Search Results

In 2003, workers at the Winnipeg plant of Boeing Canada Technology asked for the opportunity to earn their high school diploma through courses offered in the workplace. Subsequently, the Boeing Mature Student Diploma program was developed. In this case study, the author explores the learning journey of workers participating in this program. Data collection was achieved through interviews and journal keeping of three workplace learners, two workplace instructor interviews, and by administering the Effective Lifelong Learning Inventory survey to an additional 16 workers, from which a random sampling of responses was used. The author has divided her discussion into the following categories: (1) initial worker decisions and motivators; (2) changes that occurred during the program; (3) a springboard to recent informal learning; and (4) looking ahead down the learning path.

Published abstract reprinted by permission of the copyright owner. Show less

Preparations are being made for the Sixth International Conference on Adult Education (CONFINTEA VI): ‘Living and learning for a viable future - the power of adult learning’, to be held in Brazil in 2009. As part of these preparations, member states are requested to prepare a national report on the developments in adult learning and education since 1997 (CONFINTEA V), on the current state of the art and future challenges of adult learning and education. These reports will constitute a major input for the Brazil conference, help to prepare a regional synthesis for the regional preparatory conferences and supply critical data for a Global Report on Adult Learning and Education (GRALE).

Global trends and the fact that Montenegro is in a transitional period have led to the need to reform the traditional educational system. The new educational system should be compatible with strategic development goals and the objectives of social and economic reforms in Montenegro: to build a democratic, economically prosperous and open society based on the rule of law, harmonious multi-ethnic coexistence, understanding and tolerance. These reforms require citizens to: contribute to economic progress, including employability and standard of living; act responsibly on the basis of the principles and norms of a democratic society; and be prepared for lifelong learning in order to be able to adapt to the changes in the labour market. The process of educational reform in Montenegro in the area of adult education focused on lifelong learning and the importance of social partnerships to achieve this, which led to defining a new approach and a clear concept of adult education. This reform process in Montenegro for the first time treats adult education in a qualitatively new way and equal with other segments of educational system. The reform specifies seven objectives: (1) to define adult education as a part of a uniform system of publicly valid education; (2) to improve the functional literacy and education level of people over 35; (3) to offer free elementary adult education; (4) to offer job training for people who did not complete education or for vocational rehabilitation; (5) to provide a system of re-qualification and further qualifications; (6) to support training within organisations; and (7) to increase the level of formal education for people over 30. Main areas that Montenegro will focus on relate to: enabling learners to acquire publicly recognised certificates of qualifications which are based on occupational standards; respect for and assessment of knowledge and skills acquired through non-formal and informal education and through work and life experiences; creating conditions and opportunities for distance education; and protecting the adult education profession by defining standards of knowledge and skills in teaching and training. Show less

Our paper explores some recent innovations in workshop-based learning practice that come out of community-based men's sheds in Australia. It deliberately goes beyond an exploration of the 'typical' community-based men’s shed, already explored in our forthcoming National Centre for Vocational Education Research (NCVER) research report and looks at some new and productive interactions between sheds and other informal learning organisations. We go to the margins of rapidly evolving shed practice and single out three types of shed-based organisations that work with school resisters, Vietnam veterans and older men in aged care. Our aim is to illustrate, using new Australian narrative data, some theoretical and practical implications and benefits of reciprocal, workshop-based mentoring relationships involving men of different ages. Our focus is on ways in which men with a skill or trade are able, in a situated and authentic learning context, to informally ‘weave magic’ for and with other men, and in some cases with young people. Our paper provides pointers to some of the principles underpinning successful informal and community-based learning practice for older men: particularly the need for a high level of engagement; the choice of an appropriate and safe setting; and to account for the differences associated with age and gender. We articulate an imperative for 'bringing more blokes' into all forms of learning in Australia including through more informal, community-based learning as well as through adult and community education (ACE). Our paper and its conclusions have implications for other workshop and shed-based learning practice in vocational education and training (VET) as well as informal and community-based learning by volunteers in the quintessential and ubiquitous Australian fire and football sheds.

Published abstract.

Available papers from the 10th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 89.401 to TD/TNC 89.447. Show less

Researchers are now investigating learning outside formal educational settings. In this paper the authors report on a collaborative research partnership in which they are involved. The research is aimed at determining the nature and extent of the significance of informal learning and its contribution to organisational performance. It is suggested that research into workplace learning needs to take into account the reflexive nature of the researchers’ learning, with the paper reporting how the research team members investigated their own learning. The contemporary context of collaborative research is analysed and existing collaborative research models are critiqued. The researchers’ own experience in learning as part of the research process is described and it is concluded that workplace learning is influenced by all the personal, cultural and contextual features that affect the work environment.

The complete volume, with papers from sections 1-5 listed, is indexed at TD/TNC 71.26; the complete volume, with papers from section 6-10 listed, is indexed at TD/TNC 71.27; selected individual papers are indexed from TD/TNC 71.28 to TD/TNC 71.75. Show less

The Young Adults Learning Partnership (YALP) is a joint UK initiative between the National Institute of Adult Continuing Education (NIACE) and the National Youth Agency (NYA). YALP began the 'Success factors in informal learning: young adults' experiences of literacy, language and numeracy' project in August 2003. The project focuses on informal education and the development of socially-excluded young adults' literacy, language and numeracy skills. The project is due for completion in November 2004. This interim report describes the activities of the project from August 2003 to April 2004. It provides an overview of the data collected through the research activities in phase one of the project and the emerging themes from initial analysis. The research aimed to identify practices, materials and resources currently being used to develop the literacy, language and numeracy skills of socially excluded young adults. The purpose was to develop a framework of critical success factors for working informally and non-formally in this area. The report identifies the overall themes arising from the research, including: the characteristics of young adults involved in literacy, language and numeracy learning; how practitioners are working to engage and develop sustainable relationships with them; models of delivery in literacy, language and numeracy provision for this cohort; assessment and accreditation; practitioner training; and funding issues. Future plans include: the coordination of a consultation panel to review and evaluate teaching and learning resources for literacy, language and numeracy work with this group; follow up activities recommended by the panel; and a wide-ranging consultation with practitioners on their experiences of training and perceptions of need. Some emerging themes from the research include: (1) most projects are working across the spectrum of formal, non-formal and informal approaches to learning, resulting in a variety of hybrid forms of delivery that respond to competing needs and pressures in each setting; (2) provision of this type is usually located within community venues rather than formal educational environments; and (3) the majority of funding is short-term and temporary, leading to uncertainty and anxiety about continuing or developing work in this area.

The final report is indexed at TD/TNC 85.62. Show less

This booklet is one in a series of 29 booklets documenting workshops held at the Fifth International Conference on Adult Education and provides an overview of the major issues discussed at a workshop on work-related adult learning. With the introduction of new information and communication technologies, the world of work has changed considerably. This booklet emphasises that, in this time of change and transition, work-related adult learning needs to respect the unity of human beings as citizens, individuals and workers and that people's competencies cannot be reduced to their vocational skills. It discusses the changing structure of work, changes in the pattern of employment and the impacts of increasingly integrated global markets. Work-related adult learning is discussed within this context, highlighting the important role of workplace learning and the increasing focus on knowledge-based investment and the benefits it can deliver to both employers and employees. It also discusses the diversification and reforms of national training systems in order to meet the labour market needs for the future.

The full set of booklets is indexed at TD/INT 61.71. Show less

The eAssessment project is a Leonardo pilot project developing a diagnostic skills assessment software tool for European small to medium sized enterprises (SMEs). The project was conceived to respond to the working hypothesis that employees in small and medium sized businesses across Europe learn primarily through informal means, where less structured, on the job learning is the predominant model. The aim of the project therefore is to trial innovative information and communications technology (ICT) applications that will enable small businesses to analyse the training needs of individual staff and select an optimal learning strategy within a business context. A consensus was reached by the project team on selection of competencies or skills likely to make a continuing contribution to the competitiveness of European SMEs. The overall list of relevant competencies was therefore simplified into: communications skills, teamwork and ICT aptitudes, as these would be easier to represent online. It was anticipated by partners that these competencies could be more readily scaled up or down into levels of attainment meaningful to employees of SMEs, as they sought to develop personal skills that would support their careers progression. The study found that in the services sector, interpersonal and teamwork skills were most highly valued, closely followed by verbal communications skills, motivation and flexibility.

Available papers from this conference are indexed from TD/TNC 91.451 to TD/TNC 91.476. Show less

This document is the result of a call from the Canadian Council on Learning’s Work and Learning Knowledge Centre (WLKC) for a synthesis research project on work-related informal learning in order to develop an evidence base about such learning. The objectives were to contribute to the development of a working definition of informal learning; describe the incidence and characteristics of work-related informal learning in Canada; discuss practices being used in Canada to support and/or assess work-related informal learning; map the field of practice in terms of key actors involved in work-related informal learning; and develop a knowledge exchange plan for WLKC with respect to work-related informal learning. The project was based on a literature review, combined with consultation with experts and stakeholders, including business, labour, educators, researchers and community trainers. The literature review was confined to the 2000-2008 timeframe. The consultation process involved inviting 100 stakeholders to complete an online survey, then doing follow-up discussions with selected respondents. The authors note that work-related informal learning is neither well defined nor well understood by key stakeholders. They also point out that the terminology used to describe work-related and informal learning is often unclear and overlapping.

Abstract from National Adult Literacy Database (NALD) website. Show less

In educational research and practice, discussions of adult education have in recent years increasingly focused on matters of informal learning. In this context, the question also arises of the recognition to be given to competencies gained in this way in comparison with those acquired formally, and the criteria to be applied to certificating them. The author puts forward three models. Prof. Joachim Knoll is Professor Emeritus of Adult Education, Ruhr-Universitat Bochum. He has supported the work of the IIZ/DVV for many years and is a member of the Advisory Board for International Affairs of the German Adult Education Association. In 2004, he was awarded an Honorary Doctorate by the Free University of Berlin.

Published abstract reprinted by permission of the copyright owner. Show less

This case study involves nine employees at a High Liner Foods frozen seafood processing plant in Lunenburg, Nova Scotia, who participated in an advanced communication program offered at the workplace. The data for this study comes from these workers as well as adult education instructors who shared their thoughts, experiences and observations about learning. In her study, the author examines the interplay between informal and formal training and the association between organizational support for learning and employee participation in both formal and informal workplace learning. She also discusses workers' decisions to participate in training, the benefits of training, informal learning behaviours and attitudes towards lifelong learning.

Published abstract reprinted by permission of the copyright owner. Show less