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Self-directed learning is variously defined. Different methods have been used in an attempt to provide an empirical description and explanation of what is involved. Generally speaking, self-directed learning may be seen as a dynamic interplay of interests, motivation, strategies, control and assessment. At the same time, as the results of the studies reported here show, it is apparently also related to environmental circumstances as they are experienced. Show less

The aims of the Youth Training Scheme (YTS) are to serve as a foundation for subsequent employment, training and education and to equip young people with the skills and experience needed to create a more versatile, adaptable and well-motivated workforce. The contents of this report are: Introduction to this report: a note for the reader; Background; Changing the learning environment: preliminary research; Developing skilled learners; Learning to memorise and understand things: some research in youth training courses; Further research on memorising; Further research on understanding; Skills of learning related task; Concluding remarks; References. Show less

Vocationalism and competency-based training are mostly seen as opposing principles underlying different VET [vocational education and training] systems. However, despite the fact that the German VET system is influenced by the vocational principle, which is regarded as maintaining a stable system generating high quality vocational qualifications, the competency debate has entered current VET research in Germany. The reason is that learning and work processes change due to increasing globalisation and technological progress, and therefore more flexible and adjustable qualification processes are demanded. Different research activities approach the concept of competency focusing mainly on the question of what constitutes competency in vocational and didactic theory. A widely used and broadly discussed concept is the so called 'professional action competency', which includes technical, methodical, social and personal competency. Although this concept has been the focus of several research projects, the question of its impact on learning processes based on vocationalism has not been answered yet. The paper will discuss this impact by establishing a comparative perspective between competency-based learning processes and processes based on the vocational principle. Their differences and similarities and the question of whether a competency-based approach can be integrated into a vocationally based approach, will be discussed against the background of the current competency debate in Germany. Furthermore, the issue of whether a competency-based approach has potential to improve the flexibility and self-directedness of existing qualification processes will be illustrated by the example of the information and communication technology (ICT) sector where new approaches to vocational learning are evident.

Published abstract.

Available papers from the 8th Australian Vocational Education and Training Research Association (AVETRA) Conference, 'Emerging futures: recent, responsive and relevant research', are indexed from TD/TNC 81.564 to TD/TNC 81.610. Show less

Research suggests that graduates who possess not only high-level technical or 'job-specific' competencies, but also, high levels of generic skills such as problem solving, critical thinking, communication and lifelong learning skills, have added value in their career development. This paper aims to critically assess the effectiveness in terms of reliability, measurability and validity of the assessment methods of generic skills through the problem-based learning (PBL) approach amongst technical vocational education and training (TVET) engineering students. The paper begins by looking at the terminology of generic skills in different countries and the importance of generic skills at the workplace. The paper discusses the approaches used in the generic skills development, focusing on the TVET perspective. The next part of the paper focuses on the generic skills assessment methods through the PBL approach and the problems faced in verifying the assessment in PBL. The paper concludes that the aspects in inter TVET disciplines, different cultures, different education system policies, and globalization alongside rapid technology changes need to be given due consideration when designing the generic skills assessment. The identification and the development of a measurable and reliable method for assessing engineering students' generic skills through the PBL approach are crucial to the overall success of the respective TVET institution.

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The papers included in these volumes present various aspects of learning and the role of learning within different cultures, with an emphasis on post-compulsory education and training. Volume two contains the following papers: Trading across: teachers who have moved from industry to school / Annette Green; Why we need to refurbish our understanding of learning — the strange case of competence / Paul Hager; Learning cultures for apprenticeships: a comparison of Germany and Australia / Roger Harris and Thomas Deissinger; Education and the changing perceptions of the relevance of Te Tiriti o Waitangi = The Treaty of Waitangi in New Zealand today / Ruth Hartnoll; Telling tales: conflicting narratives of identity in a further education college / Michael Humphreys; Does education play a role in ‘practising the art of living’?: the case for designing a customised measurement instrument to evaluate the student outcomes and benefits of VET programs in the Western Australian prison system / Adri Hunt; VCAL - opening up flexible learning and pathways / Arden Joseph; Evaluating the activity of teaching / Clive Kanes; A work-based pedagogy: issues for VET teachers / Lynne Keevers and Sue Outhwaite; Teaching journaling: reflection on the challenges / Wanjiku Khamasi, Erastus Gachii, and Peter Muhoro; What effects will a declining youth cohort have on the organisational functionality of the tertiary sector? / Malcolm King; Vocational education and training in Kenya: lessons for others / Kisilu M. Kitainge; An analysis of institution-based training and work in the automotive industry: the polygon analogy / Kisilu M. Kitainge; Indigenous paradigms: re-imagining practices towards student co-ownership of teaching and learning / Barry Malezer; Dissolving the boundaries and filling the gaps: a case study of addressing skill gaps in a small to medium enterprise in advanced manufacturing / Fiona Martin; Pendulums, policies and Kangan: a possible framework for analysing TAFE policy in Queensland / Greg McMillan, Lisa Ehrich, and Neil Cranston; Collaborative learning in a high-tech classroom: a study of student–teacher discourse / Martha Merrill and John Peters; Proposing a methodology for researching the development of student teacher abilities in design problem-solving / Howard Middleton and John Stevenson; Re-engaging with learning as a result of family and community capacity building projects: a case study from a socioeconomically disadvantaged community / Pat Millar; A suggested model for a ‘working’ horticulture cyberschool ‘special needs’ / Greg W. Miller; Developing meaningful community welfare cultures: can communities of practice exist within models of paucity management? / Susan Mlcek, Regine Wagner, and Merilyn Childs; Learning in two jurisdictions’ post compulsory education and training policies / Gavin Moodie; Making managers in vocational education and training: policy technologies at work / Dianne Mulcahy; How can the interview identify the most expert candidate available for a job? / E. Leigh Olson and Charlie McKavanagh; Teaching economics to the journalists / Gail Pacheco and Maureen Janett.

Volumes of papers are indexed from TD/TNC 77.351 to TD/TNC 77.353. Individual papers are indexed from TD/TNC 77.354 to TD/TNC 77.437. Show less

This emerging doctoral research is concerned with apprenticeships within traditional trade areas that are employed by a group training organisation (GTO) operating within the Australian Capital Territory and Southern New South Wales geographical regions. Using constructivist grounded theory, data collection and concurrent analysis has commenced, with the researcher using semi-structured interviews of apprentices, supervisors and vocational teachers to understand the processes associated with the development of self-directed learning by apprentices. This paper seeks to engage practitioners and researchers within the vocational education and training (VET) community in identifying and discussing the concept of finding value.

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This paper explores the role and nature of the theory that has significantly influenced contemporary approaches to the development of communication skills training (CST) programs. In particular, the author focuses on the ways in which the individual acquires communication skills. A brief overview of some of the defining features of learning theories is provided as background to the discussion of approaches to skill acquisition, including those based on cognitive theory, control theory, and radical behaviourist theory. Approaches to the assessment of communication skill competence are also noted. Show less

In this paper, the impact of evaluation results, using data and experiences from the evaluation of the German pilot vocational education and training (VET) program 'New learning concepts in the dual vocational education and training' in producing innovative change in VET processes and institutions. These evaluations have been recently finalised and look at the impacts of over 20 pilot projects on curriculum redesign and teaching/learning processes throughout Germany. The authors evaluated the change processes on the program actors with a participative evaluation approach. A final questionnaire studied the impacts from the 25 evaluation sessions. To develop the argument, the authors first reflect on the relation of evaluation and learning. Next, they give a short description of the evaluation approach used. Then, different aspects enabling and constraining learning processes are discussed, using empirical data. Show less

This book provides a definitive guide to human resource development, reflecting the changing role of training and learning. It is the ideal handbook for all professional trainers and provides core information needed by students of the topic. The book covers each aspect of the training cycle in detail, and is divided into sections covering: the role of learning, training and development in organisations; the identification of learning, training and development needs; the planning and designing of learning, training and development; delivering learning, training and development assessment; evaluation of learning, training and development; and managing the human resource development (HRD) function. Individual chapters cover specific topics such as: the adult learner; reflective practice; diversity and training; open, distance and flexible learning; and costing and auditing the HRD function. This book includes international case studies, essential data, questions and points for reflection, and a detailed bibliography. It is written by a team of specialists, with contributions from many leading HRD experts and provides questions and answers to the key factors in human resource development.

The contents are as follows: Section one, 'The role of learning, training and development organizations', contains the following chapters: Human resource development / John P. Wilson; Human resource management / John Shipton; Organizational change / Bland Tomkinson; National economic development and human resource development / John P. Wilson. Section two, 'Learning and competitive strategy', contains: Strategy and human resource development / Sue Balderson; Learning organizations and communities of practice: a critical evaluation / Rob F. Poell; Knowledge management / John P. Wilson and Alan Cattell. Section three, 'The identification of learning, training and development needs', contains: The identification of learning needs / Richard Palmer; Performance management and human resource development / Allan Cattell; Making the most of consultancy: perspectives on partnership / David Sawdon. Section four, 'The planning and designing of learning, training and development', contains: Fundamentals of adult learning / Chris Wiltsher; The adult learner: theory into practice / Janet Parr; Reflective practice / Cheryl Hunt; Workplace diversity and training: more than fine words / Joan E. Keogh; Multilingual and multicultural HRD / Toni Ibarz.

Section five, 'Delivering learning, training and development', contains the following chapters: Open, distance and flexible learning / Geoff Chivers; E-learning: a guide to principles and practice / Maggie McPherson; The design of effective group-based training methods / Colin Beard; Problem-based learning (PBL) / John Blewitt; Management training and development: problems, paradoxes and perspectives / Colin Beard and Dominic Irvine. Section six, 'Assessment and evaluation of learning, training and development', contains: Evaluation and assessment / Catherine Edwards Zara; Accounting for the human resource development function / Chris Wiltsher; Intellectual capital / Allan Cattell. Section seven, 'Managing the human resource function', contains: Total Quality Training and human resource development / John P. Wilson; Marketing human resource development / Jennifer Joy-Matthews; Managing the human resource development function / Pete Sayers. Show less

Historically, police educators delivering academy programs have overused traditional or teacher-centred methods as part of an authority driven command and control culture. In addition to being educationally unsound, this teaching approach has limited the development of the critical thinking skills needed for effective reform in the community policing era. Problem-based learning (PBL), a teaching method linked to social constructivist theory, has been widely advocated in recent years as an alternate teaching method in police academies to promote deeper and integrated learning of content, with the benefit of also developing the problem-solving and teamwork skills. However, implementing learner-centred methods such as PBL can be challenging as it runs counter to traditional teaching cultures.

Recent research into the teaching and development experiences of police educators by the author has discerned aspects of the facilitator role that can inform and maximise the impact of methods such as PBL. This paper synthesises an understanding of the facilitator role as described in these experiences with the underlying learning theory of Vygotsky's zone of proximal development (ZPD). This theoretical discussion is then applied via a proposed model of police learning to highlight the facilitators' role in developing problem-solving within a policing context.

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