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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.

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This project was established in response to the predicted critical skill shortages within the manufacturing and engineering industry. It provided a regional approach to the development of innovative work practices to improve productivity among small and medium sized businesses in South Western Sydney, through the engagement of South Western Sydney Institute (SWSI) staff collaborating with industry in innovation. Under this project SWSI collaborated with Berufsforderungzentrum (BfZ) Essen of Germany to develop generic skills for people who work with technology to improve business capability and productivity. This final project report, covering October 2003 to March 2005, outlines the potential of the Institute to influence the uptake of new technologies and innovation in small to medium manufacturing and engineering enterprises. The Institute has concluded and demonstrated that: (1) SWSI and TAFE NSW can play a key role in the management of innovation in industry; (2) SWSI staff in partnership with industry can be change agents to improve business enterprise productivity and multi firm networks in South Western Sydney; (3) SWSI has established a model of engagement with industry which will position it as a leader in management of innovation and innovation training in South Western Sydney; (4) SWSI can address the issue of potential skill shortages through partnerships; and (5) mentoring is an efficacious method of skill development and transfer.

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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.

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Birgitt Feldmann, Director of National and International Projects at the Berufsforderungszentrum (Bfz), Essen, Germany, was interviewed by Training agenda during her visit to Australia.

She talks about her impressions of flexible delivery practice in Australia and the focus of vocational programs at the Bfz.

Ms Feldmann also talks about the Helios Project which focuses on developing community projects that use regenerative and solar energy to solve real problems and the Essen Consensus which is a collaboration between the Bfz and other vocational training institutions. The aim of the Essen Consensus is to promote initiatives which can improve the standard of living in Essen. Show less

This report presents four country studies (Germany, the United States of America, Singapore and Australia), providing examples of approaches to specialisation within vocational education. For the purposes of this report, specialisation is defined as an instance in which provision of vocational education is focused on meeting the needs of a specific labour market, whether this is defined by employer, region or sector. Within each country study the authors have attempted to develop an understanding of strengths, challenges and success factors relating to the different approaches. They also examine the way in which vocational education is organised and governed in the different case studies, and to what extent the different approaches towards specialisation of education and training are a response to economic requirements and employer needs. In addition, the report considers national and regional elements to each approach, firstly by describing the context of the country as a whole, and secondly, by analysing regionally-based examples of specialisation, and giving consideration to the role played by central government in supporting the regional measures. Within this report, the following regional examples are used: Schleswig-Holstein in Germany, Pennsylvania in the United States of America, and New South Wales in Australia. Singapore is only considered at the national level, as it is a city state with no regional governments. Finally, the report is intended to provide informative examples of different ways in which specialisation works, and to give an indication of the particular social, cultural and economic contexts that contributes to success.

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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.

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