This report documents the evolution and development of four learning communities in Victoria, which are involved in local government. It investigates the challenges and complexities involved in getting these communities off the ground and what roles, if any, vocational education and training (VET) institutions have played. Key principles emerging from the study include the importance of recognising different stakeholders' values and perspectives, appreciating multiple outcomes and proactively managing the relationships between various groups of stakeholders. Key findings include that local government has enormous potential and resources to contribute to the community and that VET is a necessary part of the system but has not been particularly proactive in the four cases described in this study.
It is well documented that individuals with poor verbal, reading and writing skills face disadvantages. However, many individuals with such difficulties lead successful lives. This project investigated the ways in which ten individuals have achieved success despite difficulties with literacy and learning.
This report is based on interviews with workers who have lost their jobs due to changes in the workplace and are thus 'displaced workers'. It investigates how generic skills are perceived and valued by these workers, where they acquired their generic skills and what the implications of this are for teachers and trainers in the workplace and in registered training organisations. The study finds that the workplace is the most important influence on the development of generic skills and therefore teachers and trainers in formal education settings have to create opportunities for skill development through experiential learning in workplaces. The report is published in two volumes. Volume 1 is the main report and volume 2 contains the appendices and is available in PDF format only.
This volume is a companion to 'Making experience work: Generic skills through the eyes of displaced workers - Volume 1'. The detailed report of the project is contained in volume 1 while volume 2 contains the appendices.