Integrating personal learning and working environments

This review paper part of a series of papers commissioned by the Institute for Employment Research at the University of Warwick under the title of 'Beyond Current Horizons – Working and Employment Challenge'. In turn, in forms part of a larger programme of work under the banner of Beyond Current Horizons that is being managed by FutureLab on behalf of the UK Department for Schools, Children and Families. The brief was to cover: - The main trends and issues in the area concerned; - Any possible discontinuities looking forward to 2025 and beyond; - Uncertainties and any big tensions; - Conclusions on what the key issues will be in the future and initial reflections on any general implications for education. Given the wide ranging nature of the brief, this paper largely confines itself to trends and issues in the UK, although where appropriate examples from other countries in Europe are introduced. We realise that in an age of growing globalisation the future of work and learning in the UK cannot be separated from developments elsewhere and that developments in other parts of the world may present a different momentum and trajectory from that in the UK. Thus, when reading this report, please bear in mind the limitations in our approach

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Effective models of employment-based training

Evolving models of employment-based training (EBT) are responding to skill shortages and the need to develop technical skills at a level higher than a certificate III—the benchmark qualification level considered by many as the minimum for ensuring sustainable job outcomes (Stanwick 2004). This research explored a variety of current employment-based training models and proposed five enhancements for higher-level qualifications. These changes concentrate on maintaining a balance of learning experiences between educational institutions and the workplace. The project was based around case studies in process manufacturing and child care. Thirty-three individuals, representing employers, employees/apprentices, vocational education and training (VET) providers, industry bodies and training package developers were interviewed. The issues and views expressed by those interviewed from both industries were consistent with what was found in the literature review. Current models of employment-based training can usefully be grouped as: two forms of 'fast-tracking' options in a formal apprenticeship model, especially at certificate III level, to address immediate skills shortages. These are accelerated progression models (shorter durations linked to a truly competency-based approach) and intensive up-front training, followed by work-based learning to ensure immediate productivity of the learner in the workplace higher-level VET qualifications gained either through an apprenticeship or by undertaking a vocational course the design of new skill sets/qualifications at various levels of the Australian Qualifications Framework (AQF) alternative provisions for young people. Although these models continue to make a significant contribution to the skilling of the Australian workforce, their full potential is limited by certain persistent issues. These include inconsistent regulatory arrangements, non-compliance by employers and registered training organisations, poor audit processes, variations in the interpretation and practice of competency-based training, and wages and awards. These various factors mean poor completion rates and losses for individuals, employers, governments and other stakeholders. Recent changes in policy direction are attempting to address some of these issues and simultaneously increase interest and growth in the uptake of employment-based training. Any new models of employment-based training should address existing problems, as well as take into account the emerging needs of industry for skilled labour. The design of the models must also address an ageing workforce and allow flexible entry points for all age groups. Furthermore, future employment-based training models also need to keep pace with how work is organised in an environment characterised by increased competition, outsourcing, casualisation and an emphasis on specialisation and innovation. What is becoming apparent is the need for a compendium of models, rather than a 'one size fits all' approach

Learning New Practices in Small Business: Engagement and Localised Support

Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised semi¬-structured interviews with 30 small businesses about how they had learned about and implemented the GST. A case study was written about each small business' experience that were verified for their accuracy by each small business. These case studies became the data source. It was found that the small business operatives that appeared to have learned most about the GST were those who were highly engaged in the task of learning about the GST - active learners and also accessed high levels of support from localised sources. A typology comprising dimensions of support needed and engagement by small business operatives was synthesised from the findings and is discussed

Special Issue on: Awareness and Reflection in Technology Enhanced Learning. Vol.9, (2-3)

Awareness and reflection play a crucial role in the learning process, helping the involved actors to succeed in self-regulated learning and to optimise their learning experience. Whether in traditional education, workplace training or lifelong learning, appropriate feedback together with proper assessment of previous practices can bring benefits for all the participants and cultivate their reflective skills, which are essential for effective learning

Towards Age-Friendly Work in Europe: A Life-Course Perspective on Work and Ageing from EU Agencies

[Excerpt] The European population is ageing owing to decreasing birth rates and increasing longevity. Population ageing is associated with a decrease in the size and ageing of the workforce. The majority of the EU Member States have reacted to this development by, among other measures, increasing retirement ages and limiting early access to pensions. Nevertheless, a large percentage of workers in the EU do not stay in employment until the official retirement age. The reasons for this are diverse, and will be examined in more detail in this report. Policy-makers are faced with the challenge of addressing this demographic change and its implications for employment, working conditions, living standards and the sustainability of welfare states. The working conditions of older workers and their participation in the labour market are affected by various policy areas (see also Table 1). This report aims to outline various aspects of the working conditions of the ageing workforce and related policies

Action learning : co-creating value from collaborative sustainable projects

This article reports on the specific role that action learning plays in the promotion of sustainability and innovation in the Local Government sector. The study focuses on one organisation and the efforts of a senior manager to enact change. The senior manager utilized his participation in an MBA programme to bring the classroom learning into his business. As a consequence of the requirements of the programme and also the desire of the senior manager, he was able to instigate a change programme, which delivered measurable outcomes and had financial and cultural impact. This case study illustrates the favourable advantages of using action learning as an intervention approach by HEI’s in driving sustainable innovation in the Local Government sectorFinal Published versio

An introduction to STRIKE : STRuctured Interpretation of the Knowledge Environment

Knowledge forms a critical part of the income generation of the system and the complex environment in which actors participate in the creation of knowledge assets merits robust, eclectic consideration. STRIKE - STRuctured Interpretation of the Knowledge Environment affords an unobtrusive and systematic framework to observe, record, evaluate and articulate concrete and abstract elements of a setting, across internal and external dimensions. Inter-relationships between actor and environment are preserved. STRIKE is supported by underlying techniques to enrich data and enhance the authenticity of its representation. Adoption of photography and videography tools provides illustrative and interpretive benefits and facilitates researcher reflexivity. This structured approach to data analysis and evaluation mitigates criticisms of methodological rigour in observational research and affords standardisation potential, germane for application in a verification or longitudinal capacity. Advancing exploratory validation studies, the method is employed to evaluate the knowledge environments of two enterprises in the UK creative sector. These occupy a critical role in fostering entrepreneurial innovation alongside participant self-efficacy. Access Space in Sheffield and the Bristol Hackspace are committed to open software, open knowledge and open participation; sharing peer learning, creativity and socio-technical aims to address broadly similar community needs. Drawing on Wittgenstein’s Picture Theory of Meaning, the knowledge management perspective is abstracted from the STRIKE assessment. It is argued that the tiered analytical approach which considers a breadth of dimensions enhances representation and interpretation of the knowledge environment and presents a diagnostic and prescriptive capability to actualise change. The paper concludes by evaluating framework effectiveness, findings application and future direction