Varieties of workplace learning: An introduction
Bibliographic record
Abstract
Despite twenty years of training reform in Australia, there are widespread concerns about a 'skills crisis'. This raises the question: to what extent is this a training crisis, and to what extent is it a crisis in the retention of skilled workers, exacerbated by the new relationships of the workplace? In assembling two quite distinct sets of viewpoints, this symposium invites readers to adopt a broad view of worker education. It includes voices who argue that skills training is but one element of workplace learning, the other being the acquisition of contextual knowledge, formal or tacit, about the employer-employee relationship. The first perspective is a critique of a recent attempt to train managers in the efficient use of 'relationship' skills. From here, a longer-term perspective demonstrates how the narrow skills approach can be traced to a diffusion of Taylor's educational theory through formal and community-based vocational education systems in NSW. A new perspective is then introduced by a conversation among adult educators, who take the view that workplace learning inevitably involves learning about employer/employee relations. Contributions from South Africa, Canada and Australia consider the relationship between practical activity and the gaining of two aspects of this awareness - union activism and class consciousness. They explore approaches to union renewal and employee participation in shaping learning. Noting the decline of working class communities and of working class education movements, the symposium ends with a suggested explanation for the fluctuating class awareness of those whom the Australian labour movement is currently addressing as 'working people'.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".