Category: Refereed article

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Foucault’s toolkit: resources for ‘thinking’ work in times of continual change

Author/s: Molly Rowan and Sue Shore

Edition: Volume 49, Number 1, April 2009

Summary: This paper was prompted by our interest in two issues associated with Australia’s vocational education and training system: recurring declarations for universal access to vocational education and training (albeit in different forms across different epochs) as the right of all Australians and the continual processes of change associated with the sector over the last two decades. As we approach a time of yet more change in vocational education and training, we call for a rethinking of these two characteristics of a training system, as ‘problems of the present’, situations which in their present form are ‘intolerable’. Reflecting a notion of ‘thinking’ work as personal,  political, historical and practical, the paper offers a glimpse of Foucault (1926–1984) as a person. We explain his use of the term discourse as an overarching frame for understanding ‘problems of the present’. We review two major aspects of his analytic toolkit: archaeology and genealogy. We close with reflections on  the usefulness of these analytic practices as tactics of engagement for researchers interested in historical approaches to vocational education.

Keywords: vocational education, access, Foucault, engagement

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This article is part of AJAL, Volume 49_1. The entire volume is available in .pdf for purchase here.

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Informal learning: a discussion around defining and researching its breadth and importance

Author/s: Barry Golding, Mike Brown and Annette Foley

Edition: Volume 49, Number 1, April 2009

Summary: Informal learning has often been seen as formal learning’s ‘poor cousin’. Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality.

Keywords: informal learning, inclusion, context, cultural

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This article is part of AJAL, Volume 49_1. The entire volume is available in .pdf for purchase here.

 

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Conceptualising adult and continuing education practice: towards a framework for research

Author/s: Benjamin Tak-Yuen Chan

Edition: Volume 49, Number 1, April 2009

Summary: Adult and continuing education practitioners are the core group of staff that enable the lifelong learning enterprise. However, there are few studies that look into the domain of practice of these practitioners, which is shaped by the organisation and its wider external milieux. Research on this topic naturally calls for the elucidation of practitioners’ values and practice-related orientations that have structuring properties on practice. This paper argues that the theorising of practice must pay attention to the issue of ‘duality of structure’ for the values of practice. It also suggests drawing from a range of theories to help establish the practice-to-milieu connection. Theories may also assist in bridging the abstract-to-reality gap when translating from values to actions. Whilst theories can offer explicative potential for practice, their use is facilitated only through availability of analytical frameworks to organise the practice of teaching adults and program planning into a logical series of components and processes. In this connection, a teaching practice model and a program planning practice model, based on systems theory, are proposed to guide future research.

Keywords: lifelong learning, practice, teaching practice, program planning

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This article is part of AJAL, Volume 49_1. The entire volume is available in .pdf for purchase here.

 

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Skilling Australians: Lessons from World War II national workforce development programs

Author/s: Darryl Dymock and Stephen Billett

Edition: Volume 50, Number 3, November 2010

Summary: Governments are currently mobilising their national workforces to compete effectively in a globalised economy where being export‑effective and import-competitive are necessary to secure national economic and social goals. Australia is no exception here. Yet, in this country, as in others, similar mobilisations occurred in earlier times, most noticeably during wartime. This article describes and discusses two particular measures during and after the Second World War: the Commonwealth Technical Training Scheme and the Commonwealth Reconstruction Training Scheme. Beyond providing an historical account of these two national schemes for skilling Australians, the paper identifies the importance of securing a national consensus and the engagement of all parties, and showing sensitivity towards those who participate in such programs. Particularly salient is that although national-focused, the success of these programs was premised on effective localised arrangements, where diligent administrators and educators seemingly worked closely with local employers and unions to realise their effective implementation.

Keywords: Second World War, Commonwealth Technical Training Scheme, Commonwealth Reconstruction Training Scheme, skilling, Australia

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This article is part of AJAL, Volume 50_3. The entire volume is available in .pdf for purchase here.

 

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Formal and informal learning opportunities in government organisations: Experiences of public sector employees from six Asian nations

Author/s: Intan A. Mokhtar

Edition: Volume 50, Number 2, July 2010

Summary: Lifelong learning and professional development have been the focus of government organisations after the 21st  century was declared the ‘learning century’, amidst the impact of globalisation and growth of knowledge-based economies. Although lifelong learning and professional development opportunities are available in most government organisations, the conditions for civil servants to take up such opportunities differ across organisations and, even more so, across countries. In addition, the expectations of learning and development from such opportunities also vary, with some organisations focusing on specific work-based competencies, others on formal education and qualifications. However, lifelong learning and professional development in government organisations seldom include informal learning, which forms a part of daily leisure time yet involves human capital enhancement that indirectly impacts work performance. Informal learning, which is facilitated by individual information literacy competencies that involve information search, retrieval, evaluation and use in varying contexts, is largely for personal development rather than economic efficiency, but is equally important in developing effective individuals and knowledge workers. In this exploratory study, semistructured interviews were conducted with 18 civil servants from six Asian countries to elicit their experiences with regard to lifelong learning policies and professional development opportunities in their respective government organisations, expectations of learning and development from such opportunities, as well as provisions for informal learning opportunities. Shared characteristics as well as distinct differences across the interviewees’ organisations and countries are discussed. Finally, recommendations based on these similarities and differences are made specifically to encourage government organisations to review existing lifelong learning policies and professional development opportunities available to civil servants.

Keywords: lifelong learning, informal learning, formal learning, government, learning century, professional development, work-based competency, Asian, policies

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This article is part of AJAL, Volume 50_2. The entire volume is available in .pdf for purchase here.

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Challenges in aligning workplace learning with business goals: A perspective from HRD professionals in New Zealand

Author/s: Tom Short and Roger Harris

Edition: Volume 50, Number 2, July 2010

Summary: Modern organisations have become more complex, less mechanistic and increasingly sensitive to rapid changes in the external environment than in previous eras. Today, executives lead employees through a maze of complexity and changing contexts. However, another group of dedicated professionals, the human resource managers and practitioners, also play a big part in shaping business success. For human resource managers, learning how to cope with a diverse range of people-centred challenges has generated a succession of workplace development initiatives aimed at aligning education and training with business strategy (Anderson 2009). In the knowledge economy, the value of workplace education and training has become a mantra for business survival. Simultaneously, in response to a requirement for change, the human resource management (HRM) profession has engaged in frequent and often inward-looking processes to re-define its own contribution, not only to the effectiveness of an enterprise but also to the individual employee and wider community. Within this evolution, in some organisations, the traditional sub-areas of HRM, such as human resource development (HRD), have gradually become detached from mainstream HRM and assumed a role quite different in both purpose and approach to from the more hegemonic notion of resources management. This paper draws insights from a group of senior HRD professionals in New Zealand to review the significance of workplace learning in a strategic context and identify the challenges the profession faces in meeting the demands of complex workplaces. The paper focuses on how HRD professionals go about aligning learning activities with business objectives—often with mixed results.

Keywords: human resource management, workplace learning, business objectives

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This article is part of AJAL, Volume 50_2. The entire volume is available in .pdf for purchase here.

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Approaches to the postgraduate education of business coaches

Author/s: Grace McCarthy

Edition: Volume 50, Number 2, July 2010

Summary: This paper focuses on the education and training of business coaches, specifically at the Masters/graduate level. The paper first reviews the knowledge and skills required of business coaches, comparing the recommendations of professional associations and the literature. Next the paper reviews the approaches to education which are best suited to help students acquire knowledge and skills, and how these may be assessed. The paper discusses the challenge of developing both knowledge and skills, and the use of e-learning as an on-going support for students. The benefits of authentic assessment and a varied approach to learning are also reviewed. Thirdly, the paper reports on the experiences of a new Master of Business Coaching at Sydney Business School, University of Wollongong, Australia, providing both performance and perception data from the first cohort of students. Possible reasons for the students’ strong performance are suggested.

Keywords: business coaches, education, knowledge, skills, e-learning

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This article is part of AJAL, Volume 50_2. The entire volume is available in .pdf for purchase here.

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Using Appreciative Inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice

Author/s: David Giles and Susie Kung

Edition: Volume 50, Number 2, July 2010

Summary: This paper reports on a strategy for exploring the life-centric practice of a lecturer in Higher Education. The initiative for this inquiry arose out of the realisation that there did not appear to be positive, heart-lifting stories in a lecturer’s current teaching experiences. Using an appreciative eye and supported by a critical friend, life-giving experiences were ‘stalked’ from the past. The hope in this endeavour was to find greater meaning in the lecturer’s best professional practice. Using an Appreciative Inquiry approach, this endeavour rejuvenated the lecturer’s professional practice. As life-centric stories were recalled, provocative propositions were constructed that became the basis of a personalised action plan for future professional practice. This paper outlines the nature of the journey and the heartfelt discoveries.

Keywords: life-centric practice, professional practice, appreciative inquiry approach

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This article is part of AJAL, Volume 50_2. The entire volume is available in .pdf for purchase here.

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Pathway for student self-development: A learning orientated internship approach

Author/s: Bonnie Cord and Mike Clements

Edition: Volume 50, Number 2, July 2010

Summary: Higher education is facing new challenges in preparing students for the workforce. As demands increase for students to differentiate themselves when seeking employment, it becomes necessary for higher education and vocational providers not only to understand these challenges, but also to provide a pathway for students to develop the skills necessary to become sought-after employees. This paper presents a learning orientated internship approach as one such pathway that aims to provide students, as adult learners, with the opportunity to apply their knowledge and gain new skills in a work context. The paper provides insight into students self-reported learning outcomes after undertaking the learning orientated internship program. Preliminary findings reveal that communication, interpersonal skills and personal insights are common areas of self-development through this program.

Keywords: workforce preparation, internship program

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This article is part of AJAL, Volume 50_2. The entire volume is available in .pdf for purchase here.

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Literacy practitioners’ perspectives on adult learning needs and technology approaches in Indigenous communities

Author/s: Michelle Eady, Anthony Herrington and Caroline Jones

Edition: Volume 50, Number 2, July 2010

Summary: Current reports of literacy rates in Australia indicate an ongoing gap in literacy skills between Indigenous and non-Indigenous Australian adults, at a time when the literacy demands of work and life are increasing. There are many perspectives on what are the literacy needs of Indigenous adults, from the perspectives of community members themselves to the relatively under-researched perspective of literacy practitioners. This paper provides the insights, experiences and recommendations from adult literacy practitioners who work with adult Indigenous learners in communities across Australia. Focus group interviews, using an online synchronous platform, were used to elicit views about the literacy needs of Indigenous adults in communities and the successes in and barriers to meeting those needs. The practitioners also shared their views on the use of technology in literacy learning. Together, these views can inform future directions in curriculum design and teaching approaches for community-based Indigenous adult literacy education.

Keywords: literacy, Indigenous, practitioners, online, synchronous platform

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This article is part of AJAL, Volume 50_2. The entire volume is available in .pdf for purchase here.