Refining models and approaches in continuing education and training
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This is the final report of a three-year research project to identify and evaluate potential models and practices that might constitute a national approach to continuing education and training. Continuing education and training is emerging as a priority for the nation's vocational education and training (VET) system because of such changes as new work requirements and practices, an ageing workforce and lengthening working lives. The motivation for this research was a concern that the delivery models for entry-level training in Australia may not always be well aligned with the purposes and practices of continuing education and training (see Billett et al. 2012a). This concern is shared across many countries (OECD 2012) and extends to considerations of how VET systems might change to be more responsive to address these changes (CEDEFOP 2009). Included in provisions of continuing education and training are vocational education and training programs offered through registered training organisations (RTOs) and other educational institutions, intentional workplace learning experiences, and individuals' learning through their work independently or with others (e.g. co-workers, supervisors, experts). Previous reports on the project (Billett et al. 2012a, Billett et al. 2014) discuss how a range of models and practices of continuing education and training were appraised and refined for their effectiveness through interviews and short surveys undertaken with 137 workers and 60 managers in five industries and across four Australian states. That appraisal led to the identification of four models of continuing education as being the most preferred and effective by informants directly involved as workers and supervisors in learning within workplaces. As reported in Billett et al. (2012b), these four models are: i) wholly work-based experiences, ii) work-based experiences with direct guidance, iii) work-based experiences with educational interventions, and iv) wholly educational institution-based experiences. In the final phase of the project, during 2013, consultations about the suitability and sustainability of these models were undertaken with professionals in the VET field and a number of senior members of key national agencies concerned with training and workforce development. The purpose of this report is two-fold: i) to report on the processes and outcomes of the 2013 consultations (Phase 3) and ii) to present conclusions about continuing education and training models and practices that support workers' ongoing employability and workforce development, which also draws on the findings from Phases 1 and 2 of this project, completed in 2011 and 2012 respectively.
Copyright Commonwealth of Australia, 2014. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia <http://creativecommons.org/licenses/by/3.0/au> licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Technical, Further and Workplace Education