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It describes how a dual-sector university trialled Certificate 3 delivery in 2017 and then developed a blended learning curriculum in 2018 under the constraints of the Australian Training Package system. 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In 2018, the project received state funding to develop blended learning curriculum and resources to address barriers found in the formal evaluation.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are vocational streams and knowledge-rich approaches emphasized?",{"text":121,"@type":113},"The article argues that competency-based Training Packages have weaknesses in meeting aspirations. 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Health Care and Social Assistance is one of the fastest growing industries in Australia, adding entry-level jobs ata time when other industries are shedding them. Entry to this industry requires a Certificate 3 qualification from the relevant national Training Package.  \nTraining Packages have been designed to facilitate flexible points of entry to an industry for early school leavers and other disadvantaged groups, and then pathways to further study and careers. However, a growing body of research has pointed to the weaknesses of the training package model and competency based training more generally, to achieve these aspirations. Vocational streams and enhanced attention to knowledge in VET have been suggested as alternative ways forward. This case study draws on this research, and on the voices of service users, to build a more effective program for entry-level learners, while still working within the Training Package system. It highlights the limitations of Training Package Qualifications to provide accessible points of engagement for disadvantaged learners and provide them  \nA vocational stream for social care workers: A case study 23  \nwith the skills and knowledge required to pursue further education and build meaningful careers.  \nKeywords: Competency based training, VET, training packages, case study research  \nIntroduction  \nThis article is a case study based in a dual sector Australian University. Dual sector Universities offer substantial amounts of vocational education and training alongside the full suite of University activities, namely higher education courses, research and the awarding of research doctorates (Moodie, 2009). A team comprised of researchers, people with lived experience of accessing social care services, and vocational education teachers attempted to replace a number of entry level Vocational Education and Training (VET) qualifications for different types of social care workers (disability support workers, aged carers, home and community carers) with a broader program and qualification based on a social care vocational stream. The program was informed by research into vocational streams asa way to address many of the shortcomings of Australian training package qualifications (Yu, Bretherton, & Buchanan, 2013; Buchanan et al., 2009), research about knowledge in VET (Wheelahan, 2015; Pardy & Seddon, 2011; Hodge, Atkins, & Simons, 2016) and also research about the weak link between qualifications and quality of work in the social care workforce (Charlesworth & Smith, 2018; Pocock et al., 2011).  \nThere were two stages to the process. In 2017, the University trialled the delivery of Certificate 3 in Individual Support using the standard Training Package qualification but with three specialisations (Ageing, Home and Community Care and Disability) instead of the usual  \none.The program was offered for free, via scholarship, to groups currently under represented in the social care workforce, namely young people, Aboriginal and Torres Strait Islanders and people from CALD communities (Department of Social Services, 2019). The program was then externally evaluated to see ifit met the needs of the learners undertaking the program, and more specifically, whether it could provide a more appealing option to encourage underrepresented groups to enter the growing social care industries.  \n24 Sally Thompson  \nIn 2018, funding was awarded by the Victorian State Government to the university for a project to develop a blended learning curriculum and learning resources to improve the program, but still within the constraints of the cur","cbCaivnG7oKpnW6t","https://ap.wps.com/l/cbCaivnG7oKpnW6t","pdf",146781,22,"English","# Introduction\n## Purpose and approach\n## Stage 1: 2017 delivery trial\n## Stage 2: 2018 curriculum development\n## Aim and evaluation focus","[{\"question\":\"What is the article’s main focus?\",\"answer\":\"The article focuses on a case study of building a knowledge-rich vocational stream qualification for entry-level social care workers within Australia’s Training Package system.\"},{\"question\":\"How did the project proceed in stages?\",\"answer\":\"In 2017, the university trialled Certificate 3 in Individual Support with three specialisations. In 2018, the project received state funding to develop blended learning curriculum and resources to address barriers found in the formal evaluation.\"},{\"question\":\"Why are vocational streams and knowledge-rich approaches emphasized?\",\"answer\":\"The article argues that competency-based Training Packages have weaknesses in meeting aspirations. Vocational streams with enhanced attention to knowledge are presented as an alternative to better support learners, pathways, and meaningful careers.\"}]","A vocational stream for social care workers - A case study | PDF",1792075789,55]