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This paper presents a detailed analysis of the changing relationships between Vocational Education and Training (VET) authorities and their clients (industry, enterprises, regions and individuals). It is suggested that the interests of some client groups are likely to conflict with wider national economic strategies as the prescriptive, regulatory practices based on a broad industry strategy are replaced by a decentralised model. For example the exigencies of short term enterprise level planning might contradict long term industry level strategy. On the other hand it is argued that the process of individuals furthering their personal goals, by its very nature, tends to contribute to the national investment in intellectual capital. The paper attempts to define a state of maturity in a VET system on the basis of the degree of mutual responsibility that exists between the various client groups and concludes with suggestions as to how the different groups might act to bring about this state of mutuality.

The volume of collected proceedings is indexed at TD/TNC 57.76; individual papers are indexed from TD/TNC 57.77 to TD/TNC 57.122. 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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The aim of this report is to assist with the development and implementation of effective mentoring for workplaces. Its conclusions are drawn from an investigation of the use of guided learning strategies on five workplaces over a six month period, during which period some key principles and practices, which should assist in making workplaces effective learning environments, were identified. The research methodology is described and findings offered. Show less

This paper presents the findings of a review of recent literature on the topic 'Returns to enterprises from investment in vocational education and training (VET)', under two headings: Enterprises and investment; and Enterprises and returns. The complete proceedings of this conference in one volume may be found at TD/TNC 53.04. Show less

This paper is the work of three different researchers looking at the question ‘what does research tell us about developing a training culture’?

Ian Falk begins by considering the need for a radical new model for thinking about workplace learning, change and research. The old model is almost past its use-by date, and practitioners are moving beyond researchers in a number of significant ways. Robin Sefton talks of the necessity to develop a culture of practice in vocational education and training (VET) that values and encourages research, particularly that of the critically reflective workplace educator. Stephen Billett picks up on the theme of transferability of some of the latest research outcomes on further evidence for the relationship between learning, change and research. Essentially, they argue collectively that if we are looking for the answer to the question about how to change the training culture (for industry, for any organisation or for society), the answer should involve a heavy reliance on research. Whatever name it is called, research of some kind is the quality-assured process through which change ought to occur. Show less

This paper reports the finding of a study into the effectiveness of mentoring in the workplace. Taken as guided learning, selected mentoring strategies were identified and trialed in five workplaces over six month periods. Measures of the participants' workplace knowledge were secured prior to and on completion of the mentoring. Throughout the six month period regular critical incident interviews were conducted to determine linkages between the mentoring strategies and knowledge that had been learnt. The study found that when used these strategies had a positive development on the conceptual knowledge of the mentees. Moreover, key factors were identified which can be used to organise and manage workplace mentoring. These include the preparation required by mentors and participants, the tailoring of mentoring strategies to the particular workplace, and organisational requirements within the enterprise. Show less

This article examines how social sources influence individuals’ thinking, acting and construction of knowledge. Recognising both cognitive and sociocultural constructivist perspectives, it proposes that the particular situations in which individuals engage in vocational activities should be included in frameworks which seek to explain the social genesis of knowledge and its construction by individuals. Engagement in these activities is held to lead to the transformation of individuals’ knowledge through an active and reciprocal process of knowledge construction and reinforcement. This engagement furnishes access to knowledge which is shaped by social sources comprising situational factors and sociocultural and historical levels of development. Learning is viewed as the outcome of participation in activities within particular situations. Individuals’ existing knowledge interacts with that sourced in history, culture and community during engagement in goal-directed activity. Therefore, views about relationships among social sources, thinking and learning need extending to incorporate more fully the roles that particular social circumstances play in the construction of individuals’ knowledge. Consequently, the Vygotskian levels of development need to be augmented by the inclusion of the unique complexes of situational factors of communities of practice where individuals engage in goal-directed activities. However, despite this it is claimed that cognition is not situated, rather being the product of interpretative engagement with social sources which are manifested in particular situations. This view has consequences for the planning of curriculum for vocational education associated with views about curriculum goals, instruction and approach to assessment.

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This paper considers the ways in which adults construct knowledge, and proposes that the transformation and development of adult’s knowledge is secured through participation in social practice through their life history (ontogeny).The author states five underlying premises for his view: that knowledge is constructed through problem-solving; that the knowledge so constructed has conceptual, procedural and dispositional dimensions; that this constructive activity is influenced by the social structures in which it is embedded; that different social practice provides for the construction of knowledge in different ways by privileging different forms of access and different forms of knowledge; and finally that engagement in overlapping communities of practice provides the circumstances of knowledge construction. He concludes that stages in life history should not be regarded as being merely age-related but that individuals cognitive development is significantly affected by the ways in which they are permitted to participate in communities. Show less

Governments are encouraging enterprises to enhance their expenditure on vocational education and training to assist with maintaining and developing further national skill bases, while sharing the cost with those enterprises. However, there are clear differences between what government intends and enterprise practices. This paper reports a review of the recent literature which focuses on the expenditure by enterprise on vocational education and their interest in securing returns on that expenditure. Enterprise expenditure is far from uniform and is influenced by factors including the size of the enterprise, its speciality and location. Moreover, enterprise interest on returns on its expenditure is focused on goals that are of a different kind from those of government and may not be aligned to achieving long-term national goals of maintaining and developing the skilfulness of the workforce. 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