It has long been accepted that adult literacy and numeracy is best taught and learned in real-life situations that relate to everyday needs. This means that opportunities for learning are everywhere, not just in formal learning situations. This report seeks to identify examples and principles of the successful integration of learning about adult literacy into Australian community and workplace settings. This fresh and critical approach leads the authors to draw a number of new and important findings about valuing and embedding a range of literacies into community and workplace activities rather than teaching literacy in isolation. It acknowledges that literacy and numeracy are fundamental to the growth of skills and networks, especially for communities who feel left behind and socially excluded.
Two well-established findings about employer-provided training form the backdrop to this research. First, the provision of training and its associated expenditure are highly variable across employers, notably by industry and employment size. Second, employer engagement with the formal system of VET is substantial, and growing, but a number of employers are not entirely satisfied with the system. This publication consolidates and synthesises a body of research conducted over the past few years on the topic of training provided by employers for their workforces.
Increasingly, vocational education and training (VET) practitioners work with industry and within private enterprises in arrangements that provide training for workers. This report, based on interviews with TAFE practitioners and managers, enterprise managers and on-the-job learners, highlights the expanding roles of TAFE practitioners in these training arrangements. It finds that in private enterprises TAFE practitioners introduce new elements to learning, provide support to managers and workers, build links between the organisation and TAFE and raise training standards. They also foster a learning culture, support individual workers, and act as a model of lifelong learning. The impact of TAFE practitioners' work is also analysed from the perspective of the enterprises, and findings indicate that it is valued by industry counterparts. However, the success of the training arrangement, which can significantly improve learning in the workplace, depends on establishing effective relationships between TAFE and industry.
Ensuring that people have the appropriate level of numeracy skills is particularly important in jobs which involve a risk to public safety and the environment. This research investigates the job-related numeracy requirements in the chemical spraying and handling operations of the horticulture, local government, outdoor recreation and warehousing industries. Findings from this study indicate that the worksite influences both the type of numeracy skills needed as well as how they are deployed. Numeracy in the workplace differs from formal, rule-based abstract mathematics taught in school and requires training that is relevant to the specific applications of the skill. Implications for the future practice of teaching numeracy on the job are offered and highlight the need to consciously develop critical thinking, learning-to-learn, planning and problem-solving skills in workers.
This paper investigates the strategies and practices used by institutions worldwide to develop the professional experience of teachers and practitioners. It also explores successful models for ensuring that staff development provides a way of maintaining relevance in an increasingly complicated and globalised training market.
Seasonal work is crucial for the many rural regions reliant on seasonal industries such as agriculture, forestry, aquaculture and tourism. This report examines the diverse nature of the seasonal workforce in two locations and the approaches used in their training. The report finds that the seasonal workforce is diverse and has varied training needs. Like others marginally attached to the workforce, much of their training is informal. Seasonal workers have difficulty accessing formal training and having their informal learning properly recognised. More formal training approaches are particularly relevant for those making a career of seasonal work. Barriers for employers to formal training include lack of suitable customised training programs, a lack of awareness of available training, cost, complex funding arrangements, and a low value placed on such training. Enhancers to formal training include employers who encourage and value training for their workforce, the use of brokers to assist employers to access training, and training providers with in-depth knowledge of regional industry and enterprises to meet the diverse needs of seasonal workers, and legislative requirements.
This suite of overviews provides a comprehensive summary of each of NCVER's managed adult literacy and numeracy research projects funded in 2003.
Reforms to Australia's vocational education and training (VET) sector have had a significant impact on practitioners' work in public and private providers. This study analyses practitioners' perceptions of, and reactions to, the changes. The scope of these changes has been substantial and has required shifts to practitioners' habits, norms, skills and knowledge. While the greatest changes have been increased work responsibilities and shifts in relations with industry in particular, a key theme is the varied impact the changes have on VET organisations and practitioners.
Vocational education and training (VET) programs for young people in Australia have significantly expanded over the past decade. This publication provides an overview of research into the VET options available to school-aged people. It also details the emerging social benefits and outcomes of undertaking recognised VET options. The challenges which face the implementation of vocational education in schools are also summarised.