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Change, work and learning: aligning continuing education and training

As part of a three-year program of research, the authors are investigating how the training system might be more ef ... Show more
As part of a three-year program of research, the authors are investigating how the training system might be more effective in providing continuing education and training across workers’ lives, since the tertiary education and training sector is currently geared to entry-level training; that is, getting young people ready to enter the labour market. This working paper sets the scene for the next stage of research. It provides a description of current models of education and training which offer a framework for understanding the continuing learning needs of Australian workers. Show less

Authors: Billett, Stephen; Henderson, Amanda; Choy, Sarojni; Dymock, Darryl ... [+] Show more

Date: 2012

Geographic subjects: Australia; Oceania

Resource type: Report, paper or authored book

Series name: National Vocational Education and Training Research and Evaluation program working paper

Subjects: Workforce development; Research; Teaching and learning ... [+] Show more
Experience of school transitions: policies, practice and participants

This book discusses how policies and practices supporting post-school transitions are formulated by and enacted in ... Show more
This book discusses how policies and practices supporting post-school transitions are formulated by and enacted in education systems and schools. It outlines how students, parents, and others in the community engage in these policies. It does this by drawing upon accounts from a range of countries with advanced industrial economies where the expectations for successful transitions are increasingly being aligned to individual, community, and national economic well-being. In countries such as Britain, Australia, Germany, Switzerland, Canada, and the United States, social and economic changes are heightening the importance of young peoples’ transitions from secondary schooling to post-school life in contemporary times. Such transitions now involve negotiations of diverse and sometimes complex educational and work-related pathways.
Excerpt from publication.
The chapters are as follows: Part one, ‘School transitions: overview, policy orientations and theorisations’, contains: Experiences of school transitions: policies, practice and participants / Stephen Billett and Greer Johnson; Reconciling the system world with the life worlds of young adults: where next for youth transition policies? / Karen Evans; Bridging school and work: a person-in-context model for enabling resilience in at-risk youth / Christopher DeLuca, Nancy L. Hutchinson, Joan Versnel, Jennifer Dods, and Peter Chin; Part two, ‘Imperatives for and practices of transitions: international perspectives’, contains: The American shortcut to VET: global policy borrowing for the post-16 educational arena / Richard D. Lakes and Antje Barabasch; Access, coping and relevance of education in youth transitions: the German transition system between labour society and knowledge society / Andreas Walther; Making the transition to post-school life: the Canadian situation / Wolfgang Lehmann; School-to-work transitions in apprenticeship-based VET systems: the Swiss approach / Barbara E. Stalder; Governing schooling, people and practices: Australian policies on transitions / Sue Thomas and Stephen Hay; Part three, ‘Experiences of schooling: contemporary practices and experiences’, contains: Researching transition experiences in Australian senior schooling / Jill Ryan, Greer Johnson, and Stephen Billett; Excluded from the game: a case study of transitions for non-tertiary-bound students in a Queensland private school; Pathways and choice: transitions at Sunny Beach College / Sue Thomas and Jill Ryan; A critical focus on family-school-community partnerships: St Jude’s Secondary College transition program for ‘at-risk’ students / Greer Johnson and Stephen Billett; The impact of interrupted schooling: recent school leavers’ accounts of transitions / Esther Beltermann, Jill Ryan, and Stephen Billett; The translation of transitions policies into school enactment / Cheryl Sim, Stephen Hay, Greer Johnson, and Sue Thomas. Show less

Authors: Billett, Stephen; Johnson, Greer; Thomas, Sue; Sim, Cheryl ... [+] Show more

Date: 2012

Geographic subjects: Germany; Switzerland; Europe ... [+] Show more

Resource type: Edited book

Subjects: Employment; Youth; Teaching and learning ... [+] Show more
Continuing education and training: learning preferences of worker-learners to remain competent in their current jobs

Workers, world-wide, increasingly need to engage in continuing education and training to respond to changing workpl ... Show more
Workers, world-wide, increasingly need to engage in continuing education and training to respond to changing workplace requirements, maintain and increase productivity, remain workplace competent (employable), and participate in longer work lives. Australian workers are no exception here. Yet, given that most of the current Australian tertiary education and training provisions largely focus on initial occupational preparation (i.e. entry-level training), these provisions may not adequately meet the kinds of learning needs of existing workers who need to build upon their initial occupational education and training, or transfer what they know to a new occupation. Therefore, the current focus may need broadening or transformation to better meet the learning needs of Australian workers who face continual change in the requirements for performance in their lengthening working lives. A team of researchers from Griffith University is conducting a three year project, funded by the National Centre for Vocational Education Research (NCVER), to review and appraise current provisions of tertiary education and training and to identify models of tertiary education and training provisions and related pedagogic practices that will be effective in responding to the growing educational project that comprises continuing education and training. This paper reports how some worker-learners from the aged care industry prefer these provisions to be organised for their work and workplaces. The tentative findings advanced here indicate a high preference for everyday learning through work individually, and assisted by other experienced workers and mentors or supervisors in the workplace. These early findings point to demands for a larger component of courses offered by tertiary education and training providers to be delivered at the work site, and for increased levels of on-site support for learning. The findings have implications for changes to policies and provisions for models of continuing education and training. Show less

Authors: Choy, Sarojni; Billett, Stephen; Kelly, Ann

Conference name: Australian Vocational Education and Training Research Association Conference

Date: 2012

Geographic subjects: Australia; Oceania

Resource type: Conference paper

Subjects: Workforce development; Vocational education and training; Employment ... [+] Show more
Continuing education and training models and strategies: an initial appraisal

Changing work requirements, an ageing workforce and lengthening working lives requires an education and training sy ... Show more
Changing work requirements, an ageing workforce and lengthening working lives requires an education and training system that goes beyond entry-level training and supports lifelong learning. This report comes out of a three-year program of research that aims to investigate how best the tertiary education and training system might be organised to maintain the employability of Australian workers across their working lives. Through an investigation of two different industry sectors - community services and health, and transport and logistics - an evaluation of a number of potential training models and strategies that might constitute a national approach to education and training was conducted.
Published abstract. Show less

Authors: Billett, Stephen; Henderson, Amanda; Choy, Sarojni; Dymock, Darryl ... [+] Show more

Date: 2012

Geographic subjects: Oceania; Australia

Resource type: Report, paper or authored book

Subjects: Lifelong learning; Industry; Employment ... [+] Show more
Mature age workers' experiences of learning in accredited courses

Understanding how mature age workers come to engage with training programs has become increasingly important in sus ... Show more
Understanding how mature age workers come to engage with training programs has become increasingly important in sustaining their employability across lengthening working lives. This paper reports the responses to an online survey of a sample of mostly white-collar mature-age workers (45+) about their experiences in undertaking accredited work-related training in Australia. It presents and discusses their motivations for undertaking further education and training and their perceptions of its relevance to their work and of the efficacy of the teaching and learning processes. The paper concludes by identifying the implications for educational institutions and training organisations.
Published abstract. Show less

Authors: Dymock, Darryl; Billett, Stephen; Martin, Gregory

Conference name: Adult Education Research Conference

Date: 2012

Geographic subjects: Australia; Oceania

Resource type: Conference paper

Subjects: Research; Vocational education and training; Employment ... [+] Show more
Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact: final report

The Longitudinal Study of Early Years Professional Status (EYPS) was a three-year study commissioned by the Childre ... Show more
The Longitudinal Study of Early Years Professional Status (EYPS) was a three-year study commissioned by the Children's Workforce Development Council (CWDC) in 2009. EYPS was launched in 2007 and originally heralded in the UK Department for Education and Skills 2006 Children's Workforce Strategy (2006). It was part of a range of measures to develop a more professional early years workforce that would raise the status of work with pre-school children. It set out to investigate if EYPS was achieving its aims by examining the following areas: (a) Early Years Professionals' (EYPs') views on their ability to carry out their roles since gaining Early Years Professional Status; (b) EYPs' practice in relation to: outcomes for children; impact on leadership roles in early years settings; and impact on other aspects of early years settings, such as the quality of practice and interactions, as well as relationships with parents and other agencies; (c) EYPs' career pathway and views on their career trajectory including any motivations or intentions to change setting, role or career; (d) the extent to which EYPs have, or have not, undertaken (or plan to undertake) any further training or professional development; and (e) the issues faced by EYPs in integrating children's perspectives into their approaches to improving the quality of provision.
Excerpt from publication. Show less

Authors: Hadfield, Mark; Jopling, Mark; Needham, Martin; Waller, Tim ... [+] Show more

Date: 2012

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: DfE research report

Subjects: Providers of education and training; Employment; Workforce development ... [+] Show more
Mature age 'white collar' workers' training and employability

Global concerns about the growing impact of ageing populations on workplace productivity and on welfare budgets hav ... Show more
Global concerns about the growing impact of ageing populations on workplace productivity and on welfare budgets have led to a range of government-supported measures intended to retain and upskill older workers. Yet, a consistent theme in the research literature is that older workers are reluctant and harder to train than younger workers, and that, regardless, employers are ambivalent about supporting such training. However, a survey of over 250 mature-age workers in mainly professional and administrative (i.e. 'white collar') roles identified strong interest and belief in their capacity to engage in learning required to maintain their employability, and that their employers are often supportive of their ongoing education and training. The data also indicate that these workers found personal worth in their work, felt respected and acknowledged by co-workers, and wanted to contribute more fully to their workplaces. These findings not only contradict what is consistently reported elsewhere, but suggest that age per se may not be the factor that shapes perceptions of older workers' employability, but the kinds of employment and level of education held by older workers. Therefore, extending the working lives of these valued 'white collar' workers might need to be realised through continuing to provide them with opportunities for rich work and further development to sustain their capacities and interest in contributing to their work and workplaces.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Dymock, Darryl; Billett, Stephen; Klieve, Helen; Johnson, Greer ... [+] Show more

Date: 2012

Resource type: Article

Journal title: International journal of lifelong education

Subjects: Employment; Teaching and learning; Research ... [+] Show more

Change, work and learning: aligning continuing education and training

Experience of school transitions: policies, practice and participants

Continuing education and training: learning preferences of worker-learners to remain competent in their current jobs

Continuing education and training models and strategies: an initial appraisal

Mature age workers' experiences of learning in accredited courses

Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact: final report

Mature age 'white collar' workers' training and employability