The Hidden Curriculum in Vocational Training

Phillip Jackson introduced the concept of the hidden curriculum in 1968. It refers to the implicit lessons, values, and perspectives conveyed in an educational environment beyond the formal curriculum. Vocational training focuses on equipping students with specific skills for their chosen professions. However, the hidden curriculum significantly shapes their professional identities, social norms, and cultural expectations.

Understanding the Hidden Curriculum

The hidden curriculum operates alongside the formal curriculum (classroom-based, actively taught) and the informal curriculum (learning opportunities arising outside formal teaching encounters). It involves the unwritten rules, assumptions, rituals, and taken-for-granted aspects of the educational environment. Here are some key components:

Social Norms and Values: Vocational training institutions convey societal norms and values through rules, routines, and interactions. This includes attitudes toward authority, punctuality, competition, cooperation, and respect for diversity. For instance, punctuality and teamwork reflect workplace expectations.
Cultural Expectations: The hidden curriculum often mirrors the dominant culture’s expectations regarding behaviour, dress codes, language use, and other cultural norms. In vocational training, this influences how students from different cultural backgrounds perceive their place within their field of study.
Behavioural Expectations: Disciplinary policies, reward systems, and classroom management techniques teach students about acceptable and unacceptable behaviours. This shapes their attitudes toward authority and compliance, which are essential in professional settings.
Social Hierarchies: The hidden curriculum reinforces social hierarchies and power dynamics within the educational environment. This includes student grouping (e.g., tracking or streaming), relationships between students and instructors, and peer interactions.
Gender Roles: Vocational training may perpetuate traditional gender roles by encouraging or discouraging certain behaviours, activities, or subjects based on gender. For example, certain trades may be gender-stereotyped, influencing enrolment patterns and career aspirations.
Attitudes Toward Knowledge and Learning: How knowledge is presented and valued conveys implicit messages about what is considered important or worthwhile. Emphasis on practical skills over theoretical knowledge, or vice versa, shapes students’ perceptions of their education.
Emotional and Social Learning: Students learn about emotions, relationships, and social skills through their interactions with instructors and peers, as well as through the overall climate and culture of the training institution.
Hidden Barriers: The hidden curriculum includes barriers to equality and inclusion, such as subtle biases, stereotypes, and discriminatory practices. These may not be overt but they affect students’ experiences and opportunities.

Impact on Vocational Training

The hidden curriculum in vocational training significantly impacts students’ development, identity, and sense of belonging. It influences educational equity, as students from different backgrounds may be differently affected by the implicit messages and values conveyed in the educational environment.

Pros:

Social Cohesion: The hidden curriculum helps prepare students for life in society by teaching shared norms and values essential for societal cohesion.
Behavioural Guidance: It teaches students to obey rules and respect authority, which maintains order and fairness in educational and professional settings.
Professional Socialisation: It contributes to professional socialisation, helping students understand the expectations and norms of their chosen professions.

Cons:

Reproduction of Inequalities: The hidden curriculum reinforces social class inequalities, subtly teaching lower social class students to accept lower-status roles while encouraging higher social class students to assume leadership positions.
Gender Stereotyping: It perpetuates traditional gender roles, influencing career choices and opportunities for men and women.
Cultural Assimilation: Minority students may feel pressured to assimilate to the dominant culture, leading to a loss of cultural identity and perpetuating cultural conformity.

Recommendations for Educators

Given the hidden curriculum’s significant impact, educators must become more intentional about it. Here are some recommendations:

Recommendation	Actions
Reflect on Practices	– Self-Assessment: Regularly assess your teaching methods and student interactions. Keep a reflective journal to document recurring patterns or behaviours that might send unintended messages. – Professional Development: Attend workshops and training on self-awareness and the hidden curriculum. Participate in peer observations and feedback sessions to gain insights into your actions’ perceptions. – Feedback Mechanisms: Seek feedback from students about their classroom environment and your teaching. Use anonymous surveys or suggestion boxes for honest input.
Promote Inclusivity	– Emotional Intelligence: Incorporate activities that develop emotional intelligence, like role-playing and group discussions on empathy. Provide opportunities for practising self-regulation and conflict-resolution skills. – Social Skills Development: Organise group projects and collaborative activities to build social skills. Facilitate team-building exercises and encourage peer support. – Mentorship Programs: Establish mentorship programs where experienced students or professionals guide newer students. Train mentors to understand the importance of the hidden curriculum in their interactions.
Address Biases	– Bias Training: Use training programs to identify and reduce implicit biases. Encourage colleagues to do the same, promoting a culture of continuous learning and improvement. – Curriculum Review: Review the curriculum to remove biased or stereotypical content. Ensure assessment methods are fair to all student groups. – Classroom Dynamics: Monitor classroom interactions to ensure all students have equal participation opportunities. Address discriminatory behaviour or microaggressions immediately.
Encourage Critical Thinking	– Emotional Intelligence: Incorporate activities that develop emotional intelligence, like role-playing and group discussions on empathy. Provide opportunities for practising self-regulation and conflict-resolution skills. – Social Skills Development: Organise group projects and collaborative activities to build social skills. Facilitate team-building exercises and encourage peer support. – Mentorship Programs: Establish mentorship programs where experienced students or professionals guide newer students. Train mentors to understand the importance of the hidden curriculum in their interactions.
Cultivate Emotional and Social Learning	– Emotional Intelligence: Incorporate activities that develop emotional intelligence, like role-playing and group discussions on empathy. Provide opportunities for practicing self-regulation and conflict-resolution skills. – Social Skills Development: Organise group projects and collaborative activities to build social skills. Facilitate team-building exercises and encourage peer support. – Mentorship Programs: Establish mentorship programs where experienced students or professionals guide newer students. Train mentors to understand the importance of the hidden curriculum in their interactions.
Create a Positive Learning Environment	– Classroom Climate: Create a welcoming and respectful classroom where all students feel valued. Display positive and inclusive messages and posters. – Fairness and Transparency: Be transparent about grading criteria and classroom expectations. Ensure all students understand the rules and that they are applied consistently. – Recognition and Reward: Celebrate all students’ achievements, not just academic success. Recognise improvements in social and emotional skills and provide positive reinforcement for desired behaviours.