Progression through training should be based on skills attained rather than time served, but the time-based approach to apprentice training remains dominant. This report investigates the factors affecting progression and completion.
This book of readings summarises and reflects on research about online delivery conducted under the auspices of the Australian Flexible Learning Framework, and from other sources. Individual chapters address a range of issues related to flexible approaches to delivery in a number of contexts, including teaching practice and learners' views, operational issues, and online learning in companies and in regional and rural Australia. The first chapter by the book's editor provides an overview of this body of work.