Matching Training Needs and Opportunities: The Case for Training Brokers in the Australian Agricultural Sector

Autor/inn/en	Kilpatrick, Sue; Fulton, Amabel; Johns, Susan
Titel	Matching Training Needs and Opportunities: The Case for Training Brokers in the Australian Agricultural Sector
Quelle	In: International Journal of Lifelong Education, 26 (2007) 2, S.209-224 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Natural Resources; Industry; Telephone Surveys; Reference Groups; Lifelong Learning; Vocational Education; Peer Mediation; Agriculture; Farm Management; Models; Case Studies; Educational Opportunities; Information Networks; Social Networks; Educational Needs; Australia + Suchen Sie Ihr Suchwort? Natural Ressource; Natürliche Ressource; Industrie; Telephone interview; Telefoninterview; Reference group; Bezugsgruppe; Life-long learning; Lebenslanges Lernen; Ausbildung; Berufsbildung; Peer Group; Mediation; Landwirtschaft; Analogiemodell; Case study; Fallstudie; Case Study; Bildungsangebot; Bildungschance; Informationsnetz; Social network; Soziales Netzwerk; Educational need; Bildungsbedarf; Australien
Abstract	Lifelong learning has been linked by policymakers to economic and social wellbeing. This paper introduces the concept of training brokerage as an efficient way of meeting the needs of learners, industry and education and training providers. It presents findings from a study of the features, processes and outcomes of training brokerage arrangements within the Australian agricultural and natural resource management sectors. The purpose of the study was to identify and promote effective brokerage arrangements and models. The study used multi-method, multi-site techniques, comprising a telephone survey, case studies of good broking practice and stakeholder participation through workshops and a reference group. Training brokers act as facilitators or intermediaries in identifying and matching training needs and opportunities. They have close links with industry, and extensive networks that include reputable training providers. Brokers work with others to identify training needs and engage participants, and to identify, negotiate and plan appropriate training. Evaluation and further training are a key part of the process. Effective broking activity is underpinned by a series of ten generic principles. Brokerage has implications for the agricultural sector in developed and developing countries, in terms of improving the match of training provision to training needs, communication, coordination and collaboration across regions and industries. It also has broader implications for facilitating participation in client-driven lifelong learning, particularly for disenfranchised learners. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10