Workplace learning and the role of VET

Notes/observations on a conference

Rainbird

• learning in the workplace - a community of practice - not just an individual activity
• standards based (eg CBT) has the problem of not accessing the theoretical knowledge, how to learn-type skills
• should be focused on the learner

Cooney (Auto industry)

• short-term role of training
• so, must demonstrate return to business (in the now) - therefore job specific skills development

Effects -

• firm specific/job specific
• therefore, not necessarily transferable across the industry
• less focus on developmental learning

*** training not leading to the broad-based skill development that leads to innovation and product development

Giselle Mawer -SMEs

• experience and skills from on job (especially from supplier training) valued over accredited training
• accredited training for mandated requirements
• not much knowledge of the formal VET system, RPL and AQF qualifications (knowledge mainly from industry bodies - limited)
• individual needs training
• or for new pay structures

*** most of trainng undertaken was either free of direct costs or subsidised by govt and statewide subsidies and levies

*** employer responsible for employee currency

Barriers

• lack of relevance and unresponsive
• difficulties in releasing staff

Possible points of connection

• formal recognition of current skills (RPL)
• strategically targeted promotion and facilitation
• more integration of VET services with workplace business
• know industry context

Peter Waterhouse

• enterprise based not industry based training
• employers often don't place value on quals as much as employees
• quals - gateway at recruitment
• quals - and a developmental tool & career pathway

we all use the same ingredients - it is what you do with it that makesthe difference

• shift from delivery to dialogue on design of programs
• Training Package - instrument of policy and instrument of training
• contextualised & relevant does not mean reductionist or narrow.

Mary Jones (Indigenous programs - Victoria)

• need for program of critical thinking
• link of underpinning concepts to the competencies
• use of experiential learning (Kolb 1984)
• reflective learning
• group learning
• facilitated - group had ownership
• workplace did not always identify tacit knowledge
• use of learning journal
• workplace issues discussed in the formal learning place

• students linked to employers at start of program

also

• need to know the students
• program for welding - did not work because employers did not want to train - just get pre-skilled workers

Conclusion - John Bucannan

• ABS - most workers only have workplace training (WPT)
• WPT - being starved of resources
• - re-engage with on the job to hit training needs
• Problems with training sit with senior business and Government policy
• It is not RTOs being unresponsive but constrained to qualifications framework and Training packages
• Training packages - enterprises don't need full qualifications but skill sets.