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How is it that vocational educators in Australia struggle tomake sense of the institutional language of official texts thatunderpin their professional practice? The regulatory framework ofvocational education includes prescribed qualifications, competencystandards, quality frameworks, and reporting requirements. Thesetexts are fundamental to everyday educational practice, yet theyare written in complex institutional language that is typicallyunclear and often impenetrable. This study uses institutionalethnography to give a voice to educators who work with these texts.Written from the perspective of vocational educators themselves,the thought provoking and sometimes humorous account disruptscomfortable assumptions about the capacity of the regulatoryframework to ensure quality education and training. Lauri Graceproposes a new way of understanding a text-based regulatory systemthat reshapes educational practice and connects it to governmentagendas. This book should be useful to anyone interested inAustralian education and government policy, or those exploringcompetency based training and quality compliance moregenerally.
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