Sustaining Employability Through Work-life Learning: Practices and Policies

Description

This book seeks to advance understandings of and approaches to supporting and sustaining working age adults’ learning across lengthening working lives and inevitable transitions they encounter and are required to negotiate. It is founded on the processes and findings of a three-phase practical inquiry into worklife learning and its implications for workplace and educations’ practice conducted in Australia over a three-year period commencing in 2019. Diverse perspectives and orientations were utilised in approaches to data analysis and renderings from the data, thereby opening up the analysis of these complex phenomena to different lines of interrogation, questions and analytical approaches. It elaborates more fully understandings about the processes of adults’ learning and development across their lifespan of adulthood referred to as working life, and what factors and contributions supported that learning. This book also attempts to reconcile a coherent view about development across the work lifespan, and how that can be supported by education provisions, workplaces, communities, and by the adults themselves. Series Editor’s Foreword Preface Structure of Edited Monograph Acknowledgements Contents Part I: Worklife Learning and Employability Adults’ Worklife Learning Understanding Worklife Learning Lifelong and Worklife Learning Worklife Learning Worklife Learning Premises Project Informing This Monograph Orientation of and Perspectives on Elaborating Worklife Histories and Worklife Learning Part I Contributions Part II Contributions Part III Contributions Key Findings Negotiating Transitions Kinds of Learning to Be Negotiated Provisions of Support and Guidance Promoting Worklife Learning References Policies and Practices for Sustaining Employability Through Worklife Learning Securing Goals of Employability Across Working Life Worklife Learning and Employability Being Employable Sustaining Employment Securing Advancement Transitioning to New/Other Occupations Ways of Supporting Employability Achieving Goals of Employability: Evidence from an Australian Investigation Government Education Institutions Workplaces Working Age Adults Situating These Contributions Guidance and Support Government Subsidies and Incentives Engagement in Occupational and Workplace Related Learning in Work Settings Engagement in Occupational and Workplace Related Learning Within Educational Settings Policy and Practice Implications for Sustaining Employability Through Worklife Learning References Part II: Elaborating and Investigating Worklife Learning The Imperatives of and for Worklife Learning: A Review Learning Across Working Life to Sustain Employability Learning and Development Across Lifespan and Life Course Adult Learning Across Working Life Recent Interest in Lifelong Learning Learning Across Working Life Educative Experience Mediating Working Life Practices and Strategies to Best Sustain Employability Across Working Life Adult and Lifelong Education Policies Educational Institutions’ Practices Work-Integrated Education (WIE) Interactions with Alumni University Career Centres (UCCs) Graduate Employment and Universities: Potential Maximisation Mode Workplace Practices and Worklife Learning Working Age Adults’ Practices Promoting Lifelong Learning to Sustain Employability Across Working Life References Investigating Learning for Employability: Method and Procedures Learning Across Working Life to Sustain Employability Securing and Sustaining Employability Through Worklife Learning: An Australian Investigation Phase 1: Accounts of Worklife Learning Phase 2: Verifying and Elaborating Findings Through Survey Phase 3: Advancing How Worklife Learning Promotes Employability Ethics and Dissemination Limitations Summary References Seminars and Conferences Chapters in This Book Employability and Work Life History Employability as Understood Through Work Life History Interviewing: Producing Empirical Data Learning, Experience, and Subjectivity Transitions Three Examples Salim’s Journey Carson’s Journey Ingrid’s Journey Holistic Intersectionality Continuity and Identity Developments Life-Long Learning and Competence Development Learning Arenas Guidance and Competence Assessment (Recognition of Different Forms of Learning) References Indigenous Australian Peoples and Work: Examining Worklife Histories Introduction Approach to the Research Research Findings Working to Make a Difference for Mob Readiness Agency Resourcefulness Authentic Mentoring and Advocacy Racism at Work: The Underlying Theme Concluding Remarks References The Trajectories of Worklife Transitions Worklife Transition Work-Learning and Transition as Socio-personal Practice Negotiating the Socio-personal Practice of Worklife Transition Examining Worklife Transitions Five Forms of Worklife Transition Trajectory 1: Incremental Steps 2: Spinning Plates 3: Project Management 4: Carousel 5: Full Renovation The Value of Transition Conclusion References Worklife Transitions: An Australian Investigation Securing Learning Across Working Life Worklife Transitions: An Australian Investigation Worklife Transitions Changes Initiating Transitions Factors Supporting Transitions Impact of the Transition Perspectives and Experiences About Worklife Transitions References Part III: Elaborating and Investigating Worklife Learning to - An Australian Case Study Learning Across Working Life: Educative Experiences Supporting, Guiding Learning Across Working Life: Educative Experiences Educative Experiences Across Working Life Enhancing Educational Experience Educative Experiences Life History Interviews: Capturing Educative Experiences Kinds of Educative Experiences Sources and Contributions of Educative Experiences Educative Experiences in Prospect References Learning Across Working Life: A Product of ‘Personal Curriculum’ Learning Across Working Life: A Pathway of Experiences Conceptual Bases of Personal Curriculum Pathways of Experiences: An Australian Investigation Intentions of Personal Curriculum Enactment of Personal Curriculum Personal Curriculum of Adults’ Pathways of Experiences References Literate Practices in Worklife Histories, Transitions and Learning Introduction Conceptualising Literacy in Relation to Worklife Experiences Literacy, Literate Practices and Literacy Events Literacy Events and Worklife Experiences Methodology and Empirical Approach Situational Characteristics of Literacy Events Gender Migration Experience Time of Life Context of Literacy Event Semiotic Characteristics of Literacy Events Language Involved Nature of Literacy Events Language in General Oral Language Written Language Teaching and Learning Other Sorts of Literacy Events Learning Involved in Literacy Events Affordances and Engagement Availability of Resources Self-Construction of Resources Lack of Resources Absence of Resources Engagement Learning Outcomes Language Competence Work-Process Knowledge Academic Knowledge Everyday Practical Knowledge Social Knowledge Knowledge About Self (Identity) Agency and Roles Involved in Literacy Events Role of Agents Level of Agency Expression of Agency Taking Actions Using Opportunities Reflexive Thinking Perception of Self Emotions Contributions to Transitions Conclusion References Worklife Learning: Contributions of Tertiary Education Rationale for Tertiary Education to Support Worklife Learning Australian Tertiary Education System University Provisions Vocational Education and Training Provisions Role of Tertiary Education to Sustain Employment and Employability: Evidence from Survey Data Sample Engagement in in Intentional Learning Associated with Employability Goals Learning for Emerging Changes Different Ways of Learning Provisions Supporting Lifelong Learning Role of Tertiary Education in Lifelong Learning: Evidence from Worklife Narratives Contributions of Tertiary Institutions in Supporting Adult Workers’ Lifelong Learning Across Worklife Transitions References Learning Across Working Life: A Case from Australia Learning Across Working Life to Sustain Employability Worklife Learning: An Australian Investigation Learning Across Working Life Kinds of Learning Processes of Learning Differences by Culturally and Linguistically Diverse Groups Differences by Gender and Age Differences by Gender and Age Within the CALD Cohorts Within Australian Born Non-Indigenous Group Within the Indigenous Group Within the English-Speaking Background Group Within the Non-English-Speaking Background Group Support Perspectives and Experience About Learning Across Working Life References Practices and Strategies to Support Worklife Learning: The Australian Context Strategies and Practices to Sustain Employability Across Working Life Adult and Lifelong Education Policies Policies and Practices for Worklife Learning: An Australian Investigation Practices and Strategies to Promote Lifelong Learning Across Working Life Policy and Practice for Government CALD Groups’ Perspectives Gender Groups’ Perspectives Age Groups’ Perspectives Practices for Education Institutions Their Programs and Educators CALD Groups’ Perspectives Gender Groups’ Perspectives Age Groups’ Perspectives Practices for Workplaces CALD Groups’ Perspectives Gender Groups’ Perspectives Age Groups’ Perspectives Practices for Working Age Adults CALD Groups’ Perspectives Gender Groups’ Perspectives Age Groups’ Perspectives Practices and Strategies to Promote Lifelong Learning to Sustain Employability Appendix A References Index