Student Voice in FET - an Occupational Identity Perspective Dr Rory O’Sullivan Principal, Killester College of Further Education City of Dublin ETB

Voices in FET Further Education and Training DES, DEASP, DBEI Student? SOLAS, QQI ETBI, ETBs Representative and Advocacy Groups Employers Student?

Student Voice in FET Student Voice Education Family Personal Interests Friends & Community Education Unemployment Employment

Barriers to Student Voice Being Heard Previous experience of education Long-term unemployment Low educational attainment Dominance of formal entry requirements for courses Disability and SEN Literacy and Numeracy English language Finance Childcare

Work and Identity Central part of life Income Sense of Purpose Self-esteem Fulfilment Belonging to an Occupational Group Belonging to an Organisation/Company Community Occupational Identity and Personal Identity Unemployment – reframe identity

Developing Occupational Identity Education and training the key to work Through the skill formation process (e.g. apprenticeship) a person develops Technical skills necessary Socialisation process Customs, Culture and Ethos Professional Language Membership of a the ‘Community of Practice’

FET in Ireland & Employability Education and Training for Employment Transactional learning Student is seen as passive Student “given” skills Narrow, short-term and fundamentally unsound Focus of “T” of FET Learning independent of occupational context

Develop Occupational Identity Holistic approach Focus on “E” of FET Student an active participant in process All aspect of the person – personal, professional, social Learning is context dependent Importance of Classroom and Work Place Learning Situated Professionalism Person’s previous experience stronger influence on skill formation than skill training Student Voice vital to Skill Formation More likely to participate in Lifelong Learning

The Problem with Programmes?

FET Courses in Occupational Identity Framework Evaluation Report – “relevant”, “structured” Work Experience Ultimate purpose of Work Experience not stated. FET Courses within Occupational Identity Framework Focus on Core Competencies Reduce number of assessment events but improve quality Importance of Student Voice Focus on specific occupations rather than sector of economy Student outcomes will improve

Thank You