The purpose of the book as a whole is to examine ‘effective TVET learning’ as comprising two equally important dimensions: (a) learning as the acquisition of TVET knowledge, and (b) learning as the contextualized (socio-political and cultural) application of that knowledge. The particular focus of this chapter is on the underpinnings of effective TVET learning. What is it that makes up effective learning? How is it made up? We offer a slightly different take on these matters by illustrating the impacts of socio-political and cultural factors on both the acquisition and application of learning. By using the case of learning in Indonesian and Balinese vocational contexts, the chapter aims to highlight the ways in which socio-political and cultural influences permeate and interact with both systemic (formal) and informal vocational learning, problematizing the nature of ‘industries’ as we go. The idea of providing a point of comparison is to show how ‘learning’ is meaningful when understood in local and situated terms through the idea of ‘interactive trouble’ between ‘The TVET System’ being the policies and structures that take place from the top-down, and the local performativity of TVET learning that occurs from the bottom-up, sometimes called the grassroots. Interactivity occurs through social capital’s mechanisms of networks, and the associated all-pervasive socio-cultural identities which are paramount to the way these learning networks play out.

https://link.springer.com/content/pdf/10.1007%2F978-94-007-1539-4_3.pdf

Where ‘The TVET System’ Meets the Performativity of Vocational Learning: Borderlands of Innovation and Future Directions

In this paper, the authors debunk a long-held myth that generalisation is primarily the domain of quantitative research. Based on a review of modern and historical approaches to generalisation, they argue that generalisation from qualitative research (GQR) can be achieved, not through a process of self-justification, but through defensible and rigorous research design and methods. The authors go on to consider examples from their own qualitative research work spanning the last 20 years. From these examples they offer mechanisms that qualitative researchers can employ to generalise from their findings. They suggest that generalisation is achieved through a process of generalisation cycles (GCs) which produce normative truth statements (NTSs), which in turn can be contested or confirmed with theory and empirical evidence.

/pdf/generalising-from-qualitative-research-gqr-a-new-old-4dd4ynrqd5.pdf

Generalising from Qualitative Research (GQR): A New Old Approach

Introduction This paper draws on processes of an evaluation currently being conducted by Charles Darwin University for the Northern Territory government. The task of the evaluation is to inform policy and strategy in relation to the government’s Domestic and Family Violence Strategies. The evaluation is not designed to assess the outcomes of the Strategies. Rather, it is focussed on the processes of the Strategies. These processes relate to a) governance and communication; b) capacity building; and c) building the evidence base. While the size of the evaluation in terms of numbers of stakeholders within the consultative sample frame may suggest a fairly straight forward task for the evaluators, the Northern Territory context poses its own complexities.  Finding discursive ways of getting the ideas and importance of ‘soft’ words and ideas heard by ‘hard’ ears has ended up being core business to many of us in the Northern Territory concerned with research, particularly, in achieving through it better outcomes for Indigenous people. In our practical day-to-day work of trying to work with complex communities and government in strumentalities to better meet policy targets, we have found that using words and terms such as ‘building strong relationships’ and ‘trust’—even the word ‘values’ is often heard as ‘ideological’—can be counterproductive to achieving policy gains for those who are most in need of their benefits. In short, we have found considerable benefit and potential in drawing on and utilising social capital as (a) a framework to guide the kinds of structures and processes to enable cooperative and productive social action, and (b) an authentication device that assists objectify otherwise ‘soft’ terms and give them a ‘harder’ spin (e.g.,‘partnerships’). So in the latter sense, we also are using social capital in a particular ideological way, as a tool to achieve ends that we hope will be of benefit to others.

Role of evaluation in assessing and developing communication and governance processes in an evidence-based policy development/implementation environment

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Role of evaluation in assessing and developing communication and governance processes in an evidence-based policy development/implementation environment