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This article critiques some assumptions shaping the current discourse on workplace learning. It proposes that these assumptions restrict how workplace learning is conceptualised and discussed. Principally, describing workplace learning environments and experiences as ‘informal’ and that ‘informal learning’ occurs in workplaces constrains understanding about how learning occurs through work and, consequently, the development of a workplace pedagogy. As with educational institutions, in workplaces there are intentions for work practice, structured goal-directed activities that are central to organisational continuity, and interactions and judgements about performance that are also shaped to those ends. Therefore, describing learning through work as being ‘informal’ is incorrect. Instead, the structuring of workplace activities has dimensions associated with learning directed for the continuity of the practice, which also often has inherently pedagogical qualities. Moreover, the unqualified description of learning environments as being either ‘formal’ or ‘informal’ suggests a situational determinism. Instead, learning is proposed as being interdependent between the individual and the social practice. The core tension in this relationship is that between those needs for the continuity of the work practice and individuals’ needs to realise their personal or vocational goals. It is proposed that considerations of learning, learning in workplaces and the development of a workplace pedagogy need conceptualising in terms of participatory practices.

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Australian technical and further education (TAFE) institutes are perhaps the most heterogeneous of the nation’s education sectors. However, TAFE institutes’ capacity to provide inclusive education is constrained by their curriculum focus and pedagogical practices and culturally premised assumptions that may inhibit learning for students from diverse cultural backgrounds and life experiences. This paper reports from a study that investigated the experiences of learning for African students from refugee backgrounds in TAFE institutes. Adopting phenomenological methodology, the study illuminates ways in which the students’ earlier and current experiences shape their learning at TAFE institutes. The findings indicate that, while greatly appreciating being in a safe environment, African students from refugee backgrounds nevertheless experience racial discrimination and social exclusion as they resettle in Australia. Also, the pedagogical practices at TAFE institutes do not always recognise or accommodate the students’ socio-cultural backgrounds and refugee life experiences. In all, the ‘experienced curriculum’ created unhelpful dissonances for these students. Consequently, the paper argues that in order to benefit more fully from their educational experiences in TAFE and also to effectively engage more in the wider Australian society activities, including employment, these students require particular interventions from these institutes and those who teach in them. It is proposed that a social inclusive transformative learning approach intervention is required for African students from refugee backgrounds to attain meaningful educational outcomes in TAFE institutes.

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TAFE institutes offering higher education degrees is a relatively new concept, but the practice is expected to grow as a consequence of government policies aimed at increasing the percentage of Australians holding a bachelor degree. Five research overviews have been developed to accompany the research report on this issue. These overviews draw out the implications of the research for TAFE teachers and managers, staff development and public policy, as well as the issues raised in relation to the status of TAFE degrees. The overviews are based on the research report 'Higher education in TAFE' by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly (indexed at TD/TNC 96.18). Overviews include: Implications for teachers; Status; Implications for staff development; Implications for public policy; Implications for TAFE managers. Show less

This paper outlines curriculum considerations for the ordering, enactment and experiencing of practice-based experiences (e.g. practicums) in tertiary education programs developing occupational specific capacities. Increasingly, these programs are engaging students in practicum experiences (i.e. those in the circumstances of practice). These practice-based experiences require considerable investment on the part of all involved and so need to be used in ways that do justice to those investments. However, such experiences are often provided and engaged in by students without consideration being given to their educational purposes; their likely contributions and how they can be sequenced and utilised to achieve those purposes. Here, the specific concern is to identify bases for considering these purposes and how these might be realised through the selection and sequencing of student experiences. A case study of two practicum experiences comprising midwifery students' 'follow-through' experiences with birthing women and clinical placements is used to identify the kinds of learning that can arise through different kinds of practice-based experiences and how they might be most effectively organised. The concern, therefore, is to identify how the midwifery curriculum (i.e. pathways of experiences) can be ordered and augmented by particular pedagogic practices that assist realise the program's intended learning outcomes. The two different practice-based experiences are found to generate distinct learning outcomes for the students. The follow-throughs generate understandings about the birthing process from the birthing mothers' perspectives and provide goal states for midwifery work and understandings about midwifery practice, whereas the development of clinical capacities that arise through clinical placements. Consequently, the formers kinds of experiences might be best provides before, or in conjunction with second. Importantly, rather than viewing these experiences as being supplementary to what is provided within tertiary education institutions, they need to be consider as particular kinds of experiences on their own terms and engage with and utilise their contributions accordingly.

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The need for vocational education to respond to demand-side factors has become a key policy goal for vocational education in Australia. However, what comprises the demand side has not been critically appraised. Assumptions that only industry and enterprises comprise the demand side are questioned by the legitimate claims for inclusion by regions and individuals. Taking this more inclusive definition of the demand side of vocational education, the outcomes of a study that investigated the changing relationship between industry and enterprises are reported. It also mapped the needs of the four client groups. Identified are both commonality and difference in these needs, some of which are not readily reconcilable within an enterprise or industry-led vocational education system. Means for reconciling the needs of the client groups within curriculum development are discussed, as are some supply-side considerations.

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Australia needs highly skilled workers to sustain a healthy economy. Current employment-based training models have limitations in meeting the demands for highly skilled labour supply. The research reported here explored current and emerging models of employment-based training to propose more effective models at higher vocational education and training (VET) qualifications that can maintain a balance between institution and work-based learning. The project was based around case studies in process manufacturing and child care. Thirty-three individuals, representing employers, employees/apprentices, VET providers, industry bodies and training package developers, were interviewed. The issues and views expressed by those interviewed from both industries were consistent with what was found in the literature review. The study produced a collated set of features for effective employment-based training. It found that for employment-based training models to be effective they must have five main dimensions. They must: (1) be pedagogically sound; (2) be operationally effective; (3) provide quality skills; (4) have utility and be sustainable; and (5) address requirements for quality outcomes. Show less

On their own, the cognitive psychology and sociocultural constructivist perspectives fail to furnish a complete account of adult learning and development. In the past, these perspectives have been viewed as being incompatible because their origins reside in rival and distinct areas of theorising. This paper seeks to propose a more comprehensive basis for adult learning and development by advancing an initial reconciliation between these perspectives, which represent views about the internal processes of the mind and the external influence on cognition. This reconciliation is achieved by identifying areas of commonality and compatibility between these two constructivist perspectives, which provide a likely basis to yield a more comprehensive account of adults’ thinking and acting. It is held that only through an accommodation between social practice and cognition can such an account be realised. Differences between the two perspectives are drawn closer together by current theorising which views an individual’s appropriation of knowledge as being a socially mediated, interpretive and contested process. This, along with the concept of ontogeny or life history, permits closure between the Piagetian and Vygotskian perspectives as they render key differences compatible. It is advanced therefore that deliberations about adults’ construction of knowledge and ongoing developments need to account for the dual contributions of internal processes and external sources provided by constructivist perspectives.

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This report tackles a vexed and complex area. The alignment of research with policy and practice has been the subject of much debate, but few generally-accepted conclusions are reached. Vocational education and training (VET) is an area of particular complexity because of the multitude of stakeholders in its arena of activity. The report adds some insights to the debate, based on extensive fieldwork which includes a range of methods. Alongside its intellectual contribution the report offers some practical tools for evaluating the worth of research and suggests the types of evidence that might be considered in making such judgements. Key points include: (1) most VET research in Australia is government funded and therefore identified in publicly available statistics; (2) there is a range of interest-holders in VET who have particular perspectives about what constitutes worthwhile research and specific premises for how the worth of an individual piece of research, a research publication or a body of research might be appraised; (3) nine premises upon which the worth of research can be appraised were identified; (4) in educational research generally, and therefore in VET, there will be ongoing tension between the concern of some researchers to qualify and nuance their findings and the needs of those end users who want clear application and unambiguous measures of benefits (5) while single pieces of research can be significant in themselves, there is general acceptance that building up a body of knowledge over time can have an impact on both policy and practice; (6) overall, some of the most influential impact factors appear to be timeliness, applicability, accessibility, credibility, dissemination and availability; and (7) directly aligning research, policy and practice is difficult to achieve, but there are signs that at least small collaborations might be possible.

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This electronic document is an overview of the report 'Meeting the demand: the needs of vocational education and training clients' (TD/TNC 61.10). It comprises a set of assertions arising from the investigation and a brief overview of the rationale for the investigation and the means by which it was conducted. It also provides a summary of findings and recommendations for future policy and practice.

The full report of this project may be found at TD/TNC 61.10. Show less

This final chapter serves as a summary of the different approaches to deal with the potentials and challenges of digitization in different areas of education, learning and training. The author argues that changes in occupational and workplace requirements as well as in working life in the era of digitization prompt a reappraisal of the goals and processes of vocational education. These changes include (1) addressing the specific requirements of workplaces and developing occupational competence, and (2) learning knowledge that is difficult to directly experience (e.g. digital knowledge) required for what is often referred to as knowledge work. The author stresses that there is a need for vocational education and training to respond to this challenge. This includes preparing students to become active and intentional learners for their initial preparation and ongoing development across working life.

The author proposes some ways forward by adopting curriculum and pedagogic practices aligned with achieving these kinds of outcomes. This includes considerations of what constitutes effective educational experiences (within both educational institutions and workplaces), ordering and reconciling these two sets of experiences, the use of educational interventions to secure these kinds of capacities within vocational education, including digitized knowledge. This requires accounting for what constitutes existing and emerging occupational and workplace performance requirements and aligning these with the kinds of curriculum and pedagogic practices that vocational education institutions and educators need to advance in an era of digitization.

Edited excerpts from publication.

The book from which this chapter is taken is available in VOCEDplus at TD/TNC 143.278. Show less