Research

Summary page

Research

Effective models of employment-based training

Evolving models of employment-based training (EBT) are responding to skill shortages and the need to develop technical skills at a level higher than a certificate III—the benchmark qualification level considered by many as the minimum for ensuring sustainable job outcomes (Stanwick 2004). This research explored a variety of current employment-based training models and proposed five enhancements for higher-level qualifications. These changes concentrate on maintaining a balance of learning experiences between educational institutions and the workplace.

The project was based around case studies in process manufacturing and child care. Thirty-three individuals, representing employers, employees/apprentices, vocational education and training (VET) providers, industry bodies and training package developers were interviewed. The issues and views expressed by those interviewed from both industries were consistent with what was found in the literature review.

Current models of employment-based training can usefully be grouped as:

two forms of ‘fast-tracking’ options in a formal apprenticeship model, especially at certificate III level, to address immediate skills shortages. These are accelerated progression models (shorter durations linked to a truly competency-based approach) and intensive up-front training, followed by work-based learning to ensure immediate productivity of the learner in the workplace

higher-level VET qualifications gained either through an apprenticeship or by undertaking a vocational course

the design of new skill sets/qualifications at various levels of the Australian Qualifications Framework (AQF)

alternative provisions for young people.

Although these models continue to make a significant contribution to the skilling of the Australian workforce, their full potential is limited by certain persistent issues. These include inconsistent regulatory arrangements, non-compliance by employers and registered training organisations, poor audit processes, variations in the interpretation and practice of competency-based training, and wages and awards. These various factors mean poor completion rates and losses for individuals, employers, governments and other stakeholders. Recent changes in policy direction are attempting to address some of these issues and simultaneously increase interest and growth in the uptake of employment-based training.

Any new models of employment-based training should address existing problems, as well as take into account the emerging needs of industry for skilled labour. The design of the models must also address an ageing workforce and allow flexible entry points for all age groups. Furthermore, future employment-based training models also need to keep pace with how work is organised in an environment characterised by increased competition, outsourcing, casualisation and an emphasis on specialisation and innovation. What is becoming apparent is the need for a compendium of models, rather than a ‘one size fits all’ approach.

Analysis of successful features in past, current and emerging models of employment-based training highlighted a set of fundamentals for effectiveness. They should:

be pedagogically sound

lead to quality skill formation

have positive outcomes for both individuals and the enterprises

function effectively

be sustained over time.

The strength of employment-based training, in pedagogical terms, lies in the provision of experiential learning in workplaces that complements experiences in educational institutions. The five main elements which make this an effective approach to developing vocational competence are:

experiences of the vocational practice

the duration of the learning contract

expert support

link to formal education

assessment and certification.

Both the literature review for this project and the data from the case studies informed the development of a set of five enhanced employment-based training models that are classified into two categories: entry-level training; and further or specialised. The five models attempt to provide variations in the provision of entry-level training that take account of the need for an appropriate duration for skill development and the use and integration of experiences provided by both the workplace and the educational component. These issues are highlighted because most recent reforms to the apprenticeship system have concentrated on reducing the duration of the learning contract.

These enhancements acknowledge that different learners, with varying capacities, will need different amounts of time to develop occupational knowledge and diverse pathways through entry-level preparation to meet both their own needs and those of industry.

The five models are:

‘Traditional’ entry-level training model: this reflects the current apprenticeship/traineeship model. It features sets of learning experiences in both the workplace and educational settings (that is, registered training organisations) across the duration of the entry-level period of training (that is, between one and four years). An enhancement here is for the greater integration of the learners’ experiences in the workplace and educational settings, in which both the workplace and the educational provider will participate, but where the provider might be expected to exercise leadership.

‘Accelerated’ entry-level training model: the purpose is to assist selected worker–learners to progress speedily through the process of skill development by their receiving more effective and intense experiences in both the workplace and the educational institution. The leadership for managing the integration of experiences in the workplace and educational setting needs to be shared by trainers and employers and collaboratively regulated.

Internship entry-level preparation model: this model provides for a period of employment-related learning beyond the completion of an expedited entry-level training process and would initially lead the worker–learner to be afforded the status of ‘intern’. This would provide them with recognition and the interim authority to practise their occupation. After a further stipulated period of employment-related learning experience (for example, one year), both the employer and educational institution will finally assess and recognise the learner as being fully certified for the occupation.

Extension model of entry-level preparation: this model of entry-level preparation is intended for mature workers (for example, experienced manufacturing or child care workers) or those who are entering the particular occupation after, or on the basis of success in another (for example, child care centre directors). To assist the worker–learners develop their occupational capacities, the employment-based experiences will be augmented by additional educational provision (for example, in the evening, at weekends or by distance). This model requires the learner to be self-directed in their learning.

Extension model for further development: this model for further development is intended for mature¹workers (for example, experienced manufacturing or child care workers) or those who have already completed their initial occupational development and have some experience. It is based more strongly on employment-based experiences, supported by educational provision that will mainly occur outside work time, and will not require attendance at the educational institution during the working day. Instead, to assist the worker–learners to develop their occupational capacities, the employment-based experiences will be augmented by an extension kind of further educational provision (for example, in the evening, at weekends, or by distance). The responsibility for securing a rich integration of experiences is shared among the educational provider, workplace and worker. This model also requires learners to be self-directed in their learning.

The fourth and fifth models are intended for those undertaking further specialist training and are based on assumptions that participants are building upon their existing occupational knowledge; are mature in terms of age, interest and capacity to be self-directed for learning; and will have some capacity to autonomously integrate their learning experiences, both at the workplace and at the educational institution. The case studies revealed that learners at the higher levels wanted such autonomy. This form of practice is dependent, however, on greater recognition of the value of higher-level vocational qualifications as opposed to university degrees.

These five models are considered ‘best fit’ for the process manufacturing and child care industries and have the potential for customisation and implementation in other occupations and industries. They seek to address the overall goal of providing good preparation for worthwhile jobs. The implementation of these versions of employment-based training models may be constrained by regulatory environments; the capacity within the education and training sector to respond to fast-changing industry practices; and workplace/employment relations. These issues play out differently in different working environments. Hence the models need to be tested in the specific enterprise or industry area. It is certain, however, that the nature of the partnership between apprentices/ employees, employers, VET providers, government bodies and other supporting agents will underpin the achievement of better outcomes from employment-based training models.

¹For the purposes of this study, mature or maturity is defined as the combination of age and record in conduct of responsibilities and autonomy of action—which typically comes from adulthood or adulthood-like roles.