Search

Item does not contain fulltext, Taking Deliberate Metaphor Theory (Steen, 2015) as a starting point, this chapter investigates the way in which co-text influences the identification and analysis of potentially deliberate metaphor in discourse. While co-text plays a role in the identification and analysis of the linguistic and conceptual dimensions of metaphor, its role in the identification and analysis of metaphor as metaphor at the communicative dimension is more complex. In a series of analyses, we first examine metaphors in relative isolation (at utterance level), and subsequently take additional textual information into consideration. We demonstrate how co-text can play an indispensable role in the identification and further analysis of potentially deliberate metaphor, thereby providing important new insights into the complexity of deliberate-metaphor analysis.

The purpose of this paper is to outline the role of quality assurance processes at both the national and regional level and also to outline the conceptual design for an East Asia Summit Technical and Vocational Education and Training Quality Assurance Framework (EAS TVET QAF). The EAS TVET QAF provides a set of principles, standards and quality indicators to assist EAS countries to assess the quality of their TVET systems and develop it accordingly, as well as provide a basis for greater alignment between national TVET systems. The EAS TVET QAF aims to address the needs of developing and developed economies in the region through an appropriate balance of compliance and evaluative approaches to quality assurance. It is flexible to respond to the varying needs and circumstances of countries. The EAS TVET QAF is capable of application at TVET accrediting and registering agency level and TVET training provider level, and it aims to bring benefits such as improved effectiveness, transparency and confidence in TVET provision within and across countries.

The National Quality Council (NQC) funded a consortium led by Victoria University to design and implement 11 interactive sessions across each state and territory. The aim of the sessions was to communicate outcomes of the NQC’s current work on assessment to schools involved in the delivery of VET qualifications recognised under the AQF. This included schools that were either school-based RTOs and/or those schools who had partnership and/or auspicing arrangements with other RTOs. The relevant findings of the NQC funded projects to be communicated as part of the dissemination strategy included the reports and support materials available from the NQC website in relation to assessment, validation and moderation. The NQC completed these projects in 2009 and 2010 and was interested in ensuring that the key outcomes of the projects were shared with school teachers/assessors delivering nationally recognized VET qualifications.

The study was undertaken to address concerns that had been raised by some stakeholder groups in relation to the perceived quality and consistency of assessments being undertaken by Registered Training Organisations (RTOs) in Australia's VET Sector. That is, there were concerns that assessment standards in the VET sector were often not comparable. Ensuring the comparability of standards had become particularly pertinent in the VET sector, as assessments could be made across a range of contexts (e.g., vocational education, educational and industrial contexts) by a diverse range of assessors using highly contextualised performance based tasks that required professional judgement by assessors.