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experiences of learning in both higher education and VET  \nRoger Harris  \nCentre for Research in Education, Equity and Work University of South Australia  \nThe development in today’s society of knowledge workers for tomorrow is of critical importance. Worldwide, there is considerable interest in the respective roles of higher education (HE) and vocational education and training (VET) in building human capability. This paper is designed to provoke such questions as:  \nwhat kinds of learning places and spaces are Australia’s HE and VET institutions? and how do individuals make sense of the learning and teaching in these sectors? The paper focuses on the experiences of those learners who have studied in both sectors –faces who are therefore in a unique position to analyse them as learning places and spaces.  \nA survey was undertaken of 556 learners who commenced study in technical and further education (TAFE) and universities in South Australia. Subsequent interviews with 69 of these students explored their educational histories in greater depth. The data reflected important differences in the learners’ experiences within the sectors.  \nFaces in tertiary places and spaces 523  \nThe findings can provide policy-makers and institutional leaders with insights into how best to position these two sectors to the advantage of learners with changing needs, expectations and desired pathways. They suggest that greater recognition could be afforded to the different but increasingly complementary roles that HE and VET play.  \nIntroduction  \nThere is considerable national and international interest in the respective roles of higher education (HE) and vocational education and training (VET) in building human capability. This theme is particularly significant in today’s society where development of knowledge workers for tomorrow is of increasing importance. The relationship between these sectors, for example, was a priority of the Maastricht Communique in 2004 in the European Union. It was the subject of the 25th Agora in 2007 of the European Centre for the Development of Vocational Training (Cedefop), and has formed a key theme in several recent journal editions. It is also a key theme in the Australian Government’s (2008) Review ofAustralian higher education that is currently taking place.  \nIn Australia, the HE and VET sectors both provide opportunities for tertiary education. They are different in missions, structures and funding regimes, as well as in number of students, age profile of students, and coverage of fields of education and equity groups (Karmel & Nguyen 2003). However, though different, they are not distinct and they display increasing overlap (Australian Government 2008:37). This paper aims to provoke such questions as: what kinds of learning places and spaces are Australia’s HE and VET institutions? and how do individuals make sense of the learning and teaching in these sectors? The paper focuses on the experiences of those South Australian learners who have studied in both sectors  \n524 Roger Harris  \n– faces who are therefore in a unique position to analyse them as learning places and spaces.  \nThere is a growing, though still small, body of research on learner transitions within and between educational sectors. Much ofit focuses on the transition from school to post-secondary settings (Hillman 2005) or work (Muller & Gangi 2003, OECD 2000), and particularly on policy and structural matters such as articulation and curriculum (Harreveld 2005, Hall & Thomas 2005, Keating 2006), sectoral boundaries (Young 2006, Grubb 2006, Gallacher 2006) and accreditation (West 2006). There is relatively little empirical attention paid to learners’ experiences, especially related to learning and teaching, and what there is, tends to concentrate within one sector (e.g. Laanan 2007, Lowe & Gayle 2007, Auburn 2007, Kraus et al. 2005, An","cbCainl17dWZjw8s","https://ap.wps.com/l/cbCainl17dWZjw8s","pdf",219783,25,"English","# Introduction\n## Crossing boundaries","[{\"question\":\"What question does the paper aim to provoke about HE and VET?\",\"answer\":\"It explores what kinds of learning places and spaces Australia’s HE and VET institutions provide, and how individuals make sense of learning and teaching in these sectors.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A survey collected responses from 556 learners who commenced study in South Australia in TAFE and universities, followed by interviews with 69 students to examine educational histories in greater depth.\"},{\"question\":\"What is the paper’s focus regarding learner transitions?\",\"answer\":\"It concentrates on learners’ experiences and on learning and teaching, emphasizing two-way transitions between VET and HE rather than transitions from school to work or further education.\"}]","Faces in tertiary places and spaces - experiences of learning in both higher education and VET | PDF",1792079042,63]