Training: A Theoretical Perspective
The field of Adult Learning and Life Long Education contains many current discussions which influence our thinking about workplace training. Influenced by psychology, philosophy and sociology there is now widespread use of terms and ideas such as life long learner, self directed learning, learning contracts etc.Recently a few articles 'Understanding learning in social movements: a theory of collective learning', 'Repositioning Ideology Critique in Critical Theory of Adult Learning' & 'Community Work as critical pedagogy' have reminded us that teaching, learning and workplace training is considerably more than a set of training tips.
Registered Training Organisations (RTO's) are springing up everywhere offering a bewildering array of courses and accreditations. Many provide articulation to other institutions - uni's, tafe's, and other private providers.
One of the main aims of the Training Reform Agenda was to develop transportability and consistency between the previously independent state education systems & developing Training Packages specific to Industry.
The basis and underlying principles of these training packages and workplace qualifications is usually described as 'competency based' where a person is required to demonstrate that they can perform specific tasks to particular levels of competency. The AQTF ensures these competencies and qualifications are consistent across states and RTO's and that certification is transportable.
In Australia Competency Based Training is usually perceived as behaviourism, with competencies being graded as competent/not yet competent based on a learner being able to demonstrate that they can perform the task to the required level of competency.
Traditional education theory has historically tried to "measure" learning based on a view that education is about the transmission of knowledge in circumstances specifically designed for this purpose (usually a classroom).
The radical educators suggest 'problem posing education' and breaking down of the teacher student hierarchy.
How are such things as 'learning the facts in relation to the concepts' measured and can that happen transparently in these days of increasing accountability?
Some of the current questions for us in the Community Sector related to Workplace Training are beginning to emerge "if knowledge is viewed as content to be transmitted, then instruction is probably seen as a product to be delivered." (Wilson p96 in Thompson) and a much more fundamental question - to what extent should education be determined by vocationalism?
Ledwith suggests that community work, youth work, social work, community education, adult education and schooling is where critical pedagogy is/should be happening - thus moving learning out of the institutions.
In a good practice organisation considering training - one suggestion is to consider a training needs audit - to consider what the training needs of the organisation are into the next few years and with a large array of training organisations around prepare a list of possible providers and ways in which learning can be maximised. The National Training Information Service can provide a list of accredited courses and providers. http://www.training.com.au/portal/site/public/menuitem.bf7b1d8a09175b80f9fa5a1017a62dbc/
The one simple concept that can be helpful is constructive alignment. Is everything completely aligned? - does all training activity support the assessment & the course aims.
References
Brookfield, Stephen. (2001). Repositioning Ideology Critique in Critical Theory of Adult Learning. Adult Education Quarterly, Vol 52 No1, Nov 2001 pp.7-22Freire, Paolo. Pedagogy of the Opressed
Kilgore, Deborah. (1999) Understanding learning in social movements: a theory of collective learning International Journal of Lifelong Education, Vol.18, No. 3 may-June 1999 pp.191-202
Ledwith, Margaret. (2001), Community Work as critical pedagogy: re-envisoning Freire and Gramsci. Community Education Journal Vol 36 No3 July 2001 pp.171-182.
Thompson, Kelvin. (2001) Constructivist curriculum design for professional development: A review of the literature. Australian Journal of Adult Learning Volume 41, Number 1, April 2001
Townsend, Rob. (2006) Adult, community and public education as sites for the development of social capital Australian Journal of Adult Learning Vol 46, No2 July 2006
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