Search Results

Motivation is essential to learning. Individuals who feel motivated to learn can articulate their learning goals; hold deep interest in the skills they are developing or the subject matter that they want to learn; devote attention and effort toward learning, skill development, and mastery; and have expectations regarding the outcomes of their efforts. Motivated learners enjoy the work that goes into acquiring knowledge, developing a skill, or achieving goals. They are more likely to persist until they have attained their goals, remember what they have learned, and use the skills they have developed. Individuals lacking motivation demonstrate few of these characteristics but can become motivated given the right conditions. As the description here implies, motivation is not one thing, but is a set of psychological processes pertaining to the 'direction, vigor, and persistence of behavior' (Bergin, Ford, and Hess, 1993, p. 437). Despite the importance of motivation, many adult educators are unfamiliar with the scientific literature on human motivation and often lack knowledge of scientifically validated methods for improving motivation. This is unfortunate, given how powerful motivation is to learners' success.

Adult educators often hear learners say that they feel 'motivated' to improve their skills so that they can get a better job or be positive role models for their children and assist them with homework. They also want to use their skills to be better informed and more able to engage in civic and community activities. Others want to overcome years of shame and embarrassment due to their lack of literacy proficiency. They desire more control and agency over their lives rather than needing to rely upon others. However, even when adult learners report that they are motivated to learn, the tasks before them present substantial obstacles. If adults having low skills do not experience initial success or feel unsupported in their efforts and embarrassed by their struggles, they may quickly lose motivation and desire to persist. Thus, it is critical for adult educators to understand motivation and how to help adult learners maintain, even increase, their motivation for learning.

This brief research review will help strengthen practitioners' capacity to do so by summarizing four of the dominant theoretical perspectives on motivation in education: goal theory (Elliott and Dweck, 1988); expectancy-value theory (Eccles, 2005); attribution theory (Weiner, 1986); and self-determination theory (Deci and Ryan, 1985). Various dimensions of motivation are explained by these theories; but, given its complexity, no single theory is entirely satisfactory for capturing all the elements of the construct.

Excerpt from publication. Show less

‘CBVE or not to be?’ has been a study of the design, implementation and evaluation of a competency-based vocational education [CBVE] programme in panel-beating at Croydon Park College of TAFE in South Australia. The study’s purpose was to investigate the potential of such a programme as an alternative model of occupational training. Its five objectives were to develop and implement the programme, train staff to manage it, evaluate its effectiveness and efficiency, evaluate the competency-based resources and facilities, and analyse the change process impacting upon the College, staff and students. The CBVE programme was introduced at the first year level during 1983, and involved 50 students and 11 staff. A number of instruments, both questionnaires and tests, were administered to the CBVE students during the year. End of year interviews were also conducted with a random sample of 23 employers and a number of college and Head Office administrators to obtain different perspectives on the innovation. A sample of 43 students in a traditional panel-beating programme in Sydney, and 20 students from the 1982 Croydon Park traditional programme, provided comparative data. In addition, interviews were held with other Automotive School staff and second and third year panel-beating students to gauge the extent of impact of the CBVE programme on those not directly involved with its implementation. Throughout the year, an Advisory Committee provided technical advice on the study. The data from the groups most closely involved with the innovation showed that the CBVE programme was viewed in a positive light. Students enjoyed the method of learning, found the approach interesting, and considered that it would help them to retain most of what they had learned. Teachers favoured the programme not only because of its effects on student attitudes and performance, but also because it fostered more personal satisfaction with teaching. Teachers and employers judged the programme to be more effective than previous traditional programmes. Administrators. too, showed interest in and were generally happy with the programme. Show less

The study analyses the practices in Continuing Vocational Education and Training (VET) centres in the City of Buenos Aires (Argentina), in particular those related to gender discrimination and the ways in which these institutions promote gender equality and/or legitimate inequalities. The methodology of the research was primarily based on field work carried out in 4 VET institutions in 2017. The study focuses on two highly dynamic employment sectors in Buenos Aires: computer science and aesthetics. Within the findings, it can be highlighted that the patterns of access to specialties replicate the predominantly feminised or masculinised character of the sectors of employment. The expectations of future insertion are perceived with greater difficulties by the women students interviewed. However, some of the studied centres have been challenged by the broader social process in the country towards gender equalities and have addressed the gender dimension, by means of a variety of strategies.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 138.635. Show less

This paper utilises a qualitative literature review to highlight the shift to learner-centred methodologies in vocational education and training and profile the applications of trauma informed approaches to address learner needs and increase learner inclusion and chances of success. The discussion begins by identifying the need for trauma informed approaches in delivery related to technical and further education and workplace settings. The characteristics of trauma informed training environments are then considered such that the professional development needs of trainers can be established. The paper presents a model competency statement that can be used to develop training programs for trainers working in vocational education and training. The model competency statement, entitled 'Utilise trauma informed training practices', can be used as a basis for development of accredited programs, nationally recognised units of competence, professional development programs or any other program related to implementation of trauma informed approaches in an adult training setting.

Published abstract. Show less

This paper addresses the ongoing challenge of matching training output with industry needs, more recently with the additional problem that the nature of change is itself changing. There is movement towards an environment where there is likely to be a qualitative change in industry expectations, as we see new approaches to work, work organisations and occupations emerging. Show less

This report on adult education in Poland begins with an outline of Polish history and then, using history of Krakow University as an example, explains Poland's long tradition of adult education provision. Chapters three to five cover developments in adult education in three periods of Poland's history: the era of the Second Republic (1919-1939); the post war period (1945-1989); and the Third Republic. Chapter six looks at the characteristics and programs of select continuing education organisations and chapter seven highlights the role of adult education as a bridge in German-Polish relations. Chapters eight and nine list important continuing education agencies and institutions, and faculties and institutes of adult education at institutes of higher learning respectively. The final two chapters outline the charter of understanding among adult education institutions and legislation. Show less

Artificial intelligence (AI) has produced new teaching and learning solutions that are now undergoing testing in different contexts. In addition to its impact on the education sector, AI is substantially altering labour markets, industrial services, agriculture processes, value chains and the organization of workplaces in particular. Technical and vocational education and training (TVET) contributes to sustainable development by fostering employment, decent work and lifelong learning. However, the effectiveness of a TVET system depends on its links and relevance to the labour market. As one of the major drivers of change, there is a need to better understand the impact of AI on labour markets, and consequently on TVET systems. All TVET institutions should develop an understanding of the current and future importance of AI and begin to incorporate its use into their planning.

This paper uses desktop research, policy analysis, case studies, sector reviews and semi-structured interviews with education and training practitioners to examine AI and the ways in which AI is expected to continue changing economies and labour markets. The work highlights how intermediate-level work will be further affected and how education and training institutions can harness new technological and procedural developments to improve their own responsiveness to the demands of the labour market and society. It is hoped that this work will be of value to policymakers, TVET administrators and practitioners and the international community invested in skills development.

Edited excerpts from publication. Show less

The curriculum document for the course Certificate in Introductory Vocational Education, for people of non-English speaking backgrounds. Show less

The research results presented here show the resistance of students to deep learning. Despite the undoubted potential of computer-aided collaborative learning to induce students to engage in critical and interactive work among themselves and with their environment, students too often manage to find loopholes and remain at the level of superficial learning. The article concludes that the teacher is of crucial importance in stimulating the learning activities of students, in particular by his or her capacity to ask stimulating questions to students or confront them with their contradictions.

Published abstract reprinted by permission of the copyright owner. Show less

One of the current debates in vocational education and training (VET) is around the perception of inconsistent learning outcomes for graduates of training programs delivered across the wide variety of Registered Training Organisations (RTOs) in Australia. Some commentators suspect variability in quality between large and small RTOs and between training that is fully on-the-job and training that has an off-the-job component. The authors talked to some VET teachers and trainers about their initial training and ongoing professional development, how they plan and deliver accredited training programs, whether there are both on-the-job and off-the-job components in the training programs with which they are involved, and their perceptions of the influences on the quality of outcomes their graduates achieve. It would seem that while most teachers and trainers want to provide high quality training and many do, some of the imperatives in the 'new economy' (eg funding arrangements, pressures of competition, user-choice) can turn the delivery of accredited training into a kind of pressure-cooker, almost assembly-line process. In this paper the authors discuss the themes that came from conversations with VET teachers and trainers who work in large and small training organisations, and look at perceptions of quality of training in the light of some 'new economy' imperatives.

Excerpts from printed abstract used with the permission of the copyright holder.

Volume one of these proceedings is indexed at TD/TNC 68.31, volume two is indexed at TD/TNC 68.32 and individual papers may be found from TD/TNC 68.17 to TD/TNC 68.29 and from TD/TNC 68.33 to TD/TNC 68.100 Show less