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The research reported in this publication set out to explore how the concept of a learning culture or a commitment to learning is currently understood by Australian organisations. As well, the research investigated the approaches and strategies that organisations with an expressed interest in achieving a learning culture had used to establish and maintain such a culture. The report first offers an overview of the literature and case studies of six organisations which are seen as having a learning culture orientation. A cross-case comparative analysis provides insights into the conditions, strategies and approaches which have contributed to the growth of orientation to learning and the building of learning cultures. The results of the study indicate that development and maintenance of a learning culture is a response to organisational needs for enhanced production or service provision rather than a more specific response to policy initiatives related to skill formation.

The purpose of the project reported in this publication was to investigate the most effective ways whereby learners receive formal and informal support to assist them to complete vocational education and training (VET) within both VET institutions and enterprises. The project explored: similarities and differences between support by enterprises and VET institutions; whether informal support provided by enterprise trainers is equivalent to the formal support provided by VET institutions; whether teaching/learning situations in VET institutions and workplaces are so different that support needs are also different; the level of variation in the provision of learner support amongst VET institutions and enterprises; the potential impact of the use of group training companies on the availability of learner support; and the way integrated on- and off-the-job training provides learners and enterprises with ‘the best of both worlds’ in relation to supporting learning. A literature review was conducted and a case study approach was used to look at 11 organisations in depth. A set of key indicators and accompanying descriptors for successful learner support was developed.