Enacted Curriculum The enacted vocational education curriculum comprises what is actually implemented.

What is enacted is shaped by the resources available, the experience and expertise of the teachers and trainers, their interpretation of what was intended, their values and the range of situational factors that determine students experiences. Beyond the capacities of teachers and resources available in the educational institution, which shape the activities available to be undertaken in those settings, there are also a range of factors that shape the enacted curriculum. These factors include the kinds of workplaces or practice settings that are available to students within the location of the programme, where these students can nd support and guidance, and access to particular kinds of experiences. For instance, there may be quite different opportunities available in metropolitan, regional and remote communities that shape the kind of experiences that students can have and come to know about in each of these settings. The enacted curriculum also includes part of the hidden curriculum that which was not directly intended by teachers, but happened nonetheless. It is important to understand the factors that shape the enacted curriculum, as there are more probably than not going to be differences between what was intended and what is implemented. These differences are perhaps most likely to be greatest when the intended curriculum is developed remote from and without interaction with the teachers who will enact what is intended by sponsors and others (Billett, 1995). So, for example, industry and governmental representatives may agree on what is required for their purposes, and capture this in curriculum documentation. Yet, if this process is undertaken without consulting or interacting with those who are supposed to implement what others have agreed upon, what is enacted may be quite different from what is intended. Of course, there is a long-standing and legitimate role for others to shape what should be taught. Nonetheless, if intentions are to be realised there will have to be at least some engagement with those who will enact the curriculum. If for no other reason, making clear what is intended and how the statements of intent should best be interpreted and managed at the local level is required. Moreover, many of those who teach in vocational education are employed on the basis of their occupational expertise. Hence, they have understandings, capacities and values associated with the occupational practice which those who organise the intended curriculum (i.e. the syllabus) may lack. As referred to above, there have been attempts to control the enacted curriculum within vocational education by use of the regulatory measures and procedures that aim to ensure that the intents are enacted with

delity. However, even the most strenuous attempts for uniformity and delity with implementation are unlikely to be successful (Print, 1993). Enacting experiences for students is both supported and constrained by factors including (i) teachers expertise and experience, and sympathy with what is intended, (ii) students capacities, readiness and interest, (iii) available resources to provide experiences and resources to support the students experiences and (iv) availability of and the kind of support from the community, including the kinds of support provided by workplaces planning processes. In this way, what is enacted in terms of experiences for learners is as much, and perhaps far more, premised upon the available resources, teachers capacities and beliefs and expertise, as well as student characteristics, than what is stated in a document. These local factors will likely shape the degree by which what was intended is likely to be realised. Teachers decisions about the particular approaches to select and enact as they implement the curriculum are fundamental here. That is, the decision-making about what shapes and constitutes the enacted curriculum is conducted by those who put into practice the learning experiences they have selected for their students. Therefore, in terms of student learning, beyond what is enacted, the most important conception of curriculum is perhaps what students experience and learn from what is intended and enacted.