Practical subjects in the vocational curriculum: A critical review of the literature

Abstract

There is a growing number of studies in the field of vocational education and training, but not many focus on the practical subjects that prepare students for transition to workplaces. This critical review of the literature on practical subjects in vocational colleges set out to contribute to debates on the relationship between theory and practice in vocational education through a particular focus on the knowledge forms that are evident in curricular and pedagogical practices in practical subjects. The critical review identified the conceptual, procedural, technical, and contextual forms of knowledge in practical tasks and activities. Based on these findings and drawing on the concept of semantic gravity in Legitimation Code Theory, we found stronger and weaker forms of semantic gravity in practical knowledge and propose that strengthening and weakening semantic gravity through the purposeful selection and sequencing of tasks and activities enables cumulative knowledge building towards competent practice.

Relevance of industry stakeholder partnership in the production of skilled electrical engineering trade graduates

“…The involvement practically in the intervention programme facilitated the learning of the different skills relevant to the students' trade. This is also evident in literature as it is reported that effective practical training requires authentic learning tasks that addresses key vocational competencies (Winberg & Hollis-Turner, 2021), which was present in the intervention programme. The students' experiential learning from the industrial trainer opened their minds on new relevant knowledge as it relates to skills in EIMT.…”

“…Besides, the necessity of industry involvement in the training has been reported in different studies globally. These include exposure to practical-based training (Winberg & Hollis-Turner, 2021), exposure to experiential learning by real-life experimentation and latest technology to produce work ready graduates as well as the latest technology to produce work ready graduates (Pherson-Geyser et al, 2020;Mustafa et al, 2022). Others include exposure to industrial transformation for knowledge enhancement as well as adapt to knowledge and update teaching materials (Adams, 2019) and for practical skills acquisition that are aligned to labour market demand (Nathaniel et al, 2019).…”

Teacher Perceptions and Professional Experience of E-Learning and Practical Subjects: Views of Selected Teachers in the Shiselweni Region of Eswatini

“…Children when engaged practically improve their sense of attainment. 36% of teachers agreed e-learning met learner styles whereas 64% were of the view e-learning failed to meet all learner styles of learning since the knowledge base of practical subjects involves conceptual analysis, procedural, contextual, and technical forms of knowledge are connected in activities and practical task (Winberg & Hollis-Turner, 2021) which can be less achieved electronically specifically in deprived areas. Goyal (2012) acknowledged that all learners will not find e-learning suitable for their learning style.…”

“…The reason for this is evident in that theories are considerably easier to implement in an online or electronic learning environment than practical instructions (Dube, 2020). To enable progressive competent performances in practical subjects, learner-instructor engagement is of the essence, it supports cumulative knowledge building (Winberg & Hollis-Turner, 2021).…”

“…In educational circles subject areas that give an all-encompassing education to a person are the practical subjects (visual arts, music, physical education, home economics, drama, and dance). A vocational analysis by Winberg and Hollis-Turner (2021) revealed that practical subjects have different knowledge forms that are purposefully integrated into curricula with a range of pedagogies, activities, and learning experiences. In curriculum building, students are required to be engaged in varied episodes of practice that link knowledge forms.…”