Supporting learners in training

Introduction and purpose

The purpose of this project was to investigate the most effective ways whereby learners receive informal and formal support to assist them to successfully complete vocational education and training (VET) within both vocational education and training institutions and enterprises.

The project sought to explore:

• similarities and differences between support by enterprises and VET institutions and whether both are meeting learners' needs
• whether informal support provided by enterprise trainers is equivalent to the formal support provided by VET institutions
• whether the teaching/learning situations in VET institutions are so different from those of workplaces that the support needs are also different
• the level of variation amongst VET institutions and enterprises in their provision of learner support
• the potential impact of the use of group training companies on the availability of learner support
• the way integrated on- and-off-the-job training provides learners and enterprises with 'the best of both worlds' in relation to supporting learning

The key audiences for this project are TAFE and private VET institutions, workplace trainers and assessors from both small and large enterprises, VET policy-makers and funding bodies, as well as writers of support materials for training packages.

Methodology

The project identified the characteristics of organisations to be included in the study, and subsequently selected VET institutions and enterprises that were recognised by the project reference group for the high quality of their education and training and/or learner support.

A total of 11 organisations participated in the study, with a further two piloting the research tools. A case study approach was taken in order to look at organisations in depth.

A literature review was used to inform the development of the research tools. These tools were used to collect data about the training/learning environments of both VET providers and enterprises. The research tools took the form of structured interview questions which were used in both group and individual interviews with a broad sample of stakeholders from each participating organisation. The data gathered are reported in a case study format that highlights the main issues identified in the interviews.

A workshop of participants was convened which acted as a forum for the participants to share and compare their learner support strategies with other organisations involved in the project. The final key indicators of successful learner support, identified by the project team with reference to the literature review were developed and refined by workshop participants. Participants also made some recommendations for further research.

Findings

The findings are based on a relatively small sample of institutions selected for the high quality of their learner support strategies; the results should therefore be taken as indicative rather than definitive. However, they do offer some insights which may prove useful to the various target audiences identified earlier.

• A wide range of different types of formal and informal learner support was identified across the VET institutions and enterprises involved in the study.
• There are many similarities between learner support available in VET institutions and enterprises.
• Differences identified between VET institutional provision and that of enterprises involved in this study resulted mainly from the differing roles of the institutions themselves: teaching and concomitant support of students is the core business of VET institutions while support strategies developed within enterprises must coexist with and add value to their core business.
• While both VET institutions and enterprises provided many examples of formal and informal support, there was far more formal learner support available in the VET institutions.
• There was considerable variation between all the of organisations in how learner support is provided.
• The level of support provided by the private and public VET institutions was very similar.
• Learners in both VET institutions and enterprises believe that support services have an important impact on their success in learning and in enabling them to overcome obstacles to learning.
• Teachers at all four VET institutions studied felt increased retention rates and completion rates were the direct result of the provision of appropriate support to learners.
• Group training companies have an important role in establishing apprenticeships and traineeships and a continuing role in ensuring they run smoothly by providing a source of support and assistance to both host employers and the apprentices/trainees.
• All participants agreed that they could learn from each other and appreciated the opportunity to do so and reported gaining a great deal from their involvement in the participant workshop.
• Integrated on- and off-the-job training provides learners and enterprises with 'the best of both worlds' in relation to learning support in terms of improved learning experiences, range of learning environments and access to a wider range of support.
• Good working relationships between VET institutions and enterprises require ongoing commitment, effective communication processes and consistent communication channels.

A set of key indicators and accompanying descriptors for successful learner support was developed.

Key indicators of effective learner support

The large proportion of key indicators of effective learner support relate to the various types of organisational features and learning cultures within institutions necessary for the development of support systems for learners. Indicators 11 to 14 encompass learning and teaching strategies which have proved successful within institutions.

1. Valuing people

2. The right individuals in key positions

3. A planned, systematic and funded approach to learner support

4. A formal induction/orientation process

5. Support from senior management

6. Incentives for learners

7. An open system with access for all

8. Everyone seen as a learner and a trainer

9. A critical ratio of experienced people to foster learning

10. Organisational support for trainers

11. Embedding learner support in training provision

12. A flexible learner-centred approach

13. A clear single communication point

14. Co-operative partnerships between trainers and workplace staff.

Conclusion

This research found that a number of the enterprises studied had considered and established workplace support strategies and a 'learning environment' that fostered training and supported learners.

Both enterprise training personnel and VET institution support staff who attended the participant workshop were well aware of the necessity for learner support and the factors that make it successful. It was this knowledge and experience that contributed towards the development of the key indicators for successful learner support.

An important finding of this study is the similarity between what makes learner support successful in workplaces and VET institutions. The different environments shape the strategies that are established, but both must have the goal of the creation of a supportive learning environment, one that encourages and motivates learners to achieve success.

The key indicators of successful learner support developed by the study begin to answer the question: 'How best should students receive support (informal and formal) to assist them enter and successfully complete vocational education and training?' The project findings contribute to the debate on the provision of support to learners. If an organisation has a large number of the key indicators in place, it is likely to be providing learner support in a way that meets the needs of its learners and sustains effective training outcomes.