Presentation on theme: "Continuing education and training: Learning preferences of worker-learners to remain competent in their current jobs Sarojni Choy, Stephen Billett and."— Presentation transcript:
1Continuing education and training: Learning preferences of worker-learners to remain competent in their current jobsSarojni Choy, Stephen Billett and Ann Kelly, Griffith University2012 AVETRA Conference, April 2012, Canberra, ACT
2Premises of CET study Entry-level training: - not sufficient for a lifetime of work- mode of delivery not always appropriate/ desirable for workersA focus on teaching, rather than learning, not always appropriate or desirable.All workers need to engage in continuing education and training (CET):- to respond to workplace requirements; improved productivity, efficiencies and constant change; and- to participate in work for longer.Workers’ knowledge, skills and needs vary
3Overview of CET study Funded by NCVER for 3 years Focus is to appraise current tertiary education and training (TET) provisionsIf these are shown to be inadequate, thento identify additional models for, and approaches to, supporting a national provision of CET to better meet the needs of worker-learners- so that their employability across lengthening working lives can be sustained and- their contributions to the settings in which they work and, collectively, to the nation’s productivity, can be maximised.Phase 1 – Two industry sectors focus of Phase 1 investigations (Aged care and Transport and Logistics)
4Diverse needs of workers’ employability Three focuses on employability:-Unemployed adults who need to learn for work in response to changes – to secure employmentEmployed workers who need to learn at work in response to a range of changes (e.g. technological, legislative) in their workplace - to maintain employmentEmployed workers who wish to progress their careers – to advance their employment
5Aged care component of Phase 1 Focus is on aged care worker’s preferences for CET provisionsto highlight factors that determine their preferencesso that current arrangements could be modified to enhance success in their learning.Twenty nine aged care workers interviewed in face-to-face mode and responded to written questions with items relating to how they:learnt their current jobwere currently learning to remain competentwould prefer to be assisted in their learning.
7Aged care component of Phase 1 (cont) Over half had worked in their current jobs for between 1-5 years; the others had worked for between 6-40 years. The size of the workplaces varied between 6 to over 200 employees. The most common qualifications held were a vocational Certificate, Diploma or Advanced Diploma. 70% indicated that courses and formal qualifications were essential or very important for being able to do their job, obtain advancement or gain other jobs. 72% said that their decision to obtain a qualifications was personal, and 34% stated this was requested and supported by employers. All workers engaged in mandatory learning to meet compliance and licensing requirements; this did not necessarily lead to a qualification.
8Means of learning: Aged care workers 6 most frequently reported means of learningEveryday learning through work – individually (83%);Everyday learning through work individually - assisted by other workers (79%);Everyday learning + group training courses at work from employer (69%);Small group training at work – external provider (52%);Everyday learning + training courses away from work (off-site) (38%);On-site learning with individual mentoring: one-to-one (38%).Key features of these means:Based at workIntegrated as part of everyday workMinimum time away from work site
9Pedagogical practices 5 most frequently reported pedagogical practices:Working and sharing with another person on the job (79%);Direct teaching in a group (e.g. a trainer in a classroom) (72%);Direct teaching by a workplace expert (65%);Self-directed learning individually – online, books, etc. (58%);Group activities in a classroom, guided by a trainer or facilitator (48%).Key features of those practicesBased at workLearning with others at work – individually and in groupsMinimum time away from work site
10Foundations of likely CET models Practice-based experiences with direct guidance Opportunity based experiences Practice-based experiences with educational interventions
11Significant CET practices Individuals working alone: e.g. engaging with resources; individual projects; tertiary/higher education studiesDyads: e.g. expert-novice; peer-sharing; joint project; mentoring; coaching etc; guided learning in the workplaceFacilitated/expert guided group processes, and as in teaching: (e.g. action learning; group facilitated discussion; learning circles, dialogue forums)Integration of experiences in practice and education settings (i.e. before, during, after).
12Implications for CET provisions These aged care workers reported engaging in CET to advance their existing knowledge and competencies;therefore CET provisions need to meet current and emerging legislative requirements and, where possible, offer opportunities for accreditation within the AQF.There is a need for an extension and affordance of learning opportunities in workplaces;this may require new partnerships between employers and RTOs and utilisation of expertise of co-workers.There is a need to consider preferences of workers in the organisation and pedagogical support that is provided through CET.