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

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

Andragogy in Vocational Education and Training: Learners' Perspective.

Knowles (1970) defined andragogy as the art and science of facilitating adult learning. The assumptions about how adults learn form the foundations of andragogy. Andragogy is most evident in the implementation of the theories and principles of adult learning and a common practice in Vocational Education and Training (VET) within Australia. The research reported in this paper investigated learners’ perspectives on the practice of andragogy. A survey using the Student Orientation Questionnaire (SOQ) was conducted with 266 youths aged 17-24 years, and enrolled in Vocational Education and Training programs. The results of the survey showed that youth preferred pedagogical as well as andragogical practices. To gain an understanding of specific aspects of pedagogy and andragogy that they preferred, the response patterns to the SOQ were analysed. The results of the survey were also presented to focus group participants, who had responded to the questionnaire, and asked to explain their perspective on andragogical practices. The findings show that youth learners prefer only the ‘feel good’ aspects of andragogy, and are not willing to assume learner responsibilities associated with andragogy. The findings have implications for effective delivery by facilitators of VET programs

Optimising learning in the workplace

There are three bodies of research that suggest ways in which learning in the workplace can be optimised. The first is evident in the emergent literature endorsing the need to include workplace pedagogies as useful epistemological tools for learners. It is now widely recognised that the workplace provides various pedagogies that facilitate and support learning

Some Principles for Youth Learning

This paper proposes some principles for youth learning developed from a major research project. Specific parts of the project have been published in other literature, and this paper summarises key findings before proposing a set of principles to support their learning. The findings of the research about youth learners and how they learn were analysed in the context of adult learning principles proposed by Knowles (1990). The analysis exposed discrepancy between youth and adult learners, implying that adult learning principles is unsuitable for most youth learners. A profile of youth learners was drawn from the research data on priorities that youth have, their motivation, and learning attributes. The analysis leads to three broad conclusions about youth learners: 1. Most youth use a surface approach to learning largely due to time constraints, overwhelming volume of content, and assessment requirements that reward outcomes achieved through a surface approach. 2. Most youth are at Stage 2 of their learning orientation on an orthogonal scale. Their learning could be facilitated through a directive, but supportive approach where the facilitator plays the role of a motivator and guide. 3. Most youth seem to appreciate a relational level of understanding rather than abstract thinking. Youths’ learning could be better facilitated using Kolb’s learning theory using the information processing model. Their learning is best facilitated through an approach that begins with concrete experience and is followed by reflective observation and then abstract conceptualisation. The research findings were used to develop a set of principles for youth learners in terms of education delivery practices, and skilling for higher learning. These principles would enhance facilitation of youths’ learning