Search Results

This is the fourth progress report of the Royal Commission appointed to inquire into the administration of the Mining and Agricultural, and also the Trades and Art Schools of the colony [Australia]. The Royal Commission on Technical Education was tasked with reporting on the best method of carrying on the work of technical instruction in connection with such schools; to consider and report upon the question of the affiliation of the mining schools with the University of Melbourne; to report as to the adoption in the State schools of a system of instruction in the elements of the sciences pertaining to mining, agricultural, dairying, and manufacturing pursuits; and generally to recommend what means should be adopted for the better provision of a systematic and graduated course of technical instruction.

This report details evidence of the character and scope of instruction of the agricultural colleges and some of the experiment farms of Queensland, New South Wales, and South Australia which were visited by the Royal Commission. Visits were also made in Victoria to Agricultural Colleges at Dookie and Longerenong, the Viticultural College at Rutherglen, and the Burnley School of Horticulture. Activity also included examination of witnesses representative of the Department of Agriculture, the Council of Agricultural Education, and the agricultural, dairying, horticultural, and viticultural industries of the colony. The Royals Commission have also made themselves acquainted with the work carried on by the various experts of the Department of Agriculture in their respective branches.

The report also details knowledge of the methods of agricultural education in other countries through the study of reports issued on the subject during the past few years in Great Britain, Europe, and America.

Edited excerpts from publication. Show less

Gary Pollock, Director of the New England Institute of TAFE, is interviewed about some of the similarities and differences between the New Zealand and New South Wales vocational education and training systems.

In the second part of the article, Bob Puffett, Director of the Sydney Institute of Technology, speaks with the Editor about impressions he formed during a visit last year to Canada and the United States. Show less

The theme for the conference is proposed as: Configuring Enterprises as Spaces for Learning: Possibilities, Risks and Limits. Enterprises are crucial places and spaces for learning at work. They offer certain chances and possibilities to learn. On the one hand, progressive enterprises make different resources (money, time, mentors, learning circles, staff, etc.) available for their employees and configure themselves as learning organizations. On the other hand, rather ignorant CEOs and firms are not very interested in the learning of their employees and do little to support learning at the workplace. Overall, the workplace can be a space for learning a lot, but also a place for losing skills and becoming frustrated and no more interested in learning anything beyond daily routines and experiences. The risks are high that mainly higher levels of the hierarchies in enterprise have access to enriched learning environments, whereas employees on the normal shop floor level have to cope with neo-tayloristic [Human Resource Management] strategies. Digitalization offers new chances for blended and hybrid forms of learning in virtual spaces. Less optimistic prognosis envisage a loss of jobs or dramatic changes with certain risks of a de-skilling. Data glasses make new forms of inducing likely. New forms of work organization and freelancer employment models make the connection to and identification with work more loose than before, but also offer the chance to be more in charge for the own working and learning. Nowadays educational wishes for a self-directed learning seem to merge with the needs in new economies. Big enterprises produce globally and ask employees to cooperate in teams beyond national borders. Expatriates have to work and live abroad and also have to cope with the challenges connected to migration. Overall, the conference wants to encourage an open-minded but also critical discussion on the wide range of possibilities to learn or not to learn within enterprises. Approaches and research results which support a progressive, sustainable and humanistic configuring of enterprises as spaces for learning will be especially welcomed.

This volume contains abstracts for the following papers: Apprenticeship as a model of learning for 'professions': what could it really mean? / Alison Fuller; Learning and decision making in a post truth era / Henning Patzold; Bringing 'your whole self' to an enterprise: conceptual possibilities, risks and limits / Armig Adourian; Recruiting internationally-trained employees in Canada and Germany - insights from a mixed methods study / Silvia Annen; How up-skilling opportunities and practices enable learning in, through and for workplaces in the marine sector of South Africa: exploring the material aspects within a critical realist framework. / Caroline Margaret Bell; Challenging the neoliberal agenda of workplace learning: framework for a pedagogy of resistance / Asmita Bhutani Vij; Conditions for collaboration between healthcare education and healthcare providers organising for clinical placements / Ann-Charlotte Bivall, Maria Gustavsson, Annika Lindh Falk, Madeleine Abrandt Dahlgren, Malin Tillmar; Assessing the impact of a national lifelong learning system: Cultural Historical Activity Theory (CHAT) perspective / Heidi Bolton; The practice architectures that enable and constrain learning in the in-between spaces of the workplace / David Boud, Susanne Francisco; Integrated practice for learning through and at work: the case for non-permanent workers / Helen Bound; Labouring through unused skills: reframing sennett in the labour process theory / Sheldon Matthew Bromfield; Promoting innovative learning at the workplace - a Singapore story / Chia Ying, Zan Chen, Arthur Chia, Xiaofang Bi; Developing a lifelong learning framework and measuring lifelong learning among workers in Singapore / Ying Chia, Yee Zher Sheng; Self-organized structure challenging employees' workplace learning in growth organizations / Kaija Marjukka Collin, Soila Lemmetty, Sara Keronen; HEIs and employers interacting to shape creative and useful learning opportunities / Carol Costley, Jonathan Garnett; Exploring terminologies used to describe the interlinking of theory and practice in Higher Education in Denmark and the US / Abena Dadze-Arthur, Eva Cendon; Exploring 'tacit pedagogy' and 'entanglement' in practice-based learning and innovation: evidence from a qualitative study of a high-performing engineering company / Jay Derrick; A model for institutionalizing organizational and symbiotic learning - its empirical, historical, and theoretical background / Olav Eikeland, Marta Struminska; Community organisation as workplace and research as work / Penelope Engel-Hills, Hilde Ibsen; Vocational teachers in work-based transitions: a comparison of boundary-crossing practices / Bill Esmond; Choosing one's future? Narratives on educational and occupational choice among folk high school participants in Sweden / Andreas Fejes, Magnus Dahlstedt; Identity formation among Swedish vocational students / Lisa Ferm, Maria Gustavsson, Daniel Persson Thunqvist, Louise Svensson; The nursing associate: a supplement to the nursing workforce or replacement? / Jacqueline Fitzgerald, Claire Thurgate; Services of adult education centers for further education in enterprises - insights from a current research project / Marion Fleige, Aiga von Hippel, Wiltrud Gieseke, Maria Stimm, Bettina Thone-Geyer, Stephanie Iffert; Innovating for a cause: the work and learning required to create a new approach to healthcare for homeless people / Alison Fuller, Susan Halford, Kate Lyle, Rebecca Taylor, Ann-Charlotte Teglborg; Translational research as an integral part of work-based learning / John Anthony Fulton, Shelagh Keogh, Reimagining universities of technology / James Windsor Garraway; Building strategic relationship: linkage between the IT sector and secondary technical education in Resistencia (Argentina) / Milagros Gimenez; From 'language for work' to 'language through work' in the context of migration and inclusion: lessons learnt from recent research and practice across Europe / Matilde Grunhage-Monetti, Alexander Braddell; New modes of digital production: issues of autonomy, immaterial expertise and learning / David Guile, Martin Krzywdzinski, Anoush Margaryan; Digitalization of work: challenges for workplace learning / Christian Harteis, Bianca Steffen, Viktoria Merk, Sonja Port; What job factors enhance organization based self-esteem (OBSE) most among employees with disabilities / Amani Hitimana; High school teacher identities in transformation - presentation of a qualitative research design / Anders Jakobsen; Tensions in work-based learning / Shelagh Keogh, John Anthony Fulton; Professional development- Swedish Police officers' perceptions of competence and life-long learning. / Kirsi Kohlstrom; Promoting effectiveness of work-based learning - negotiated accountability among stakeholders involved in internship arrangements / Kang Yam Lee, An-Dian Ong, Angeline Lim, Cynthia Lam; Employee opportunities for self-directed learning at technology organizations: features and frames of self-directed learning projects / Soila Johanna Lemmetty; Is work-related learning declining? Evidence and explanations / D.W. Livingstone, Bernd Kaepplinger, Milosh Raykov; Profiles of knowledge workers: work intensification, decreasing job control, growing underemployment / D.W. Livingstone, Peter Sawchuk, Alison Fuller; Re-considering the nature of work in complex adaptive organisations - fluid work as a driver of learning through work / Amanda L. Lizier; 'If you're not in the classroom, you're not learning': workplace learning and structured learning and development systems and practices in complex adaptive organisations / Amanda L. Lizier, Ann Reich; Work in the digital age: more complexity, more training? Firm-level evidence from Germany / Felix Lukowski, Sabine Mohr, Myriam Baum; The relationship between the nature of tasks and workplace learning practices in crowdwork / Anoush Margaryan; Educating safety: culture, leadership, and learning: a critical discourse analysis / Michael James McGrath; Integrating theory and practice - reconstructing interactions in university continuing education / Anita Moerth; How do new technologies affect learning in companies? Challenges for continuing vocational training in the world of work 4.0 - the companies' point of view / Gesa Munchhausen; Practice, habitus, incidental and informal adult learning in the coal seam gas protests in Australia / Tracey Ollis; Skilling a workforce - community development practices in Neighborhood Houses in Australia: 'There is so much that sits behind the doing of it' / Tracey Ollis, Cheryl Ryan; Craft pedagogies: service workers as teachers / Gemma Piercy-Cameron; Failure of education for sustainable development in organisations: program analysis using topic modeling to identify organizational patterns of a sutainability-oriented learning culture / Thomas Prescher; Researching students' term-timework, learning, and wellbeing / Milosh Raykov, Alison Taylor, Christine Scholz Fenech; Labouring through unused skills: reframing sennett in the labour process theory / Sheldon Matthew Bromfield; Conceptualization of needs research in the context of digitization of work and training-concepts / Steffi Robak, Moritz Maximilian Knaut; Principals' appropriation of public private partnership in education in the senior high school program / Peter Golfo Romerosa, Ferdinand Castillo Lacuata; Site of the 'slash': in-between learning spaces as a fruitful focus for further research / Donna Lea Rooney; Lessons learned. Configuring innovation labs as spaces for intrapreneurial learning within hybrid organizations / Joy Rosenow-Gerhard; A typological look into learning culture in workplaces: from malicious to demanding! / Saeid Safaei Movahhed; Exploring convergence and differences in theorizing learning in, for, and with work Continued from RWL10. / Henning Salling Olesen, Peter Sawchuk, Helen Bound; The psycho-societal materiality of work identities in late modernity. Professions, vocations, wage labour, precarious employment, and corporate identification / Henning Salling Olesen; Effects of workplace-oriented basic adult education trainings: addressing employee's competencies across sectors / Michael Schemmann, Dennis Klinkhammer; Learner perspectives on 'theory' and 'practice' in Work-based Learning within Higher Education / Peter Schloegl, Julia Stopper; The multiple reals of professional learning: immigrant engineers' experiences in Canada / Hongxia Shan, Ahmed Osama; Knowing the practice of Industry 4.0 through industrial work-integrated learning / Ulrika Lundh Snis, Charlotte Arghavan Shahlaei, Monika Hattinger; 'Danger! Learners at work' / Laurence Philip Solkin; Philosophical reflections on community-engaged learning / Alison Taylor, Conditions for learning managerial work - first-line mangers experience of entering a new workplace in elderly care / Karin Wastesson, Maria Gustavsson, Anna Fogelberg Eriksson, Peter Nilsson; Learning in the laboratory: pedagogies of practice in the 'lively world of science' / Christine Winberg; How research centres attain sustainability in industry-academic partnerships / Simon Winberg.

Edited abstract from publisher's website. Show less

This report examines the role of social economy organisations [SEOs], broadly defined as co-operatives, mutuals, associations and foundations, in the provision of employment, and how they have fared during the recent period of economic turbulence. Attention was also paid to SEOs working with vulnerable individuals, either as direct providers of jobs, or providers of training and services designed to help vulnerable individuals into the mainstream labour market. In particular, the research sought to gain greater understanding of working conditions within these SEOs, and the challenges they faced in providing high quality employment while having to keep costs low in order to operate in competitive markets.

Published abstract reprinted by permission of the copyright owner.

The chapters are as follows: Part one, 'Job creation through the social economy and social entrepreneurship': Introduction; The social economy; The contribution of the social economy to employment; Methodology; Overview of the cases; Employment creation by the social economy organisations; Social economy organisations working with vulnerable groups; Policy interventions and conclusions. Part two, 'Territorial data': Introduction; Tasmania, Australia; Western Sydney, Australia; Flanders, Belgium; British Columbia, Canada; Quebec, Canada; Bourgogne, France; Bretagne, France; Lombardia, Italy; Puglia, Italy; Luxembourg; Regiunea Centru, Romania; Regiunea Sud Est, Romania; Ostergotland, Sweden; Vastra Gotaland, Sweden. Show less

This is the final progress report of the Royal Commission appointed to inquire into the administration of the Mining and Agricultural, and also the Trades and Art Schools of the colony [Australia]. The Royal Commission on Technical Education was tasked with reporting on the best method of carrying on the work of technical instruction in connection with such schools; to consider and report upon the question of the affiliation of the mining schools with the University of Melbourne; to report as to the adoption in the State schools of a system of instruction in the elements of the sciences pertaining to mining, agricultural, dairying, and manufacturing pursuits; and generally to recommend what means should be adopted for the better provision of a systematic and graduated course of technical instruction.

This report sets forth the defects of some of the educational machinery of the State, and indicates the methods of reform that should be pursued and the principles upon which they rest.

Edited excerpts from publication. Show less

This paper formed the major assignment for the first year of a Masters course. Originally the author intended to compare Australian and overseas research in the area of retention rates in Adult Basic Education (ABE) classes. When it first appeared that there was inadequate Australian research she decided to conduct a very small sample survey from ABE colleagues in four TAFE colleges in Western NSW. The paper was expanded into a comparison between fifteen examples of Australian research and twelve examples of overseas research from the USA, the UK and Canada. By way of adding balance to the paper, some suggested strategies for retention in ABE classes were included.

In the paper the author highlights issues contributing to attrition including belonging, making identifiable progress and membership of a supportive group. Show less

The 2017 national conference of the Australian Council for Adult Literacy (ACAL) celebrated ACAL's 40th year. The conference theme, 'Traders, neighbours and intruders: points of contact', provides the framework for collective change where policy makers, practitioners and researchers can learn from and engage with a long history of language and policy provision in northern Australia and our neighbours in Asia. 'Points of contact' is a metaphor for critically engaged debates that touch on issues of education and training for active citizenship, productive work, cultural engagement and leisure pursuits. Without positive opportunities in these areas and chances to activate democratic engagement many people are unable to shape the conditions under which they can live their lives. 'Points of contact' emphasises active participation in decision making across a range of decision-making spaces: in classrooms, in factories, under trees, in policy meetings, over backyard fences, in political backrooms and in research teams.

This conference proceedings contains only those papers that were received prior to the start of the conference and includes both peer reviewed and non-reviewed short articles. The proceedings also contain abstracts of all conference presentations and the conference program. The keynote papers are: Can technology erase poor literacy and numeracy levels from the global South? / Santosh Mehrotra; Literacy in the time of decoloniality: new critical capacities / Melissa Steyn; Applying 'red dirt thinking' to adult learning in the Northern Territory / John Guenther. The peer reviewed papers are: Tacit knowledge, performativity and professionals as digital-age 'number crunchers': implications for adult education / John Garrick; A Yolngu 'bothways' approach to English and Warramiri literacy at Gawa / Ben van Gelderen; Aboriginal worlds in the Western academy / Janine Oldfield and Michele Willsher; Reflections on a bygone era: how changes in work, workplaces and policy have changed what we research and what we find / Marilyn Kell. Non-peer-reviewed short articles are: Developing a healthy indigenous workforce: Ready 4 Djama / Angela Nolan; Developing a healthy indigenous workforce: nutrition / Tracey Fitzgibbon; Show me the money / Marc Brierty; Indigenous knowledge on disaster preparedness of the Dibabawon and Mangguangan tribes in Montevista, Compostela Valley, Philippines / Gladys Florangel I. Ortiz; Indigenous knowledge on disaster preparedness of the Tagakaulo in Malita, Davao Occidental, Philippines / Mary Grace Z. Agbas; Can Australia learn from our colleagues across the ditch? / Lindee Conway and David Do; Facilitating foundation skills: a Pacific perspective / Isikeli Naqaya and Lina Visinia-I'amafana; The Yolngu way: learning financial literacy skills through the strength of traditional concepts / Bronwyn Rossingh, Yalmay Yunupingu and Mandy Mununggurritj; Graffiti as literacy: reading and writing as anti-text / Adelle Sefton-Rowston; 'Locked out' and 'left behind': Aboriginal adult English literacy and numeracy in Northern Territory: a call for collective action / Allison Stewart, Lorraine Sushames and Fiona Shalley.

Abstracts only are available for the following presentations: Technology Tearoom: a social learning model to assist mature age learners in developing skills in using digital devices / Kerrie Tomkins; Connecting the dots: the Reading Writing Hotline's role in navigating the complex LLN landscape / Vanessa Iles and Jill Finch; SenaiNT: a success story in the transnational delivery of an English language and foundational skills program in Timor Leste / Maria Albion and Joao da Costa; Untangling the literacies of university governance documents: a Community of Practice (CoP) approach / Alison Reedy, Penny Wurm and Amanda Janssen; Comparative delivery of adult basic education in British Columbia, Canada and foundation skills in New South Wales / Berni Aquilina; From 16 to 80: supporting Aboriginal students with LLN at Tauondi Aboriginal College / Vicki Hartman; Digital learning resources for remote learners / Brendan Kavanagh; 1977 to 2017: how did we get here? / Pam Osmond; Numeracy, what's the problems? / Christine Tully; Evaluating the Western Australian dual enrolment vocational support courses / Cheryl Wiltshire; What attitudes are we talking about? / Ser Loy Chan; Describing capability in the foundation skills field / Louise Wignall; Digital literacies, hyper-personalisation, new tribes and points of contact / Stefan Popenici; Re-imagining WELL for work in the 21st century / Jenny Macaffer and Ros Bauer; Language at home and in the academy: resistance and compromise / [panel discussion by] Birut Zemits, Robyn Ober, Melanie Mullins, Therese Parry, Adelle Sefton-Rowston, Michele Willsher and Janine Oldfield; Transition to university: supporting nursing students to develop their numeracy skills / Elaine Bell and Jan Thompson; The impact of domestic and family violence on adult women learners, their lecturers and their workplaces / Rachael Uebergang and Sandra Dann; Blended learning for the LLN classroom / Kathrin Colgan; Yes, I can!: from NSW to the NT? / Deborah Durnan, Wendy Fernando and Bob Boughton; Points of contact for research and teaching: exploring NCVER Pods to improve practice / Michelle Circelli; Journeys of new migrants: I know who I am now, therefore I can / Serena Seah; LLN for employees, is a change of focus required? / Lesley Harvey; Phonics-based adult literacy resources / Kate Randell; The use of legacy materials for Indigenous literacy development / Cathy Boworti; Work opportunities for women in Timor-Leste: from training to employment / Ricar Pascoela and Sandra Dann. Show less