I enjoyed attending this intense day recently, which comprised ten compact presentations with round-table discussions, including international perspectives of participants from universities in Australia and France, and the global WorldSkills initiative. Diverse theoretical frameworks of andragogy and associated contemporary issues were explored prioritising conceptualising knowledge and experience in vocational practice. Policy and institutional critiques discussed functionality and complex skill development. Overall tensions included those between vocational and academic; broad and transferable versus situated curricula; judgments …

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