Description:
In this final, collaborative paper in the Learning to be drier edition, we reflect on and draw together some of the key threads from the diverse narratives in our four site papers from across the southern Murray-Darling Basin. Our paper title, Wicked learning, draws on a recent body literature (Rittel & Webber 1973) about messy or 'wicked problems' as characterised by Dietz and Stern (1998). It picks up on our identification of the difficulty and enormity of the learning challenges being faced by communities, associated, at best, with a decade of record dry years (drought) and severely over-committed rivers. At worst, drought is occurring in combination with and as a precursor to recent, progressive drying of the Basin associated with climate change. Our research is suggestive of a need for much more learning across all segments of the adult community about '... the big picture, including the interrelationships among the full range of causal factors ...' (Australian Public Service Commission, APSC 2007: 1) underlying the presenting problem of drying. We conclude that solutions to the messy or wicked problem of drying in an interconnected Basin will lie in the social domain. This will include building a wider knowledge and acceptance of the problems and likely future risks across the Basin including all parts of communities. The problem of drying as well as its causes and solutions are multidimensional, and will involve comprehensive learning about all five key characteristics of other 'wicked' policy problems identified in previous research in the environmental arena. The narratives that we have heard identify the extreme difficulty in all four sites of rational and learned responses to being drier as the problem has unfolded. All narratives about being drier that we have heard involve a recognition of a combination of the five characteristics common to wicked problems: multidimensionality, scientific uncertainty, value conflict and uncertainty, mistrust as well as urgency. All narratives identify the importance of social learning: to be productive, to be efficient, to survive, to live with uncertainty, to be sustainable and to share. Combating the extent and effects of drying, causality aside, will require new forms of learning through new community, social and learning spaces, apart from and in addition to new technological and scientific learning.
Description:
In this final, collaborative paper in the Learning to be drier edition, we reflect on and draw together some of the key threads from the diverse narratives in our four site papers from across the southern Murray-Darling Basin. Our paper title, Wicked learning, draws on a recent body literature (Rittel & Webber 1973) about messy or 'wicked problems' as characterised by Dietz and Stern (1998). It picks up on our identification of the difficulty and enormity of the learning challenges being faced by communities, associated, at best, with a decade of record dry years (drought) and severely over-committed rivers. At worst, drought is occurring in combination with and as a precursor to recent, progressive drying of the Basin associated with climate change. Our research is suggestive of a need for much more learning across all segments of the adult community about '... the big picture, including the interrelationships among the full range of causal factors ...' (Australian Public Service Commission, APSC 2007: 1) underlying the presenting problem of drying. We conclude that solutions to the messy or wicked problem of drying in an interconnected Basin will lie in the social domain. This will include building a wider knowledge and acceptance of the problems and likely future risks across the Basin including all parts of communities. The problem of drying as well as its causes and solutions are multidimensional, and will involve comprehensive learning about all five key characteristics of other 'wicked' policy problems identified in previous research in the environmental arena. The narratives that we have heard identify the extreme difficulty in all four sites of rational and learned responses to being drier as the problem has unfolded. All narratives about being drier that we have heard involve a recognition of a combination of the five characteristics common to wicked problems: multidimensionality, scientific uncertainty, value conflict and uncertainty, mistrust as well as urgency. All narratives identify the importance of social learning: to be productive, to be efficient, to survive, to live with uncertainty, to be sustainable and to share. Combating the extent and effects of drying, causality aside, will require new forms of learning through new community, social and learning spaces, apart from and in addition to new technological and scientific learning.
Description:
The paper reports on a study examining the issues facing vocational education and training (VET) practitioners who aspire to undertake formal research and move towards publishing their research. Research participants were drawn from attendees at a publishing workshop that was mounted at the 2008 conference of the Australian Vocational Education and Training Research Association (AVETRA). The study utilised notes made by the conveners of that workshop, and the collective work produced in groups of participants, responses to an email interview six months after the date of the workshop, and subsequent in-depth telephone conversations. The study showed that practitioner researchers faced considerable difficulties in pursuing their research and publication goals, and analysis of findings suggest that these difficulties may reflect a lack of legitimacy for research within VET practice and VET institutions. [ABSTRACT FROM AUTHOR]
Description:
The paper reports on a study examining the issues facing vocational education and training (VET) practitioners who aspire to undertake formal research and move towards publishing their research. Research participants were drawn from attendees at a publishing workshop that was mounted at the 2008 conference of the Australian Vocational Education and Training Research Association (AVETRA). The study utilised notes made by the conveners of that workshop, and the collective work produced in groups of participants, responses to an email interview six months after the date of the workshop, and subsequent in-depth telephone conversations. The study showed that practitioner researchers faced considerable difficulties in pursuing their research and publication goals, and analysis of findings suggest that these difficulties may reflect a lack of legitimacy for research within VET practice and VET institutions. [ABSTRACT FROM AUTHOR]
Description:
Early in 2011, the Australian Association for Research in Education (AARE) and the Australian Council of Deans of Education (ACDE) established a joint working party to create a strategic plan for strengthening national research capacity in the field of Education. This proposal followed the publication of Excellence of Research in Australia (ERA) 2010 results, which revealed that the national average weighting of Australian research in Field of Research 13 (FoR 13) - Education was well below the 'world standard' rating of 3.0. Moreover, the 2010 ERA data demonstrated that we had no up-to-date picture of who is involved in educational research, what their strengths are, or how they relate to one another. As an input into strategic research capacity building in Australian educational research, this project begins the process of documenting who 'we' are as educational researchers. The research described within the report used an ecological model to address the project's overarching question, which was: What is the topography of Australian educational research?
Description:
Early in 2011, the Australian Association for Research in Education (AARE) and the Australian Council of Deans of Education (ACDE) established a joint working party to create a strategic plan for strengthening national research capacity in the field of Education. This proposal followed the publication of Excellence of Research in Australia (ERA) 2010 results, which revealed that the national average weighting of Australian research in Field of Research 13 (FoR 13) - Education was well below the 'world standard' rating of 3.0. Moreover, the 2010 ERA data demonstrated that we had no up-to-date picture of who is involved in educational research, what their strengths are, or how they relate to one another. As an input into strategic research capacity building in Australian educational research, this project begins the process of documenting who 'we' are as educational researchers. The research described within the report used an ecological model to address the project's overarching question, which was: What is the topography of Australian educational research?
Description:
Much of the literature all Vocational Education and Training (VET) professional development for teachers and trainers in Australia has been descriptive, outlining the development, construction and outcomes of a range of initiatives or analysing the nature and extend of initial and ongoing professional development for teacher sand trainers. There has been lillie critical analysis of curricula which led to the attainment what has been the most common Australian initial VET teacher/trainer qualification - the Certificate IV in Assessment and Workplace Training, either in terms of the intended or enacted curricula as it was delivered in many hundreds of locations across Australia. This paper addresses this gap. It presents the outcomes of research that examined ways in which learners and processes of learning were constructed, understood and embedded in the delivery of the Certificate IV in Assessment and Workplace Training (AWT). This qualification was delivered from 1998 until November 2006. In late 2004 a new Certificate IV ill Training and Assessmet (TAA) was introduced, but there was a 'teach-out period' of two years on the old qualification. The study involved 16 case studies of registered training organisations that delivered the Certificllte IV in AWT. The paper updates the study by examining how the changes associated with the new qualification may affect understandings of learners and learning.
Description:
Much of the literature all Vocational Education and Training (VET) professional development for teachers and trainers in Australia has been descriptive, outlining the development, construction and outcomes of a range of initiatives or analysing the nature and extend of initial and ongoing professional development for teacher sand trainers. There has been lillie critical analysis of curricula which led to the attainment what has been the most common Australian initial VET teacher/trainer qualification - the Certificate IV in Assessment and Workplace Training, either in terms of the intended or enacted curricula as it was delivered in many hundreds of locations across Australia. This paper addresses this gap. It presents the outcomes of research that examined ways in which learners and processes of learning were constructed, understood and embedded in the delivery of the Certificate IV in Assessment and Workplace Training (AWT). This qualification was delivered from 1998 until November 2006. In late 2004 a new Certificate IV ill Training and Assessmet (TAA) was introduced, but there was a 'teach-out period' of two years on the old qualification. The study involved 16 case studies of registered training organisations that delivered the Certificllte IV in AWT. The paper updates the study by examining how the changes associated with the new qualification may affect understandings of learners and learning.
Description:
An important plank in lifelong learning policy in both the UK and Australia has been the opportunity for workers to gain qualifications through work. In Australia this opportunity has often been provided through the traineeship system which is a form of ‘modern apprenticeship’ that has now been in place for twenty years. Two national Australian research projects on the delivery of qualifications through work have been undertaken over a five-year period by the authors and colleagues. Both projects involved research with workers, managers, training providers, industry bodies, and relevant officials at State and national level. The 2003 project surveyed 400 companies that provided qualification-based training at work and also included twelve enterprise case studies. The 2008 project involved six indepth industry case studies, each of which involved interviews with relevant senior stakeholders and two enterprise case studies, as well as in-depth interviews with senior policy officials, employer peak bodies and trade unions. The studies showed that many advantages accrue to workers as well as to employers from the delivery of qualifications through work. However there are also some disadvantages and problematic areas for workers, some of which may become more apparent as the global financial crisis affects employment. In the discussion, some parallels are drawn between the Australian and the UK approach to delivering qualifications to lower-level workers through work.
Description:
An important plank in lifelong learning policy in both the UK and Australia has been the opportunity for workers to gain qualifications through work. In Australia this opportunity has often been provided through the traineeship system which is a form of ‘modern apprenticeship’ that has now been in place for twenty years. Two national Australian research projects on the delivery of qualifications through work have been undertaken over a five-year period by the authors and colleagues. Both projects involved research with workers, managers, training providers, industry bodies, and relevant officials at State and national level. The 2003 project surveyed 400 companies that provided qualification-based training at work and also included twelve enterprise case studies. The 2008 project involved six indepth industry case studies, each of which involved interviews with relevant senior stakeholders and two enterprise case studies, as well as in-depth interviews with senior policy officials, employer peak bodies and trade unions. The studies showed that many advantages accrue to workers as well as to employers from the delivery of qualifications through work. However there are also some disadvantages and problematic areas for workers, some of which may become more apparent as the global financial crisis affects employment. In the discussion, some parallels are drawn between the Australian and the UK approach to delivering qualifications to lower-level workers through work.
Description:
This research project, part of a much larger study, considered how people in regional communities learnt to deal with the impact of reduced water availability as a result of drought or climate change. The communities in the Mallee-Wimmera region of Victoria, Australia, were the focus of this study and a range of local people from different sectors of the communities were involved in interviews, which became our main data source. We recognise the limitation that not all viewpoints could possibly be accessed in the participant selection process. The resultant data indicated that significant changes were being made to local practices as a result of the learning taking place and that there were a range of processes which enabled adult learning across the communities.
Description:
This research project, part of a much larger study, considered how people in regional communities learnt to deal with the impact of reduced water availability as a result of drought or climate change. The communities in the Mallee-Wimmera region of Victoria, Australia, were the focus of this study and a range of local people from different sectors of the communities were involved in interviews, which became our main data source. We recognise the limitation that not all viewpoints could possibly be accessed in the participant selection process. The resultant data indicated that significant changes were being made to local practices as a result of the learning taking place and that there were a range of processes which enabled adult learning across the communities.
Description:
A number of factors influence the motivations of employers to train their workforce and the ways in which they engage with the training system. This study combines a national survey and interviews with Australian employers and registered training organisations (RTOs) to provide a comprehensive picture of the way in which employers navigate the Australian training system and how partnerships with RTOs are established. The study also provides insight into how practices have evolved over the last 20 years.
Description:
A number of factors influence the motivations of employers to train their workforce and the ways in which they engage with the training system. This study combines a national survey and interviews with Australian employers and registered training organisations (RTOs) to provide a comprehensive picture of the way in which employers navigate the Australian training system and how partnerships with RTOs are established. The study also provides insight into how practices have evolved over the last 20 years.
Description:
The purpose of this report is to use ideas gained from ten other national apprenticeship systems to put forward options for the Indian system. These countries are Turkey, Indonesia , Egypt, South Africa, Australia, Canada, USA, England, Germany and France. The report of the international phase of the research project is separately available. The latter includes individual country case studies containing detailed information about the systems in these other countries [in addition to an Indian case study] presented ina common structure, a cross-case analysis, and a proposed framework for a model apprenticeship system.
Description:
The purpose of this report is to use ideas gained from ten other national apprenticeship systems to put forward options for the Indian system. These countries are Turkey, Indonesia , Egypt, South Africa, Australia, Canada, USA, England, Germany and France. The report of the international phase of the research project is separately available. The latter includes individual country case studies containing detailed information about the systems in these other countries [in addition to an Indian case study] presented ina common structure, a cross-case analysis, and a proposed framework for a model apprenticeship system.
Description:
In Australia approximately 3.5% of the working population is employed in apprenticeships and their newer counterparts traineeships (both of these are combined under the title of Australian Apprenticeships). While apprenticeships were originally intended for young school-leavers they are now open to people of all ages and to part-time as well as full-time workers. The huge growth in numbers, over 300% since the mid-1990s, has been the result of very conscious planning and financial investment by the Australian government. This paper, using data drawn from a series of research projects, analyses the different agencies that help to promote and manage the apprenticeship system. The paper points out both positive and negative effects of the large numbers of agencies involved.
Description:
In Australia approximately 3.5% of the working population is employed in apprenticeships and their newer counterparts traineeships (both of these are combined under the title of Australian Apprenticeships). While apprenticeships were originally intended for young school-leavers they are now open to people of all ages and to part-time as well as full-time workers. The huge growth in numbers, over 300% since the mid-1990s, has been the result of very conscious planning and financial investment by the Australian government. This paper, using data drawn from a series of research projects, analyses the different agencies that help to promote and manage the apprenticeship system. The paper points out both positive and negative effects of the large numbers of agencies involved.
Description:
This project was undertaken with funding from the International Labour Organization (ILO) and the World Bank. It was designed to inform the redevelopment of the Indian apprenticeship system. Government officials wanted to consider features of good practice from around the world. Ten expert international researchers were identified and provided case studies about their own countries’ apprenticeship systems; a cross-case analysis produced a framework for a ‘model apprenticeship system’. Measures of success for apprenticeship systems were also identified.
Description:
This project was undertaken with funding from the International Labour Organization (ILO) and the World Bank. It was designed to inform the redevelopment of the Indian apprenticeship system. Government officials wanted to consider features of good practice from around the world. Ten expert international researchers were identified and provided case studies about their own countries’ apprenticeship systems; a cross-case analysis produced a framework for a ‘model apprenticeship system’. Measures of success for apprenticeship systems were also identified.
Description:
While the Australian apprenticeship and traineeship system is currently strong, the overall strength belies some areas of weakness. One of these areas is the uneven nature of demand from applicants for positions as apprentices and trainees, which means that some industries, occupations and employers struggle to find enough applicants while others are over-subscribed. While apprenticships or traineeships in some occupations and/or companies offering positions within those occupations find it difficult to attract applicants of a suitable calibre. This paper reports on a research project undertaken during 2010, with 21 employers who employed apprentices and trainees. The different recruitment strategies and outcomes of the companies are described and the possible for companies' apparent success or failure to attract suitable applicants are discussed. Some suggestions for future policy and practice at company, regional and national level are offered.
Description:
While the Australian apprenticeship and traineeship system is currently strong, the overall strength belies some areas of weakness. One of these areas is the uneven nature of demand from applicants for positions as apprentices and trainees, which means that some industries, occupations and employers struggle to find enough applicants while others are over-subscribed. While apprenticships or traineeships in some occupations and/or companies offering positions within those occupations find it difficult to attract applicants of a suitable calibre. This paper reports on a research project undertaken during 2010, with 21 employers who employed apprentices and trainees. The different recruitment strategies and outcomes of the companies are described and the possible for companies' apparent success or failure to attract suitable applicants are discussed. Some suggestions for future policy and practice at company, regional and national level are offered.
Description:
This paper reports on the perceptions of key Australian stakeholders who were interviewed about the controversial issue of quality in traineeships. Interviews were carried out with thirteen people holding senior positions in State and national government departments, major employer and employee organisations, and peak bodies of intermediary organisations. The process was the initial phase of a national NCVER-funded project on identifying the features of high-quality traineeships. The interview transcripts were then analysed to draw out key themes. Themes included issues to do with pedagogy both on and off the job, workplace arrangements and work organisation, relationships between employers and training providers, progression to higher level qualifications and within careers, the intended strategic use of trainees by organisations, and the use of traineeships for equity purposes. On the whole, strong support was expressed for the traineeship system although there were some dissenting views. The research provided a useful backdrop for the fieldwork in the remainder of the project.
Description:
This paper reports on the perceptions of key Australian stakeholders who were interviewed about the controversial issue of quality in traineeships. Interviews were carried out with thirteen people holding senior positions in State and national government departments, major employer and employee organisations, and peak bodies of intermediary organisations. The process was the initial phase of a national NCVER-funded project on identifying the features of high-quality traineeships. The interview transcripts were then analysed to draw out key themes. Themes included issues to do with pedagogy both on and off the job, workplace arrangements and work organisation, relationships between employers and training providers, progression to higher level qualifications and within careers, the intended strategic use of trainees by organisations, and the use of traineeships for equity purposes. On the whole, strong support was expressed for the traineeship system although there were some dissenting views. The research provided a useful backdrop for the fieldwork in the remainder of the project.
Description:
Attrition in apprenticeships and traineeships is an ongoing concern for employers and government alike, with completion standing at around 50% on average. One possible explanation for this high attrition rate that there is mismatch between the respective expectations of apprentices/trainees and employers. This research use the concept of psychological contract, that is, the perceived mutual obligations betweens employers and employees of themselves and each other, to test this explanation.
Description:
Attrition in apprenticeships and traineeships is an ongoing concern for employers and government alike, with completion standing at around 50% on average. One possible explanation for this high attrition rate that there is mismatch between the respective expectations of apprentices/trainees and employers. This research use the concept of psychological contract, that is, the perceived mutual obligations betweens employers and employees of themselves and each other, to test this explanation.
Description:
This study explores the common features of high-quality traineeships using case studies from the cleaning, child care, construction, retail, finance and insurance, and meat processing areas. The research identifies a range of policy measures that could improve both the practice and image of traineeships. A good practice guide has also been developed to assist in ensuring that all traineeships are of equally high quality.
Description:
This study explores the common features of high-quality traineeships using case studies from the cleaning, child care, construction, retail, finance and insurance, and meat processing areas. The research identifies a range of policy measures that could improve both the practice and image of traineeships. A good practice guide has also been developed to assist in ensuring that all traineeships are of equally high quality.
Description:
This paper reports on overview data from a national research project funded through the Australian Research Council Linkage program. The research question for the project as a whole was 'How do qualifications delivered by enterprises contribute to improved skill levels and other benefits for companies, workers and the nation?' The research was carried out with the support of the Enterprise RTO Association. Enterprise registered training organisations (RTOs) are companies that are accredited to deliver qualifications to their own workers. These 250 RTOs have to meet the same registration and quality standards as institutional training providers. The project as a whole included qualitative and quantitative components. It included longitudinal case studies in eight enterprise RTOs. This paper reports on part of the quantitative research. It presents findings and preliminary analysis of two surveys of enterprise RTOs (2012 and 2014), and a 2013 learner survey undertaken in the case study RTOs. The enterprise RTO surveys included a range of questions about the enterprise itself, and about the RTO's qualifications, learners, and training methods. The learner survey asked respondents about their views about training and outcomes. The response rates for the surveys were 35.7 per cent and 26 per cent respectively, with a representative distribution across industry areas. The paper provides a snapshot of the operations of enterprise RTOs and the views of those gaining qualifications in this context. Published abstract.
Description:
This paper reports on overview data from a national research project funded through the Australian Research Council Linkage program. The research question for the project as a whole was 'How do qualifications delivered by enterprises contribute to improved skill levels and other benefits for companies, workers and the nation?' The research was carried out with the support of the Enterprise RTO Association. Enterprise registered training organisations (RTOs) are companies that are accredited to deliver qualifications to their own workers. These 250 RTOs have to meet the same registration and quality standards as institutional training providers. The project as a whole included qualitative and quantitative components. It included longitudinal case studies in eight enterprise RTOs. This paper reports on part of the quantitative research. It presents findings and preliminary analysis of two surveys of enterprise RTOs (2012 and 2014), and a 2013 learner survey undertaken in the case study RTOs. The enterprise RTO surveys included a range of questions about the enterprise itself, and about the RTO's qualifications, learners, and training methods. The learner survey asked respondents about their views about training and outcomes. The response rates for the surveys were 35.7 per cent and 26 per cent respectively, with a representative distribution across industry areas. The paper provides a snapshot of the operations of enterprise RTOs and the views of those gaining qualifications in this context. Published abstract.