Youth Learners: The Authentic Neglected Species Learning for an Unknown Future

This paper reports on a major research project that investigated youth learning. Specific parts of the project have been published in other literature (Choy 2000, Choy and Delahaye 2000 and Choy and Delahaye 2001), and this paper provides an overview of the findings. The Study Process Questionnaire, the Student Orientation Questionnaire and the Learning Preference Assessment were completed by 448 youths (aged 18 to 24 years) from TAFE 59% and university (41%). Fifty three youths participated in five follow-up focus groups. Generally, youths studied in this project were found to be surface learners with low level of readiness for self-directed learning but, surprisingly, they showed a high preference for a combination of structured and unstructured learning. Youth comments on formal learning, the learning institutions and role conflicts are discussed. Finally, the paper suggests that learners progress through a four stage development sequence and that youth learners are at Stage 2

Developing managers as researchers using a learning cohort approach

This paper describes the design process and curriculum for a learning cohort of eight managers who came from public and private providers of vocational education and training. While the authors found no discussion on developing research knowledge and skills of managers using learning cohorts, the general learning cohorts literature provided a number of recommendations for learning cohort design. The initial stages of the learning cohort were evaluated. The results highlighted the importance of clarifying the psychological contract and its use in self-selection, supported the recommendations in the literature of the significance of the careful design and implementation of an initial residential workshop and also found support for further residential workshops of a similar design. The attendance of the cohort members in tow faculty wide core research units drew mixed comments

Grading: Harmonising standards and stakeholder expectations

This paper suggests that when a course is planned within one culture for delivery to members of another culture, appropriate quality control of assessment becomes an issue of major proportions. Based on their experience of presenting an Aid Agency-funded Masters course in a developing country in the Pacific, the authors describe the processes to address the needs and wants of all the stakeholders, with different cultural expectations. Maintaining a balance between domestic and Pacific student cohorts regarding resources and opportunities for study was especially challenging. However, grounding grades in course curriculum and clearly stated objectives permitted the teaching team to meet external requirements while maintaining their professional and academic freedom

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

How professionals work and learn in digitalised work contexts: Insights from an Australian survey of Health professionals

The Australian Research Council Discovery project titled: “Investigating Professional Learning Lives in the digital evolution of work” (DP210100164) investigated how Education and Health professionals in Australia learn as they work in increasingly digitalised work contexts through a survey. The survey was sent to members of 11 Education and 10 Health Australian professional associations. The survey ran from August to November 2022. This report presents the findings of Health professionals’ responses to this survey (151 responses). FUNDING Investigating professional learning lives in the digital evolution of work Australian Research Counci

How professionals work and learn in digitalised work contexts: Insights from an Australian survey of Education Professionals

The use of digital technologies is shaping how teachers work and how they continually learn as they work. But not much is known about this. This Australian Research Council Discovery project titled: “Investigating professional learning lives in the digital evolution of work” investigated how Education and Health professionals in Australia learn as they work in increasingly digitalised work contexts through a survey conducted in 2022. This report presents the findings of Education professionals’ responses to this survey (299 responses). The survey comprised 13 questions. There were 10 closed items (using a 5-point Likert scale of 1-Never, 2-Once or Twice, 3-Sometimes, 4-Very often, and 5-Always, plus the option of ‘Not applicable’) and three open-ended items. Respondents were asked demographic questions, how their work is changing due to digitalisation, what they do to learn as they work, and what professional learning opportunities are provided in their workplace. Members of 11 Australian Education professional associations were invited to complete the online survey from August to November 2022. The data was reviewed for completeness and analysed both quantitatively and qualitatively. Findings are presented with rounded percentages. 1. Number of responses = 299. Most respondents were from NSW (49%), QLD (30%)and VIC (13%). There were no responses from ACT. 2. Work roles: Respondents included Middle leaders, Principals, Teachers, Library staff and those engaged in other roles such as education consultants. The majority (73%) worked in school leadership roles (e.g., Middle Leaders and Principals). Just over half of respondents worked in secondary schools. The majority (87%) held permanent positions. 3. Demographics: The majority (77%) of respondents were female and most (82%) were 40+ years of age. Over half had 20+ years’ experience, while just under half reported being in their current role between 1 to 5 years. Two thirds had completed a university postgraduate qualification since entering the education profession; mainly at Masters level. The majority (77%) stated they were required to complete Continuing Professional Development (CPD). 4. Perceptions about their work*: The majority of respondents perceived their work as being creative (81%) and having variation in the types of tasks done (70%). Two thirds reported they have autonomy over how they plan their work day, and just over half stated they do new tasks previously not done. *Results are based on aggregated Likert scale indications of ‘Very Often’ and ‘Always’ ii 5. Top five ways how digitalisation has changed work for education professionals: Content creation, curation and sharing: Creating digital teaching and learning materials, curating online resources, and sharing content resources with colleagues and students online. Respondents reported that most resources they created or curated were in digital form. Online meetings: Using video-conferencing to conduct online or hybrid (mix of online and face-to-face) meetings with colleagues. Respondents reported that overall, this has increased accessibility and flexibility to attend meetings. Some noted this has also extended availability to attend meetings and some questioned the effectiveness of online meetings over face-to-face meetings. Communication: Communicating with colleagues, students, parents, and school community members online, using email (predominantly) and other digital communication tools, both within and outside school hours. Respondents reported an increase in accessibility and ease of communication, whilst also acknowledging an increase in workload and expectations. Lesson delivery: Designing and delivering lessons in an online and hybrid mode to make learning more accessible for students. Respondents reported an increase in learning activities being delivered in digital form. Professional development: Accessing online professional development such as webinars, online courses, and engaging with online recordings and resources towards formal recognition of professional development. Respondents reported an increase in accessibility and flexibility of these opportunities, whilst also acknowledging expectations to complete professional development, particularly outside of work hours, and some raised questions about effectiveness. 6. How education professionals learn on their own as they work: There were four learning activities that half or more of respondents reported doing individually either very often or always: 1) reflecting on a completed task, 2) following new developments in their field, 3) looking for opportunities to perform new tasks, and 4) finding better ways to do tasks. They were less likely to attend training courses and conferences and work alone to develop new ideas and problem solve. 7. How education professionals learn with others as they work: There were seven learning activities that half or more of respondents reported doing with others either very often or always: 1) learning through questioning, observing, listening and discussing, 2) working with others to develop new ideas and problem solve, 3) asking colleagues for advice, 4) learning by teaching others, 5) seeking feedback from colleagues on tasks completed, 6) reaching out to their professional networks, and 7) engaging with a professional association(s). They were less likely to be mentored by self-selected mentors. Conclusions 1. Education professionals are reflective practitioners who are highly motivated to keep up-to-date with their profession. They seek opportunities to perform new tasks, they interact with their colleagues to learn through observation and discussion, and they engage with their professional networks and professional associations. 2. Digitalisation is changing the way that educational professionals: create and curate educational materials and deliver their lessons, interact and communicate with colleagues, parents and other members of their school community, and engage with professional development opportunities. 3. Education professionals use digital technologies to learn by: searching the internet, sharing information and collaborating online with colleagues, conducting and engaging in online professional development, and examining online data to inform future practice. They also learn with and from colleagues and students about how digital technologies can support student learning. 4. Educational professionals consider that their workplace encourages them to develop themselves, however, there is a perception that the workplace provides limited release time and financial support to enable them to engage in their continual professional learning. *Results are based on aggregated Likert scale indications of ‘Very Often’ and ‘Always’ 8. How education professionals learn with digital technologies as they work: The top three ways education professionals reported using digital technologies to learn were: 1) searching the internet for information, 2) sharing information online with colleagues, and 3) collating online information relevant to their work. Further examples included using digital technologies to: conduct and engage in professional development, collaborate online as a team, learn with and from colleagues and students, and examine online data to inform future practice. 9. Workplace learning opportunities*: The majority (77%) of respondents reported that their workplace encouraged them to develop themselves. Two thirds said they had opportunities to share ideas and knowledge with others and 61% said they were encouraged to network with peers in their field. There was a perception that they had limited release time from work and limited financial support to engage in learning

How professionals work and learn in digitalised work contexts: Insights from an Australian survey of Education Professionals

How professionals work and learn in digitalised work contexts The Australian Research Council Discovery project titled: “Investigating Professional Learning Lives in the digital evolution of work” (DP210100164) investigated how Education and Health professionals in Australia learn as they work in increasingly digitalised work contexts through a survey. The survey was sent to members of 11 Education and 10 Health Australian professional associations. The survey ran from August to November 2022. This report presents the findings of Education professionals’ responses to this survey (299 responses)

Teaching and Assessment for Workforce Capacity Building

Organisations that sponsor staff for academic studies in order to build their workforce ca-pacity expect their learning experiences and outcomes to be aligned with their business. There are chal-lenges not only for facilitation of such learning, but also its assessment. Despite recent research on learning in the workplace the development of rigorous pedagogy to underpin work based learning and its assessment is still in its infancy (Brodie and Irving, 2007). This paper describes the teaching and as-sessment approaches negotiated for a cohort of worker-learners to develop their leadership capacity through a Graduate Certificate in Education (Executive Leadership) course. The course was delivered using an organisation centred curriculum framework that aligned the learning and assessment tasks to the functional roles of the learners and the strategic goals of their organisation. The framework trans-ported the learning curriculum into the realm of the workplace and its context, exemplifying the inte-gration of academic learning into the workplace

Benefits of e-Learning Benchmarks: Australian Case Studies

In 2004 the Australian Flexible Learning Framework developed a suite of quantitative and qualitative indicators on the uptake, use and impact of e-learning in the Vocational Education and Training (VET) sector. These indicators were used to design items for a survey to gather quantitative data for benchmarking. A series of four surveys gathered data from VET providers, teachers, students and their employers. The data formed baseline indicators that were used to establish organisational goals and benchmarks for e-learning. These indicators were the first known set for benchmarking e-learning in Australia. The case studies in this paper illustrate ways in which VET providers have approached e-learning benchmarking, the benefits achieved and the lessons that they learned. The cases exemplify how VET providers have adapted the baseline indicators, how the indicators informed organisational plans and e-learning outcomes. The benefits of benchmarking are categorised under three purposes: reporting, performance management, and service improvement. A set of practical strategies is derived from the cases for consideration by other organisations interested in benchmarking e-learning services

Human Capital Development: Reforms for Adult and Community Education

The adult and community education (ACE) sector is consistently responsive to changing community needs and government priorities. It is this particular function that has drawn ACE into the lifelong learning debate as one model for sustaining communities. The responsiveness of ACE means that the sector and its programs continue to make valuable contributions to the quality of social and economic life, particularly in local communities. Although a major focus of ACE is on non-vocational outcomes, there is potential for the sector to make a greater contribution to the human capital stream of the Council of Australian Governments' [COAG's] National Reform Agenda. This paper briefly describes the ACE sector and its current provisions, and proposes ways in which it could make a greater contribution to the human capital stream of the National Reform Agenda. Reforms to ACE are critical at a time when the Australian Government is planning activities for the Reform Agenda, when there is urgent need of skilled workers, when the ageing population is seeking pathways and opportunities for economic outcomes, and when traditional vocational education and training providers are unable to meet the skill shortages experienced by industry across Australia. This paper attempts to initiate debate around an enhanced role for ACE, in terms of not only the Reform Agenda, but also a rather more defined position in meeting the learning and skilling needs of the broader community. Published abstract reprinted by permission of the copyright owner