Evaluating On- and Off-the-Job Approaches to Learning and Assessment in Apprenticeships and Traineeships. Australian Apprenticeships.

Autor/inn/en	Strickland, A.; Simons, M.; Harris, R.; Robertson, I.; Harford, M.; Edwards, A.
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	Evaluating On- and Off-the-Job Approaches to Learning and Assessment in Apprenticeships and Traineeships. Australian Apprenticeships.
Quelle	(2001), (110 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87397-709-2
Schlagwörter	Adult Education; Adult Learning; Apprenticeships; Auto Mechanics; Classroom Environment; Cognitive Style; Developed Nations; Education Work Relationship; Educational Quality; Educational Research; Foreign Countries; Hospitality Occupations; National Surveys; Outcomes of Education; Postsecondary Education; School Business Relationship; Student Attitudes; Student Evaluation; Teaching Methods; Trainees; Vocational Education; Work Environment; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Apprenticeship; Lehre; Klassenklima; Unterrichtsklima; Cognitive styles; Kognitiver Stil; Developed countries; Industriestaat; Industrieland; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Ausland; Gastgewerbegehilfe; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Auszubildender; Weibliche Auszubildende; Ausbildung; Berufsbildung; Arbeitsmilieu; Australien
Abstract	A study explored learning and assessment experiences of Australian apprentices and trainees (A&Ts) using focus groups of 66 stakeholders in every state and territory; case study analyses of 20 diverse sites; and a national questionnaire of 595 A&Ts in motor mechanics and hospitality work. Stakeholders viewed apprenticeships and traineeships as serving objectives relating to entry to the labor market and provision of training pathways leading to nationally recognized qualifications. Approaches to learning and assessment varied by mix of learning and assessment undertaken, degree of formality, and extent to which they were undertaken by qualified trainers or left to employees working with A&Ts. Learning strategies that were interactive, treated learners as adults, and that were responsive to learning needs and styles were of greatest benefit. A&Ts had their learning and assessment expectations met, but that was more likely in cases where learning and assessment occurred in a combination of workplace and off-site experiences. A&Ts indicated each learning environment has its strengths and limitations. Achieving quality learning and assessment systems for A&Ts revolved around these two foci: (1) constant monitoring of the balance between needs of the enterprise and of A&Ts; and (2) developing and sustaining effective partnerships among A&Ts, employers, and training providers. (Appendixes include 74 references, instruments, case study profile, and additional data.) (YLB)
Anmerkungen	National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat no. 606: free-available only on the NCVER website). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr9020.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC