International Research Snapshot
RESEARCH SNAPSHOT | Marjan Mckeough , Senior Librarian, ETIS (Education and Training Information Service) Centre for Learning & Innovation, DET
The ETIS intranet is available to TAFE NSW staff.
This eZine feature is brought to you by ETIS - the Department of Education and Training’s Education and Training Information Service. ETIS manages the NSW Vocational Education and Training Database linking in with the national vocational education database managed by NCVER. They are excellently placed and qualified to identify and share with us these key, recent reports and articles with particular relevance to VET teaching and learning. (Ed)
Workplace learning and assessment
Hills, Howard, Achieving maturity in e-learning, TJ: training journal, January 2008. pp.37-41
Many organisations set out to achieve a learning culture and learners are self-empowered, seek and manage their own learning. Consensus indicates that leadership is a key ingredient. A recent study, commissioned by the Learning and Skills Council and managed by e-skills UK, investigated e-learning implementation and found that leadership differentiates organisations that have a successful e-learning culture from those that do not.
Richmond, Hatty, Beyond Kirkpatrick: an evaluation dilemma, TJ: training journal, March 2008. pp.51-54
Most people involved in workplace training would probably agree that it has been, and is, subject to ongoing change, both in approach and in the way it is understood. The author presents the findings of organisational research into the problems surrounding training evaluation.
Bingham, Tony; Galagan, Pat. Learning is a powerful tool. T+D, Jan2008, Vol. 62 Issue 1, p30-37, 8p.
An interview with Jim Owens, chief executive officer (CEO) of Caterpillar Inc. in Peoria, Illinois is presented. When asked about how the company achieved its goals, he refers to learning as essential and a powerful tool in achieving the company's goals and objectives. Owens said that the company has invested an amount of $100 million every year in employee education.
Ketter, Paula. What's the big deal: about employee engagement. T+D, Jan2008, Vol. 62 Issue 1, p44-49, 6p.
This article discusses views from some business experts regarding the status of employee engagement of various companies in the U.S. According to Beverly Kaye of Career Systems International Inc., engagement is a new word for passion, motivation, and commitment of employees. In addition, Jean Martin, executive director of the Corporate Leadership Council, explains that engagement is made up of rational and emotional commitment. However, despite the efforts of finding strategies through engagement studies companies do not implement the strategies and therefore waste money.
Reardon, Robert F.; Brooks, Ann K. Workplace learning in rural contexts. New Directions for Adult & Continuing Education, Spring2008 Issue 117, p71-82, 12p.
Rural workplace learning presents the challenge of reduced resources and increased distance from training providers. The authors looked at five workplace segments and found that each of these has unique needs and barriers to learning.
The European Credit system for Vocational Education and Training (ECVET) – 2008.
The EU Member States and the Commission are developing a system to facilitate the recognition of knowledge, skills and competences gained by individuals through periods of vocational education and training abroad. The European Credit system for Vocational Education and Training (ECVET) will give people greater control over their individual learning experiences and make it easier to move between different countries and different learning environments.
Hyslop, Alisha. Ensure portability and transferability of credits and skills attained. Techniques, v. 83 no. 2 (February 2008) p. 41-3.
The fourth recommendation in Association for Career and Technical Education’s post-secondary reform position statement is to ensure portability and transferability of credits and skills attained. All postsecondary learning has value that should be recognized. Students' progress toward completion of postsecondary credentials can be improved with clear, consistent policies that ensure full transfer and articulation of postsecondary learning.
Summary
Ready to work, skilled for work: unlocking Britain's talent. 28 p (PDF)
Great Britain. Dept for Work and Pensions (DWP); Great Britain. Dept for Innovation, Universities & Skills (DIUS). London: The Stationery Office, 2008. 24 p.
This document sets out the government's clear intent to work with employers to build a new employment and skills partnership for the future. The government is giving employers unparalleled opportunities to shape recruitment and skills services and to access simplified and demand-led support to recruit and train their workforce. In return, employers need to recognise their responsibilities to fill more of their vacancies with people who are further from the labour market and step up investment in their people. By working together the UK can face the challenges of the future, unlock the nation's talent and secure a prosperous future for all. The main sections of the document cover: Employer-led reform and renewal; Demand-led recruitment and skills support; and Working with employers in their communities.
World-class apprenticeships: unlocking talent, building skills for all: the Government's strategy for the future of apprenticeships in England. 56 p (PDF) Great Britain. Dept for Innovation, Universities & Skills (DIUS); Great Britain. Dept for Children, Schools and Families (DCSF). London: DIUS, 2008.
Britain has a long and proud tradition of apprenticeships stretching back over centuries. For millions of young adults, they have provided a prized pathway to valued skills and a good job. For businesses, they provide a premium route for unlocking talent and for commercial growth. Since 1997, the numbers of apprentices and the quality of their apprenticeships have improved significantly. The number of apprentices needs to grow enormously over the next decade if Britain is to meet the challenges of the global economy. The Government's role in improving the skills of individuals is clear. The employment and training systems are able to respond effectively to all levels of need - not only helping people into work, but also enabling them to get on at work. Businesses also have a crucial part to play and many are already working closely with government to unlock talent, build relevant skills and expand opportunities for people to work including around 130,000 businesses offering apprenticeships. There is a clear need to build an even stronger partnership between the Government, the private sector, the third sector and individuals if more British people are to be supported into sustainable employment, to help British businesses develop their workforce and succeed in increasingly competitive markets, and to achieve the ambition of a workforce with world-class skills. Chapters include: Context; Strengthening the apprenticeships; A new delivery system; Boosting employer supply; Culture change around the value of apprenticeships; Addressing inequality; and Next steps and consultation.
Townsend, Amy; Shelley, Kyna. Validating an instrument for assessing workforce collaboration, Community college journal of research and practice, v. 32, no. 2, February 2008. pp.101-112
The community college has always played an integral role in job training but never more so than following the 1998 Workforce Investment Act (WIA) that significantly increased the community colleges' opportunity to join with others in the provision of job training services. With this, however, came demand for high levels of collaboration between the state's community colleges and Workforce Investment Network (WIN) Job Centers, as WIA-mandated partnering agencies. In this study, an instrument developed by Mattessich and Monsey (1992) for measuring inter-agency collaboration was used in surveying community college personnel and WIN Job Center personnel. There were two major goals of this research effort, the first of which was the validation of the instrument, the Wilder Collaboration Factor Inventory. The second goal was to determine the level of collaboration between Mississippi's 15 community colleges and the Mississippi Department of Employment Security's 45 comprehensive WIN Job Centers. The results of a factor analysis support the constructs proposed in the Wilder instrument as being key elements of successful collaboration. Some areas of strength reported by the 572 participants were shared history, favorable climate and culture for collaboration, adaptability, as well as the organizations having a unique purpose. Areas reflecting concern include open and frequent communication, having multiple layers of participation, and the adequacy of resources.
Raising Expectations: enabling the system to deliver. London, Department for Children, Schools and Families, 2008.
Outlines wide-ranging reforms to the provision of skills and training to young people and adults, including details of both the Skills Funding Agency and the National Apprenticeship Service.
The European Institute of Innovation and Technology (EIT) is a new initiative which aims to become a flagship for excellence in European innovation in order to face the challenges of globalisation.