Interviews and focus groups with 32 apprentices, 21 employers, and 6 teachers in Australia's construction industry showed that on-the-job learning was perceived as more real and focused on "how"; off-the-job learning was less pressured, broader, more theoretical, and concerns with "why." The different contributions each made to apprentices'…

Inadequate conceptions of the self underlie vocational education and training policy and instruction. The concept of a socially extended self, a social being who is complex and multifaceted, is incompatible with competency-based approaches to vocational education being used in Australia. (SK)

A study of 16 British adult educators and trainers who undertook National Vocational Qualifications in learning development and human-resource management showed that participants and their organizations derived benefits and improved the flexibility of teaching practice. Language of the standards and their exchange use and value remain problematic.…

Exploration of the social and economic context of further education in England shows increased collegiality and a culture of continuous improvement have transformed teaching and learning. These changes take place within a modernizing strategy focused on value-added education and economic competitiveness. (SK)

Interviews with British employers, employees, and teachers indicate that employers and employees find much of what is taught in General Certificate of Secondary Education math and English is not relevant. They desire practical mathematics, oral communication, and interpersonal skills. Teachers feel that education has a broader role than…

Discussions with student teachers and examination of assignments suggest that, although student teachers value educational theory, many operate with their own personal theories of teaching and need exposure to differing perspectives. (SK)

In Australia, apprentices and trainees can choose training providers using public funds to finance training. User choice raises policy issues in several areas: access in remote locations, impact on equity groups, competitiveness of training markets, and tensions among stakeholders (government, employers, providers, apprentices). (SK)

Scores of 111 Australian and 145 British vocational instructors on the Smith Whetton Critical Reading Test (CRT) showed no significant differences. The CRT's construct validity was supported; it was shown to be a useful tool for demonstrating problematic aspects of the concept of thinking skills. (SK)

Vocational educators (n=12) in an Australian boys' school's apprenticeship program viewed vocational education pragmatically and were concerned that their courses and students were perceived as inferior. They predominantly used a project-oriented approach and a facilitative teaching style. (SK)

The terms roles, functions, and skills are based on different views of expertise. Functional analysis is normative and behaviorist. Skill analysis concentrates on interpersonal skills and the person in the role. Role analysis is the study of more than the job; it encompasses the human interactions involved in its performance. (SK)

Interviews with 124 social-services workers in inservice training showed there was more resistance when learning was supplantive (replacing or threatening existing knowledge or skills) than additive. To overcome resistance, trainers can find guidance in crisis-intervention techniques. (SK)

Australian implementation of competency-based training fails to recognize that mere competency statements are inadequate as a basis for teaching. Many vocational teachers lack sufficient background in psychology for successful implementation. Good curriculum documents can help by incorporating key research on skill learning, transfer, expertise,…

To determine who benefits from investment in continuing-vocational training, it is necessary to differentiate between types and funding levels. Different types yield different outcomes. Various funders (government, employers, individuals) have different objectives for investment. A focus on measurable outcomes helps clarify benefits. (SK)

ExecutiveLink(TM) is a learning community of farm businesses engaged in nonformal education. Social capital is developed through shared language and experiences, the building of trust, self-development, and identification with the community. (SK)

Tacit knowledge and judgment associated with vocational education requires high levels of expertise on the part of assessors. A new model of competency-based education emphasizes the exchange of tacit knowledge and exercise of tacit judgment on learning, shedding new light on old debates about competency-based education and training. (SK)