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Purpose: The work depicts an organizational learning schema, which reflects on the cognition structure of workplaces during the integration of [artificial intelligence] AI-powered technologies. Design/methodology/approach: This paper summarizes the most recent advances on organizational cognition from organizational studies. The article tries to capture how learning is impacted at the individual level and organization level, with incorporation of AI technologies. Findings: The theoretical schema on organizational cognition could be studied and integrated to fill this gap and support an effective and smooth transition from electronic, computer-based industries (characteristics of the third industrial revolution) to AI powered enterprises. Originality/value: It's one of the first works to discuss organization learning along with AI technologies.

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Towards the end of 1995 the Staff Training and Development Division of TAFE NSW commissioned Barbara Lepani to prepare a discussion paper on 'Vocational Education and Training - 2005' that would explore the future roles and competencies of the vocational education and training (VET) teacher. This discussion paper's aim was to find answers to the following four questions: (1) what will be the main forces and market demands that will influence the shaping of the VET industry in 2005?; (2) what products and services will the VET sector need to produce, and how will they be delivered in order to satisfy customer needs?; (3) how will these forces and services broaden and change the role of VET providers and teachers specifically?; and (4) what capabilities (skills and competencies) will characterise the profile of the future VET practitioner/trainer? Show less

This report was commissioned to explore the impact of participation in learning of a group of people aged 50 to 71, their reasons for participation or not, and the impact of learning on their health, family and social lives. A total of 336 face-to-face interviews were conducted and 30 respondents participated in an in-depth interview during which the impact of and motivation to learn were explored in greater detail. The authors examined patterns of learning, motivations to learn, reasons for not learning, future plans, wider aspects of learners and non-learners and the impact of learning on health and social involvement. A clear range of benefits are reported among learners, particularly in terms of self-confidence, self-esteem and general satisfaction with life.

A summary of the National Adult Learning Survey (1997) for adults aged 16-59 is indexed at TD/TNC 62.661. Show less

The theme for RWL10 is Transitions, Transformations and Transgressions in Work and Learning and Work and Learning Research. The Researching Work and Learning (RWL) conference is the leading international research conference series in the field of work and learning. Established in 1999 by researchers at Leeds University, it is convened every two years. It is a critical platform for researchers and professionals to share research in work and learning, engage in dialogue with colleagues and experts from around the world, deepen their knowledge and advance the field. The conference series is organised through the leadership of the RWL International Advisory Committee, in association with the Journal of Workplace Learning.

While the organisers have considered a variety of contributions, RWL10 seeks to encourage deliberative engagement around these questions in particular: (1) What transitions, transformations or transgressions are influencing work and learning, as societies confront socio-ecological risks like climate change, economic stagnation, social insecurity and inequalities? (2) What are the implications of these transitions, transformations and transgressions for the nature of work, worker identity and agency, careers and career guidance, and work-based learning, among other areas of interest? (3) Does a focus on broader transitions, transformations and transgressions challenge traditional boundaries and framings of work and learning, and the relationship between society, economy, education and work? What is transformative (or not) in RWL research?

This volume contains abstracts for the following papers: Tracking and tracing of artisans / Binaben Akoobhai; Occupations, work and work-oriented education in different countries / Stephanie Allais, Carlo Fanelli, Lazaro Herrera, Lynn Hewlett, Carmel Marock, Hanlie Robertson, Yael Shalem, Glynnis Vergotine; The development of occupational qualifications: has South Africa escaped the failings of the National Qualification Framework? / Naomi Alphonsus; Transforming classroom learning through the implementation of learning organisation principles: a case study of co-curricular development and instruction in Canada / Niroja Arulananthan; Work integrated learning through R&D projects: a case study of student participation in an integration R&D project between Uddevalla Municipality and University West, Sweden / Per Assmo, Thomas Winman; Inspiring and enabling innovation within VET / Antje Barabasch; Work-integrated learning and career development learning as transformative learning pedagogies in Higher Education / Petrina Batholmeus, Pop Carver; Practice theory and methodology: (de)centring leaders in work and learning? / Soren Blem Bach, Buch Anders; Work-related lifelong learning participation: a comparative study between native and foreign-born adults in western countries / Ellen Boeren; Enhancing institutional relationships in the context of the South African National Qualifications Framework: policy in practice / Heidi Bolton, Darren Lortan, Savathrie Maistry, Bruce Graham, Anandh Maistry; Questions of regulation: professional milieus and labour markets for accounting professions in post-Apartheid South Africa / Debby Bonnin, Ruggunan Shaun; Understanding adult learners' sense-making to inform pedagogical innovations in blended learning environments / Xiaofang Bi, Helen Bound, Christine Owen; The infra-structuring of adult learning in Singapore / Arthur Chia; Job crafting practices of restaurant cooks / Arthur Chia, Silin Yang; Renewing workers' education / Linda Cooper, Sheri Hamilton; Organising learning at work: simulation exercises for inter-professional teams to improve clinical outcomes of maternity care / Johanna Dahlberg, Marie Nelson, Marie Blomberg, Madeleine Abrandt Dahlgren; A paradigm shift for ('l)earning-a-living' in a post-industrial world-of-work of mass unemployment / Norris Dalton; A critical analysis of motives for participation in continuing professional development (cpd) in the oral hygiene sector in South Africa: a cultural historical perspective / Freda Daniels; Fostering learner-learner interactionist dynamic assessment through process oriented education / Mark de Boer; Recognition of Prior Learning (RPL): transgressing boundaries between formal and informal learning - an epistemological case study / Frederika de Graaff; Tensions between organisational and individual interests - transitions and transformations in the negotiating communication of training needs within enterprises / Anika Denninger, Bernd Kapplinger; Utilising student heritage in the language classroom for motivation and cultural understanding / Patrick Dougherty, Aya Dougherty; How is user involvement transforming professional work, knowledge and identities? - Studies in the Danish health sector / Betina Dybbroe, Annette Kamp; Activity theory and transformative agency at work: the potential of double stimulation / Yrjo Engestrom, Callie Grant, Takaya Kawamura, Nick Hopwood, Belinda Gottschalk, Joce Nuttall, Irene Vanninen, Marco Pereira Querol, Annalisa Sannino; Learning, identity and transformative agency: a framework for a developmental study of medical students' learning in a healthcare system in turmoil / Valerie Farnsworth; Reflections on 'non-traditional' students as higher education policy constructs and the implications for student identity in work and learning contexts / Colette February; Fostering potential through work integrated learning: applications of behavioural insights / Lori Foster; Occupations and occupationalism: the educational dimension / Jeanne Gamble; Skills and training needs in community based natural resource management / Edson Gandiwa, Antje Barabasch; Developmental change laboratories between university and work in health sciences / James Garraway, Lloyd Christopher; Precarious work in the field of academic work / Janne Gleerup, Niels Warring, Birger Steen Nielsen, Peter Olsen; An analysis of skills within the horticultural sector in South Africa: a value chain approach / Dhiren Govender; Student learning at the interface of university and industry, demonstrated in final year civil engineering assignments / Alison Gwynne-Evans; Learning to deal with psychosocial strains at hospitals / Helge Hvid, Peter Hagedorn-Rasmussen, Henrik Lund; Knowledge democracies / Kerry Harman, Linda Cooper, Hongxia Shan; Youth workforce development in South Africa: analysing the nature of the evidence from programme evaluations / Lynn Hewlett, Carmel Marock; Challenge lab - learning by engaging in society's sustainability transitions / John Holmberg, Johan Larson; Threshold concepts in radiation physics underpinning professional practice in radiation therapy / Lizel Hudson, Penelope Engel-Hills, Christine Winberg; Re-employment after profession change / Leena Ikonen; Experiences of meaning in precarious academic work - initial analysis of an ongoing qualitative study / Anders Jakobsen; Understanding the interface between South Africa's pulp and paper sector and skills required to adopt biorefinery technologies: a case study / Nicola Jenkin; Quality of everyday life supported by digital services - a landscape of practice perspective / Lars-Olof Johansson, Ulrika Lundh Snis; Transforming teaching and learning through feminist pedagogy / Juanita Johnson-Bailey, Nichole Ray; Researching practice and practising research - a hands-on approach to researching innovation practices / Tue Juelsbo, Charlotte Wegener; Negotiating professional knowledge and responsibility in telecare - inter-professional cooperation across sectors / Annette Kamp, Agnete Meldgaard Hansen; The great licensure assumption: deprofessionalisation and hybridisation of engineering in Canada / Michael Klassen; Technology at work - supporting workers and institutions in changing times with transformative, reflexive methodologies / Laure Kloetzer, Laura Seppanen, Sarah Hean, Edwige Quillerou; Contradiction in the ecosystem: understanding the decline of the Southern Cape furniture industry / Andre Kraak; Professional becomings: lines of flight in student nurses' clinical placement / Sine Lehn-Christiansen, Mari Holen; Learning to teach in higher education: formal and informal learning / Brenda Leibowitz, Lynn Quinn, Jo Vorster, Patricia Muhuro; Unhinging paradigms through praxis: locating professional development and professionalisation in recognition of prior learning models / Shirley Lloyd; Double stimulation and scaling within learning networks: features of expansive social learning in Southern African social-ecological work and learning contexts / Heila Lotz-Sisitka, Mutizwa Mukute, Charles Chikunda, Tichaona Pesanayi, Experiencia Chisoni, Louise Madikze, Chamunorwa Muthambo, Yrjo Engestrom, Professional development in intercultural competence of academic and administrative staff in Latin American higher education institutions / Dane Lukic, Yarosh Maria; Exploring learning conditions in a public service organisation during a transformation attempt / Lundkvist Agneta Halvarsson, Kock Henrik; Maria Gustavsson; The role of craft-hubs and post-school education in textile and clothing SME development: a focus on South Africa's mohair, value added through design / Isaac Bongani Mahlangu; Employability skills versus human development skills: dilemmas for undergraduate sociology students in South Africa / Bothwell Manyonga; The National Certificate Vocational (NCV) qualification, continued learning and employment: tracing the destinations of TVET engineering completers in the NW province / Thabo Mashongoane; Change laboratories with youth to reconceptualise work in Lenye village / Lwazi Matiwane; Multicultural learning through dialogue? Exploring the learning process of teachers attending a course on multicultural understanding / Noomi Matthiesen; The influence of biographies and individual agency on the culture of employee learning: the case of administrative assistants at a South African university / George Mavunga; The delivery of the clothing curriculum in South African polytechnic institutions: towards a competitive and sustainable industry / Sibusisiwe Mavuso; Systemic relationships of skills development stakeholders in supporting green economy for addressing unemployment / Surprise Cleopatra Mmotong; Measuring the impact of higher education on development and social change: shifting methodologies / Palesa Malehlohonolo Molebatsi; Green skills in the South African surface coatings sector: a focus on the paint industry / Kedibone Moroane, Presha Ramsarup, Nicola Jenkin, Eureta Rosenberg; Transitions in care for the disabled - assistive robotics, tasks and responsibilities / Niels Christian Mossfeldt Nickelsen; Transgressions and transformations at work: towards a social media practice among Swedish municipality communicators / Livia Norstrom, Ulrika Lundh Snis, Irene Bernhard, Per Assmo; Transforming municipal workers' knowledge-sharing practices to improve healthcare waste management: a formative intervention case study / Priscilla Kgofelo Masilela, Lausanne Olvitt; Processes and lessons from researching co-engaged learning of 'water for food' in and across multiple agricultural learning workplaces in the Amanzi for Food project in the Amathole District, Eastern Cape, South Africa / Tichaona Pesanayi, Tshandapiwa Tshuma, Heila Lotz-Sisitka, Chamunorwa Matambo; Navigating transitions between work and further study: the inner workings and pedagogic agency of RPL as specialised pedagogy / Alan Ralphs, Linda Cooper; An expanded methodological view on learning pathways: a laminated systems perspective / Presha Ramsarup, Eureta Rosenberg, Heila Lotz-Sisitka; Community-engaged learning and employability skills / Alison Taylor, Milosh Raykov; Relational agency for shared understandings towards an integrated education and training system of quality / Julie Reddy, Heidi Bolton; implementing residential learning communities at a liberal arts college in japan: a CHAT analysis / James Reid; Researching green work - an opportunity to rethink how we determine skills demand / Eureta Rosenberg, Daryl Mclean; Exploring convergence and differences in theorising learning in, for, and with work / Henning Salling Olesen, Helen Bound, Yrjo Engestrom, Peter Sawchuk; Liminal ecologies of learning: perspectives on learning and agency / Maggi Savin-Baden; Methodology development for researching work and learning: the glow of unwork? Issues of portrayal of qualitative research / Maggi Savin-Baden, Gemma Tombs; Dialectical materialist methodologies for researching work, learning, change: implications for class consciousness / Peter H. Sawchuk; Transformation of the professional class structure? Negotiating power, skill use and political attitudes in emergent 'knowledge economies' / D.W. Livingstone, Peter H. Sawchuk, Tracey Adams; Taking care seriously: transforming practices by design / Anna Sigridur Islind, Ulrika Lundh Snis, Thomas Lindroth, Per Assmo; Transition at work: introducing video-mediated consultation to cancer rehabilitation / Anna Sigridur Islind, Thomas Lindroth, Johan Lundin, Gunnar Steineck, Ulrika Lundh Snis, Per Assmo; Work integrated learning for educators: the case of the Fundisa for Change teacher education programme / Zintle Songqwaru; Mobilising Freirean pedagogical practices in South Africa and Canada during facilitator training / Ashleigh Steer; Exploring a conceptual framework for understanding workplace knowledge: the case of RPL (APEL) / Colette Tennison; Datafication of professional practices: a posthuman exploration of new accountabilities and fluencies / Terrie Lynn Thompson; The Workplace in transition: exploring emerging challenges and demands for new competence / Helena Vallo Hult, Katrina Bystrom; The 'jobless generation': the role of internships in addressing unemployment among graduates / Jocelyn Vass; A skills intervention analysis / Kevin Wall, Adrienne Vienings; The 'New Skills for New Jobs' skills development initiative for infrastructure delivery / Kevin Wall; A social exchange model: implementing education and lifelong learning for sustainable development / Kevin Wall, Oliver Ive; Popular education at/as work / Shirley Walters, Astrid von Kotze, Jane Burt, Anna James; Aligning policy, strategy and skills for sustainability: an occupationally directed study into green supply chain management in the public sector in South Africa / Mike Ward, Nicola Jenkin, Eureta Rosenberg, Presha Ramsarup; Sustainable value creation, concept formation and expansive learning: exploring the need, potential and mechanisms for changing business models / Mike Ward, Heila Lotz-Sisitka; W(h)ither TVET? / Volker Wedekind; Collaborative partnerships between research and practice: a Nordic perspective on open science / Charlotte Wegener, Marie Undheim, Elisabeth Willumsen; Providing a bridge from university to industry / Samuel Wicomb, James Garraway; A society in flux and the purpose and power of professional work: a perspective from the south / Angelique Wildschut, Bongiwe Mcwango, Tamlynne Meyer; Workplace-based learning programmes and the transition to the labour market / Angelique Wildschut, Glenda Kruss; Transitions, transformations and transgressions: reconceptualising teaching portfolios as knowledge objects in professional learning systems / Christine Winberg; Assembling the educator: transforming teaching for professional postgraduate learning / Simon Winberg; Before and after higher education: code clashing and misrecognition / Karin Wolff; Comparative analysis of intercultural competence and interdisciplinary competence in the organisational context: an exploratory study / Muhammad Zeeshan, Dane Lukic, Saud Al Taj, Rona Beattie; Educating in the Anthropocene / Wayne Hugo; 'Sustainability starts with teachers': mediating change-oriented professional learning to enhance reflexive praxis and agency in teacher education / Caleb Mandikonza.

Edited excerpt from publication. Show less

In this book, there is a discussion about e-learning as an area of research generating its own issues, activities and complexities. Six major themes form linkages in and between chapters. They are: (1) the interdisciplinary nature of e-learning; (2) access and inclusion to the use of such technology; (3) change management facilitating increased use of e-learning; (4) technical elements involved in e-learning in particular converging technologies; (5) interactivity and social interaction; and (6) political aspects including interaction between strategy and practice.

Papers included in this book are: Knowledge, society and perspectives on learning technology / Martin Oliver, George Roberts, Helen Beetham, Bruce Ingraham, Martin Dyke and Phil Levy (pp.21-37); A critique of the impact of policy and funding / Grainne Conole, Janice Smith and Su White (pp.38-54); The design of learning technologies / John Cook, Su White, Mike Sharples, Niall Sclater and Hugh Davis (pp.55-68); The impact of e-learning on organisation roles and structures / Grainne Conole, Su White and Martin Oliver (pp.69-81); Learning theory and its application to e-learning / Martin Dyke, Grainne Conole, Andrew Ravenscroft and Sara de Freitas (pp.82-98); Designing for learning / Grainne Conole, Martin Oliver, Isobel Falconer, Alison Littlejohn and Jen Harvey (pp.101-120); Designing digital resources for learning / Jane Seale, Tom Boyle, Bruce Ingraham, George Roberts and Claire Mcavina (pp.121-133); Managing educational resources / Allison Littlejohn, John Cook, Lorna Campbell, Niall Sclater, Sarah Currier and Hugh Davis (pp.134-146); E-assessment / Niall Sclater, Grainne Conole, Bill Warburton and Jen Harvey (pp.147-159); Academic literacy in the 21st century / Bruce Ingraham, Phi Levy, Colleen McKenna and George Roberts (pp.174-190); Collaboration / Chris Jones, John Cook, Ann Jones and Maarten De Laat (pp.174-189); Learning technologies: affective and social issues / Ann Jones and Kim Issroff (pp.190-202); Evaluation / Martin Oliver, Jen Harvey, Grainne Conole and Ann Jones (pp.203-217). Show less

This article appears in Chapter 1 - Transforming, which deals with various concepts of leadership in the context of technician education and training (TET). The author introduces his topic by asserting that this is a time for decisions to be made whether to follow a path to a completely commercialised global economy with man as 'a helpless cog in the machine', or to use the global society to make knowledge and expertise more widely available. He describes the Colombo Plan Staff College (CPSC) as a leader in TET with a mandate to expand economic development and broaden educational oppportunities for the area. His main concern is cross-cultural technology transfer for 'Planning Prosperity Together' which he sees as a CPSC mandate for TET to work towards economic development and the social requirements for prosperity with broader educational choices for all. Goodine presents several problem areas, often treated individually as separate solitudes, which he believes should be consolidated and looked at cross-culturally. He challenges some of the existing assumptions about organisational cultures and contends that leading change demands a paradigm shift to change the present culture in order to keep TET relevant and useful.

The volume of collected papers is indexed at TD/IRD 88.87. Show less

This module aims to help vocational education and training (VET) practitioners understand the benefits and limitations of using cable television (TV) for educational delivery.

The document forms part of the kit 'Technology and techniques modules'. Other documents included in the kit are 'Multimedia' (TD/NSW 50.23), 'Audiographics' (TD/NSW 50.24), 'Learning guides' (TD/NSW 50.25), 'Videoconferencing' (TD/NSW 50.26), 'Electronic communication' (TD/NSW 50.27), 'Computer managed learning' (TD/NSW 50.28), and 'Satellite and interactive television' (TD/NSW 50.29). The 'Technology and techniques' kit is one of three kits in the 'Emerging practices in a flexible learning organisation' program. Other kits are 'Change management modules' and 'Process modules'. Show less

Over the last half century, in varying degrees and under various names, there has been much interest in learning throughout life for everybody. Although what has been written has stressed its necessity and feasibility, little has been achieved. As is common to all things educational, it has lagged behind the times. Little considered and highly resistant among the obstacles to it are the current concepts, institutions and practices of education. The widespread, systematic study of education in the 19th century grew out of the need to train teachers required by the introduction of universal primary schooling. Concentration by teacher trainers on this task, and their struggle to establish their subject as a coherent discipline to be taught in institutions of higher education, was such that the prevailing view of education came to be restricted solely to children and young people. Rejecting this view, adult educationalists have sought recognition for their discipline, emphasising the difference from initial education. Study of current educational writings from many countries shows that the reconciliation of these two positions, necessary to lifelong education, has not gone very far. Consideration of what might be done to create a process and a habit of lifelong learning for all on the basis of current practice and theory of initial education and adult education, will require fundamental changes in both. There are few signs so far of the political will and the sense of urgency that will be required.

Excerpt from published abstract reprinted by permission of the copyright owner. Show less

The development of scenarios, or ‘collective brainstorming about possible future states-of-the-art’, has gained prominence as an additional strategy for educational planning and policy formation. Scenarios differ from traditional planning techniques in that they take the future as their starting point. This article analyses the technique of scenario development and explores in detail its potential value for vocational education and training (VET) in Central and Eastern Europe (CEE). The authors define scenarios and describe how they may be used in educational decision-making. The potential benefits and drawbacks are also discussed. The outcomes of VET scenario implementation in Estonia are used to illustrate the potential of scenario development as a tool for VET planning in transition economies, being based on the future rather than the past. The authors suggest that the technique be used in conjunction with traditional planning methods in CEE countries.

This article is part of a special issue of the journal entitled ‘VET in transition: renewal, reform or reconstruction?’ The articles are indexed from TD/INT 60.109 to TD/INT 60.115. Show less

This paper examines the future prospects for middle-level occupations. In the first section, middle level skills and qualifications are defined and data on the number and relative importance of associated professional occupations and qualifications in Australia and Victoria are discussed. Section two examines the factors affecting the future demand for middle-level skills, training and further education by considering the needs and perceptions of the key stakeholders, students/graduates, employers and industry training boards and training providers. Section three presents data on the projected demand in the future. Section four proposes a focused strategy to lift the demand for qualifications produced by middle-level TAFE programs. Section five sums up the main findings of the analysis. Show less