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This evaluative case study explores the effectiveness of teaching and learning strategies introduced on a critical thinking course within the Diploma of Adult Teaching and Learning. In the first year the course was offered, some participants struggled with the practicalities of critical thinking. In order to address this we set out to design and trial a process that would role model critical thinking skills and practices, making these explicit and visible to the group. We selected three modes of critical thinking to role model: three levels of critical reflective journaling; one on one critical dialogue, a 'pondering round', a structured group process where questions are shared and generated. This paper describes the teaching strategies used, shares the experiences of the tutors, discusses the outcomes of the evaluation undertaken, raises ideas and possible research questions relating to the coexistence of being a teacher and a learner and the power of consciously exposing this within an adult learning context.

Published abstract.

The two volumes of collected papers are indexed at TD/TNC 64.287 and TD/TNC 64.355. Selected papers from volume one are indexed from TD/TNC 64.288 to TD/TNC 64.320; selected papers from volume two are indexed from TD/TNC 64.321 to TD/TNC 64.354. Show less

This study aimed to compare and contrast government policy for the Training Opportunities Programme (TOP) with the perceptions and experiences of TOP trainees. The study identifies and critiques the key features of opportunity in training for the unemployed including 'skills training for employment', promotion of 'lifelong learning', and 'second chance learning'. It poses the question: Is TOP training a place of opportunity or a 'collecting house for end of the line students? Eighteen TOP trainees were surveyed over a six-month period to elicit their perceptions of opportunities, if any, in TOP. Four semi-structured interviews, which were tape recorded and transcribed, tracked the trainees' progress and career pathways on their vocational skills courses and beyond. Features that were perceived as opportunities were the appeal of vocational skills, structure, routine, social interaction and a financial security, personal and vocational challenges; these factors increased confidence and self-esteem. Tutor and training centre networking with employers was the greatest single factor which aided people into employment. Trainees set and achieved a wide range of personal and vocational goals. The study identified limitations in government policy for TOP when compared to the trainees' experiences, and itemised barriers to the promotion of lifelong learning and opportunities for second chance learners. A considerable amount of positive personal and vocational trainee development was not identified in the conventional indicators of success used for reviewing courses. The study goes on to suggest ways of building on current government policy to maximise opportunities for TOP participants and alternative measures for reporting course results to more accurately reflect the trainees' progress on TOP courses. There is minimal independent research into training the unemployed in a New Zealand context, and ideas for further studies are suggested.

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