Category: VET

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Competent coppers: an analysis of the standards and practices of adult education within the Australian Federal Police

Author: Michelle Berzins, Doctoral candidate, University of Canberra

Edition: Volume 45, Number 2, July 2005

Summary:  The paper examines how the educational environment within the Australian Federal Police (AFP) has changed over their 25 year history. The case study was used as a methodological framework through which content analysis and interviews were conducted. It was found that due to the changing nature of their profession, the involvement of police personnel in ongoing personal and professional development is essential. Further, the educational environment fostered within the AFP was found to be one that keeps abreast of general advances in education, encourages further education of their personnel and delivers quality adult education through its accreditation as a Registered Training Organisation and a provider of nationally approved VET courses.

Keywords: AFP, Australian Federal Police, professional development, personnel, accreditation, RTO

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Assessor judgements and everyday worker performance

Author: Hilary Timma, Recently completed PhD studies, The University of Melbourne

Edition: Volume 45, Number 2, July 2005

Summary:  The subjective nature of assessment focuses attention on the prior perceptions that workplace assessors can bring to formal assessment activities, regarding the competence of workers. This paper draws on a study into workplace learning and assessment practices and the construction of worker identities, which was conducted at three food production companies in North East Victoria. The paper proposes that, rather than concentrating principally on planned, formal assessment activities to determine the competence of workers, workplaces could develop an alternative approach and support assessors to utilize (and make publicly justifiable), the prior perceptions they have regarding workers’ skills and abilities on-the-job and include these in the overall assessment.

Keywords: assessment, workplace assessor, competence, formal

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The twenty-first century university and the concept of lifelong learning

Author: Sasa Milic: University of Montenegro

Edition: Volume 53, Number 1, April 2013

Summary:

In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development resembled that of adult education in the other republics of the former Yugoslavia) was characterized by the founding of workers’ or people’s universities; establishment of training centers at major companies and factories; and continued professional training, which included part-time enrollment in traditional universities. In other words, adult education was treated as an integral part of the formal education system but was not included in the state budget for education. Over the course of the last ten years, Montenegro has lost its old system of adult education, but it is still quite far from establishing a new one. Tellingly, no strategic document pertaining to adult education in the country recognizes the University of Montenegro as having a major role  in lifelong learning. This essay problematizes the place and role of the university within the system of adult education and offers a comparative analysis of the development of the concept of lifelong learning at the university level in Europe.

Keywords: lifelong learning, adult education, expanding accessibility, different learning styles, social partnership, social justice.

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.

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The ‘double-edged sword’ of the adult learning environment

Authors: Sara Murray and Jane Mitchell: Charles Sturt University

Edition: Volume 53, Number 1, April 2013

Summary: The vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school prior to completing a qualification. Some research has found that a major factor that supports student re-engagement in formal education is the ‘adult learning environment’ that characterises institutions such as TAFE. Other studies have questioned the suitability of the adult learning environment for some students. This study explores how students and teachers in five foundation TAFE courses view the adult learning environment and how they respond to this environment. The paper argues that the adult learning environment can in some instances be a ‘double-edged sword’, in that it can both enhance and limit student engagement.

Keywords: vocational, VET, TAFE, young adult, learning, foundation

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.

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Engaging in continuing education and training: Learning preferences of worker-learners in the health and community services industry

Authors: Sarojni Choy, Stephen Billett and Ann Kelly: Griffith University, Brisbane

Edition: Volume 53, Number 1, April 2013

Summary: Current tertiary education and training provisions are designed mainly to meet the learning needs of those preparing for entry into employment and specific occupations. Yet, changing work, new work requirements, an ageing workforce and the ongoing need for employability across lengthening working lives make it imperative that this educational focus be broadened to include continuing education and training provisions for those already in the workforce. To address this refocusing of the education and training effort, this paper proposes that learning at work, encompassing practice-based experiences supported by both formal and informal workplace arrangements, constitute an effective continuing education and training model for worker-learners in the aged care industry. It draws on data from semi-structured interviews and written responses from 51 workers who show preferences for such a model. Not only do aged care workers like engaging in learning independently and with co-workers and workplace facilitators, they prefer a larger component of courses to be delivered at the work site. The implications of these findings are summarised in this article.

Keywords: continuing education, workforce, workplace, aged-care, worker-learner, work site

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.

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‘Trying to keep up’: The experience of combining full-time VET with work

Author: Michelle Morris: Student Services, TAFE SA Regency Campus

Edition: Volume 53, Number 1, April 2013

Summary: Maintaining a healthy work-life relationship is important for the health and wellbeing of individuals and families. This is also true for students studying in vocational education and training(VET) who face increasing pressure to combine study and work. The intersecting commitments of work, life and study create a range of demands for individuals, which, in turn, impede work-life satisfaction. Time and money have been shown to be the biggest factors affecting people who combine work and VET – particularly for workers in low-income jobs, which constitute the biggest employment source for VET students. Data from a research project at TAFESA indicates that working students experience high levels of stress, time strain and interference with activities outside work/ TAFE. The work life outcomes for full-time students are significantly worse than outcomes for workers in the general population.

Keywords: full-time, work-life, balance, VET, research, TAFESA

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.

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Learning in the knowledge age, where the individual is at the centre of learning strategy and organisational success

Author/s: Carmel Kostos

Edition: Volume 46, Number 1, April 2006

Summary: Adult learning practitioners are being challenged to prepare for a revolution in the way workplace learning outcomes will be delivered. Recent thinking on the future of work by a number of leading business authorities from around the world reports that changes in the way students are being educated for work and the demands on workers in the knowledge age will force a major shift towards learner-centred organisational development strategies. These changes will require broad, strategic solutions, including a re-think on the capabilities and qualifications of those involved in  developing people and the formulation of new policies and practices that enable and support learners as they re-focus their careers into the new world of work.

Keywords: adult learning, workplace learning outcomes, knowledge age

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Competency-based training: different perceptions in Australia and Germany

Author/s: Silke Hellwig

Edition: Volume 46, Number 1, April 2006

Summary: The German dual apprenticeship system has traditionally been viewed as an effective system for generating a highly skilled workforce in the trades, crafts and service sectors. In addition, countries and systems looking to improve their own approaches to vocational education and training (VET) have considered as exemplary the main features of the ‘dual system’ (that is, two learning sites and shared responsibility between private employers and public vocational schools). Nevertheless, competency-based training (CBT) as it has been implemented in the Anglophone countries has increasingly attracted the attention of public officials, vocational educators and VET researchers in Germany. This attention has been especially focused on the modularisation of curriculum and the importance of vocationalism in education and training systems. Comparative studies of these dual concepts (for example Deissinger 2002, Ertl 2000) have been used to inform  policy and practice. This paper focuses on the competency-based approach to VET in Australia and examines how reforms aimed at developing a national system, and implementing CBT in curriculum, training delivery and assessment are evaluated by stakeholders (for example, representatives of government, educators and academics). It also compares reforms to VET in Australia with those used in Germany for reforming and restructuring the dual system. This analysis is used to generate conclusions about the extent to which aspects of the Australian CBT model might be successfully applied to dual system reforms in Germany.

Keywords: dual apprenticeship, VET, competency-based training, Germany

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Learning in and through social partnerships

Author/s: Kathleen M. Fennessy, Stephen Billett and Carolyn Ovens

Edition: Volume 46, Number 1, April 2006

Summary: This paper explores participation in social partnerships as a space for learning. It analyses interview data about participation in social partnership from partnerships involved in vocational education and training (VET) to argue that social partnerships constitute a form of learning space. Partnership participants engage in new learning through the interactions and activities inherent in partnership work, and relational learning is the kind of learning most supported in these learning spaces. By fostering learning about the self and its relationship to others, social partnerships have potential to enhance capacity for action and responsibility, which underpins citizenship as a learning process. In this way, social partnerships are learning spaces that potentially build collective, even democratic, understanding by enhancing the individual’s cognitive and affective competencies. This cultural learning is embodied in the social partnership through engagement in effective partnership work.

Keywords: social partnerships, space for learning, VET, citizenship, responsibility

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Crafting youth work training: synergising theory and practice in an Australian VET environment

Author/s: Andrew Wojecki

Edition: Volume 47, Number 2, July 2007

Summary: In the Australian vocational education and training (VET) context, attention is often given to what youth work training programs should consist of, resulting in less attention on how youth work education and training programs might be imagined, constructed and implemented. In this paper, a particular South Australian youth work training program is explored with the purpose of investigating the particular educational methodology employed and its impact in the structuring and delivery of a VET youth work education program. It emphasises that, in conceiving a competency-based youth work curriculum and its contribution toward the development of professional youth work identities, how the youth work educational program is delivered is just as important as what it should consist of.

Keywords: vocational education, youth work, training programs, competency-based

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