This paper reports on the early stages of a research project being undertaken for TAFE Directors Australia and the Australian College of Educators.
The challenge for schools and TAFE institutes is to develop and sustain vocational programs and retention/ transition strategies that engage, support, encourage and excite young people sufficiently to build the skills they require to complete Year 12 or its equivalent and move on to work or further study. Retention to Year 12 and successful transition to work or further study for young Australians has become, therefore, a key policy for all Australian governments. In addition it sets a target of 90 per cent Year 12 or equivalent attainment for the next decade. The Compact, through its National Youth Participation Requirement, makes participation in education, training or employment compulsory for all young people until they reach the age of 17 years. The Compact with Young Australians announced at that time is intended to provide Australia’s youth with access to education and training places. When the Council of Australian Governments (COAG) met in Hobart on 30th April 2009, it proposed a range of education and training initiatives designed to address rising unemployment – an outcome of the economic downturn. This will lead to the presentation of a typology of visual data collection, analysis and synthesis which, it will be argued, can support researchers in finding a vocabulary to articulate a more rigorous visual methodological process to relate the findings of this relatively new approach with other research methods and techniques. Using exemplification from three existing visual data sets, the affordances and constraints of the research process will be explored.
#BREATH OF THE WILD THE STARS ARE THE YKEY HOW TO#
It will outline what is believed to be a key challenge of visual methodology: how to combine large scale, open-ended data sets with acceptable and rigorous analysis techniques and use practical examples of data collected and analyzed across a variety of projects to highlight areas of contention in terms of the nature and warrant of the resulting knowledge. This paper explores arguments about the nature of visual data, the applicability of what is considered epistemologically appropriate and the decision making which needs to accompany any appraisal of methodological process in education research.
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