Research

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Research

Project no: nr9020

Publication title: Evaluating on- and off-the-job approaches to learning and assessment in apprenticeships and traineeships

This study sought to elucidate the learning and assessment experiences of apprentices and trainees in Australia. The objectives of the study were to:

identify what different stakeholders in apprenticeships and traineeships expect apprentices and trainees to learn as part of their contracts of training
identify and analyse the different approaches to learning and assessment that can be undertaken by apprentices and trainees as part of their contracts of training
evaluate the extent to which these different approaches to learning and assessment contribute to the learning goals and needs of apprentices and trainees
evaluate areas where improvements might be made to learning and assessment practices and the strategies and interventions that are required to bring about change

Data were collected in three different ways: focus groups with 66 key stakeholders in every State and Territory; case study analyses with 20 diverse sites; and a national questionnaire survey of 595 apprentices and trainees in two occupations—motor mechanics and hospitality workers.

While there was general agreement on the purposes of apprenticeships and traineeships, the study illuminated often quite different expectations held by stakeholders for these contracts of training. Respondents viewed both apprenticeships and traineeships as serving objectives relating to entry to the labour market and provision of training pathways leading to nationally recognised qualifications. These twin agendas gave rise to a range of expectations. Respondents expected that essential learning would include work-based skills and knowledge, along with a range of ‘people skills’, development of a ‘work ethic’ and fostering of attributes like flexibility and the ability to learn.

Yet there were notable differences in views on how best to organise learning and assessment. These differences centred on such issues as:

the value of totally on-the-job learning
the relevance of off-site learning and assessment
the quality of vocational education and training (VET) in schools
some training providers’ capacity to support learning in the workplace and to provide reliable assessment services
the lack of current knowledge of industry needs held by some staff in training providers
some training providers’ difficulty in monitoring quality of on-the-job learning and then dealing with any subsequent gaps or deficiencies that might be identified
New Apprenticeship Centres (NACs) being too focussed on getting trainees taken on by organisations and not ensuring that workplaces and providers were taking learning seriously enough
the effectiveness of regulating regimes at State/Territory level for registered training organisations (RTOs)

The study identified a range of different approaches to learning and assessment in apprenticeships and traineeships. These varied along a number of continua, including:

the mix of learning and assessment undertaken either during the course of normal work or undertaken away from work
the degree of formality in the learning and assessment processes
the extent to which learning and assessment were undertaken by qualified trainers, especially designated workers, or were left to those employees who happened to be working with apprentices and trainees

Various ways of organising learning included:

approaches which combined learning in the workplace and in off-site environments geographically removed from the workplace (for example, a technical and further education [TAFE] institute or private provider)
approaches which included learning at work and withdrawal from normal work duties to attend training at a training room or skills centre within the enterprise
approaches which used day-to-day work as the sole site for learning

Numerous learning strategies were mentioned, but those that were interactive, treated the learners as adults and were responsive to learning needs and styles were thought to be of greatest benefit. Self-paced modules to be completed either in the learner’s own time or during specified times during work (these could incorporate the use of on-line and multimedia technologies) were also used widely in both apprenticeships and traineeships. Approaches to assessment included those relying solely on summative assessment and those utilising both formative and summative assessment tasks. The off-site environment appeared to be the most common site for assessment in the case of apprentices.

Respondents did not endorse any one particular model of learning and assessment as the most beneficial but, instead, emphasised that a range of learning and assessment approaches could potentially be successful. A number of critical factors that supported or inhibited effective approaches to learning and assessment are summarised in this report.

The study found that the participating apprentices and trainees were, in general, having their learning and assessment expectations fulfilled. These expectations were more likely to be met in cases where learning and assessment occurred in a combination of workplace and off-site (external to the enterprise) experiences. The judgements of both apprentices and trainees indicated that each learning environment has its strengths and limitations.

The report provides an in-depth examination of a number of aspects in both the workplace and off-site learning environments that apprentices and trainees consider important to their learning and, critically, which of them are currently happening in those environments.

Rankings by apprentices and trainees on workplace aspects are somewhat different, though four aspects in particular are rated very highly by both groups:

trainers in the workplace are effective instructors
learners know exactly what is required of them in assessment processes
learners have quality relationships with those in the workplace who are helping them learn
there are opportunities to undertake meaningful work—that is, taking on more difficult and complex tasks over time

These aspects reflect some of the core components of quality learning and assessment. Two key dimensions stand out in both sets of rankings. One is the importance placed on the nature of the relationships between the learners and the people they work with and who train them. The data highlight the value placed on the quality of workplace relations. The second is the emphasis placed on the importance of time to the skill development process. Time to practise, opportunities to experience more difficult and complex work over time and the value of having mistakes corrected by their workplace trainers are all ranked highly.

The report also highlights a number of aspects which they valued for their learning but which were not currently happening in many workplaces. The following five were reported absent in one-third to one-half of workplaces by both apprentices and trainees:

opportunities to work on their own
being able to be formally assessed when they are ready
being able to attend classes and workshops that count towards their qualification
employers/trainers taking time to talk to them about their job
employers/trainers interested in their future in the workforce

Other aspects not present in many workplaces, and yet critical to quality learning and assessment practices, included not being given feedback and encouragement about their work performance (apprentices), no time allowed to practise skills being learnt (apprentices), not being aware of exact assessment requirements (apprentices) and lack of opportunities for competence to be formally tested while at work (trainees).

Rankings by apprentices and trainees on aspects in off-site environments also differ, but three aspects in particular are rated very highly by both groups:

teachers/trainers are effective instructors
opportunities to practise skills that are not being learnt in the workplace
opportunities to have competence formally tested

As in the case of the workplace environment, both apprentices and trainees highlighted the importance of having effective teaching/training. Practice and assessment were also seen to be crucial elements in their notion of a quality learning system.

Both apprentices and especially trainees reported that the aspects they considered important for their learning were in fact happening in their off-site environments. Only three aspects in the case of the apprentices, and none for the trainees, were reported as absent from around a third of their providers. These included: opportunities for formal assessment when they were ready, opportunities to talk to teachers/trainers about what they would like to learn, and teachers/trainers being aware and up to date with what is happening in the workplace. This last aspect is a critical factor given the very high level of importance given to it by the learners.

Cross-tabulations were also carried out on these aspects by type of contract of training— whether ‘workplace-only’ or ‘integrated’ (none in the survey sample were totally on the job without any withdrawal to an enterprise training room or off-site provider). For both apprentices and trainees, there were a small number of significantly different aspects rated more important by those in workplace-only situations, with only one common to both types of contract—namely, trainers/employers taking time to talk to learners about their job. However, one-third of apprentices reported that they currently do not have opportunities to talk about their work with their employer/trainer.

This study shows that there is considerable diversity in the provision of learning and assessment for apprentices and trainees in Australia. This has been one of the key catchwords throughout much of the recent reform within the VET sector. Such diversity has promoted the development of innovative approaches to structured training that have delivered significant benefits to employers, apprentices and trainees.

However, not all RTOs and enterprises have been able to handle the complexities and challenges offered to them. This study has shown that all workplaces and off-site environments are not equal in terms of the quality of learning and assessment they provide. There are inherent tensions between the needs of enterprises and the needs of apprentices and trainees.

Achieving quality learning and assessment systems for apprentices and trainees appears to revolve around two foci. One is the constant monitoring of the balance between the competing tensions inherent in employment-based, structured training arrangements— namely, needs of the enterprise and needs of the apprentices and trainees. The second is the developing and sustaining of effective partnerships between apprentice/trainee, employer and training provider.

Maintaining a fair balance would appear to involve significant efforts on the part of employers, trainers and other key stakeholders. A learning culture to support the development of apprentices and trainees cannot be imposed on an enterprise. However, work practices and relationships that can potentially facilitate learning need to be promoted, and the skills of employers and those in the workplace who are given responsibility to work with and support apprentices’ and trainees’ learning need to be developed further. Institutionally based education and training practices need to be adapted and shaped to fit with workplace learning cultures. Enterprises need to be provided with information, resources and support to assist them to build learning cultures that will provide fair and equitable attention to the needs of both learners and the enterprise. The promotion of a learning culture is especially pressing in the context of enterprises where training for apprentices and trainees does not include any opportunities for learning or assessment external to the enterprise.

The second focus for achieving quality learning for apprentices and trainees lies in the development of partnerships. Successful learning and assessment for apprentices and trainees lies in the strength and effectiveness of the partnership developed between the trainee/apprentice, the employer and the RTO. Quality partnerships build an environment where effective learning and assessment can take place. Such learning environments are characterised by apprentices and trainees participating in learning processes that may span different environments but which work in concert to ensure the development of vocational knowledge and skills that are relevant to the immediate work context. In addition, these learning experiences equip apprentices and trainees with skills and competencies to participate in ongoing learning and development.

While many apprentices and trainees are well satisfied with the learning and assessment experiences afforded them by their forms of training, significant numbers noted the absence of a range of aspects from their workplaces and training providers that they believed to be important for learning. These significant gaps require addressing. This report concludes with ten recommendations relating to the implementation of contracts of training and to the capacity-building of those in workplaces and providers who assist apprentices and trainees to learn.