Although the phrase ?holistic approach? is increasingly used in
reference to vocational education and training (VET) in Australia,
there appears to be a paucity of literature which extensively
conceptualises or details its practical application. Existing references
to an ?holistic approach? appear indicative of an integrated model
seen as a vehicle for the achievement of a broad range of vocational
and social capital outcomes, particularly in Indigenous contexts.
This paper suggests that the theoretical framework for an holistic
approach to VET is humanism and constructivist theory and that
an ?holistic approach? is essentially relevant training which is
contextualised and purposely tailored to the learner or community
needs and goals. The paper also provides a practical schema
for implementing an holistic approach in VET, which is seen as
synonymous with the thematic, integrated and whole approaches to
learning and curriculum development implemented in schools.