraints¶

• The report notes the ACE sector may have paid insufficient attention to or overlooked its value-adding role while establishing its generic role

Target Learners¶

• adult learners in community-based settings
• equity target groups

Target Learning Objectives¶

• vocational education and training outcomes
• lifelong learning and learner-centred adult education

Claims¶

Related Theories¶

• Three-premises framework for viewing ACE within the national VET system

Examples¶

• Eight critical opportunities for the ACE sector to explore within the national VET system
• Ten shared goals at the ACE-VET interface where closer cooperation would have mutual benefit

Key Sources¶

• Schofield, Kaye. (1996). Think Local and Compete. An Analysis of the Role of Adult and Community Education in the Implementation of a National System for Vocational Education and Training. A Report to the MCEETYA ACE Taskforce. Australian National Training Authority, Brisbane. https://eric.ed.gov/?id=ED420782