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The purposes and implementation of adults' lifelong education (LLE) has been shaped by two imperatives: i) neoliberal reforms and ii) focuses on employability and economic outcomes. This has led to LLE taking similar pathways across many countries, i.e., away from a focus on personal and cultural betterment, to one associated with promoting individual employability. However, policies and practices in Japan offers a nuanced contrast to the general trend. That is, the overall focus on LLE, particularly for older Japanese is premised on social engagement, personal enrichment and often captured in 'social education'. There is also a focus on sustaining the adult employability, including the re-employment of retirees, in structured ways and tailored to meet their needs and enacted at the local level.

This paper reviews the manifestations of LLE in Japan to examine how its goals and educational provisions are being developed, enacted, engaged with and evaluated. Overall, it is suggested that Japan has not wholly embraced the tight economic focus on promoting and supporting LLE associated with employability imperatives. Perhaps through the electoral power of the aged population, the provision of educational experiences is focused on longevity, cultural betterment, further education and reducing the social isolation of older Japanese.

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There is a growing interest in practice-based learning in countries with both advanced and developing economies. Much of this interest is directed towards augmenting students' learning within vocational or higher education programmes of initial occupational preparation or those for professional development (i.e. further development of occupational knowledge across working life). The worth of contributions from practice settings and experiences with authentic instances of occupational practice, of course, has been long acknowledged in the major professions and trades. Indeed, most trades and professions have a requirement for individuals to engage in an extensive period of practice prior to being accepted as a tradesperson or professional. So there is now a growing interest in occupationally specific higher education programmes providing these kinds of experiences for novice practitioners. However, beyond their use in initial occupational preparation, there is a wider set of considerations about the utility of practice-based experiences to promote ongoing development across working life. In particular, occupational practice and experiences in practice settings are now being used as a vehicle for professional development. Increasingly, educational programmes organised by universities, technical colleges, and professional bodies, are often either premised upon or partially based within the learner's occupational practice. Hence, at this time, there is a wide and growing acceptance that the experiences provided in practice settings, usually workplaces or work settings, are essential for developing the knowledge required to effectively practice occupations.

Published abstract.

The book from which this chapter is taken is indexed at TD/TNC 101.323; individual chapters are indexed from TD/TNC 101.324 to TD/TNC 101.338. Show less

This document reports on four studies into the cooperation between technical and vocational education (TVE) institutions and the world of work. These studies were part of a series of studies on existing approaches to such cooperation initiated by UNESCO within its UNEVOC Project. The studies took place in Hungary, Romania, Sweden and the Russian Federation. They were undertaken by experts from the countries themselves on the basis of guidelines provided by Dr. R. Barry Hobart, Consultant to UNESCO. A synthesis is provided by Dr. Hobart to identify and describe the common variables that are operating with respect to education for the world of work in each of the case studies included. The report is divided into two sections. The first section contains the studies from Hungary, Romania and Sweden that examined the policies and legislation in TVE designed to enhance cooperation with the world of work. The second section reports on the study from the Russian Federation that investigated aspects of cooperation between the training institution and the individual enterprise in the implementation of such policies. Show less

This brief article describes the work of Centre for Learning and Work Research (CLWR) whose mission is to 'advance understanding of how workplace learning can best serve the needs of a skilled, flexible workforce'. CLWR has undertaken research into vocational expertise, workplace learning, key competencies, technology and learning, and curriculum development for vocational education. The article is one of many in this issue of 'Training agenda' profiling major, Australian centres which specialise in VET and labour market research. Show less

The standing of vocational education and training (VET) is often quite low in many countries. This includes those with developing economies as well those with advanced industrial economies. The outcomes of this low standing include a reluctance of young people and their parents to consider VET as a viable educational option, viewing it as a second option, at best. In addition, this standing can lead to reduced government, industry and enterprise sponsorship and support of VET, thereby adding to its lack of attractiveness for young people. Yet, there is often a mismatch between the worth and benefits of VET and decision-making about it. Consequently, it is necessary to identify factors shaping the standing of VET and initiatives to be enacted for this important educational sector to be considered on its own merits, and supported more by the community, government and employers. Hence, it is more likely to achieve its educational goals for young people, their communities, workplaces and nations.

This chapter presents sets of proposals and strategies to enhance the standing of VET that were advanced in a virtual conference organised by UNESCO-UNEVOC. Entitled 'Improving the standing of VET', the conference was held between the 16 to 24 July 2018 [report available in VOCEDplus at TD/TNC 135.960]. It had 346 delegates from 82 countries, most of whom have developing economies. Delegates shared their perspectives about the standing of VET and offered suggestions on how to make VET more attractive to young people in their countries, and elsewhere. The challenges to be overcome often have entrenched historical, cultural and institutional sources. Constructive contributions were posted by delegates from a wide range of countries, mainly from those with developing economies. The discussions in the chapter progress under five headings: (i) the standing of VET and its consequences, (ii) factors shaping the standing of VET, (iii) perspectives of young people, their parents and familiars, (iv) policies and practices that might enhance the standing of VET, and (v) evaluating the impact of those policies and practices.

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This article describes the procedures and findings of a study of workplace learning arrangements in a mining and secondary processing plant. The evaluation was conducted on-site between July and October 1993, and involved 15 employees of the plant as participants. The study examined the nature and outcomes of workplace learning arrangements, which comprise formal structured learning arrangements and informal learning arrangements experienced as part of everyday work practice. The article commences by outlining the basis for situated learning. The nature of the research method and sample is described next. Three types of formal findings are subsequently reported, through perceptions of the utility of different components of the learning arrangements, providing a comparative analysis among these arrangements and a basis to speculate how types of knowledge are likely to be generated within these arrangements. These findings are then discussed, along with concerns about the development of conceptual understanding through workplace learning and some observations about the role of personal values and epistemologies associated with engaging in learning arrangements.

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Nation states need effective, accessible, and broadly engaged provisions of continuing education and training (CET) to develop the capacities of their working-age populations. Understanding what constitutes accessible and effective CET provisions, is needed to enable informed decision-making about realising governmental goals of securing a skilled, employable, and adaptive workforce. To understand what comprises that efficacy, it is necessary to capture, analyse, and reconcile the perspectives of stakeholders including government agencies, education institutions, CET educators and, most importantly, working-age adults. Reconciliation of these perspectives is essential for establishing what constitutes an effective CET ecosystem, including what kinds of CET provisions can best meet the needs of working-age Singaporeans and their workplaces.

Drawing on an investigation of CET provisions in the island nation, this paper seeks to illuminate and advance how CET provisions might be enacted through an ecosystem perspective to promote employability.

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This report presents the findings of a research project on learning in and for small business with the aim of identifying effective approaches to small business learning and validating those approached with other small businesses. It used the recent implementation of the goods and services tax (GST) and its associated business activity statement (BAS) to study how small business learn and develop the capacities to respond to new tasks and challenges. It was anticipated that there would be no single or uniformly viable approach. Case studies were developed and semi-structured interviews were conducted in thirty small businesses representing a diversity of locations, sizes and specialities, across two states. The project proceeded in four phases: (1) small business learning about and implementing the GST; (2) identifying and delineating a model for learning in small business; (3) appraising a model of learning in small business; and (4) reporting and dissemination. The project found that small businesses had different capacities to learn the ‘same’ task and the scope of the learning task was also different across the small businesses. However, despite the diversity there were some identifiable patterns of responses which assisted in the development of a model of learning in and for small business. It is recommended that vocational education and training (VET) policy and practice be more invitational to small business. Show less

This paper attempts to identify and understand the bases for workplace pedagogic practices which, it is suggested, are central to developing workplaces as effective learning environments. Initial outcomes of an investigation of guided learning in a workplace are described, highlighting how contextual factors determine the nature and quality of workplace pedagogic practices, which in turn encourage or inhibit participation in workplace learning.

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 integration of workplace and school-based experiences is necessary for effective vocational education and training (VET) in schools programs. Access to authentic workplace experiences are likely to be important for programs which both aim to develop an awareness of the world of work as well as to develop specific vocational knowledge. The utilisation of students’ paid part-time work in conjunction with classroom activities has the potential to enrich learning about the world of work and develop the knowledge required for working life. Show less