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

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

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

4. 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

5. 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

6. 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’

7. 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

8. 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

9. The Problem with Programmes?

10. 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

11. Thank You