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It proposes a model of learning at work, supported by formal and informal workplace arrangements, drawing on semi-structured interviews and written responses from 51 workers in aged care. Findings show preferences for independent learning with co-workers and workplace facilitators, and a larger share of courses delivered on-site, with implications summarized in the article.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/engaging-in-continuing-education-and-training-learning-preferences-of-worker-learners-in-the-health-and-community-services-industry/592455/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/engaging-in-continuing-education-and-training-learning-preferences-of-worker-learners-in-the-health-and-community-services-industry/592455.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper call for broadening continuing education and training provisions?","Question",{"text":112,"@type":113},"Changes in work requirements and practices, longer working lives, and the need for employability make it essential to extend CET beyond entry-to-employment training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What model does the paper propose for worker-learners in the aged care industry?",{"text":117,"@type":113},"The paper proposes learning at work, combining practice-based experiences supported by both formal and informal workplace arrangements.",{"name":119,"@type":110,"acceptedAnswer":120},"What preferences did aged care workers report about learning delivery?",{"text":121,"@type":113},"Workers preferred learning independently and with co-workers and workplace facilitators, and they favored a larger component of courses delivered at the work site.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592455,1792191403,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","68 Engaging in continuing education and training  \nEngaging in continuing education and training: Learning preferences of worker-learners in the health and community services industry  \nSarojni Choy, Stephen Billett and Ann Kelly Griffith University, Brisbane  \nCurrent tertiary education and training provisions are designed mainly to meet the learning needs of those preparing for entry into employment DQG VSHFL¿F RFFXSDWLRQV􀀑 \u003CHW􀀏 FKDQJLQJ ZRUN􀀏 QHZ ZRUN UHTXLUHPHQWV􀀏 DQ ageing workforce and the ongoing need for employability across lengthening working lives make it imperative that this educational focus be broadened to include continuing education and training provisions for those already in the workforce. To address this refocusing of the education and training effort, this paper proposes that learning at work, encompassing practice-based experiences supported by both formal and informal workplace arrangements, constitute an effective continuing education and training model for workerlearners in the aged care industry. It draws on data from semi-structured interviews and written responses from 51 workers who show preferences for such a model. Not only do aged care workers like engaging in learning independently and with co-workers and workplace facilitators, they prefer a larger component of courses to be delivered at the work site. The implications RI WKHVH ¿QGLQJV DUH VXPPDULVHG LQ WKLV DUWLFOH􀀑  \nSarojni Choy, Stephen Billett & Ann Kelly 69  \nIntroduction  \nThe pace and extent of changes in occupational and work requirements and transforming work practices have impacts on the kinds of work available to be undertaken; how that work is organised and practised; the requirements of that work; and with whom workers interact to understand and successfully complete their work (Billett, 2006a) . These changes arise in different ways across occupations and workplaces. However, uniformly they require workers to continually learn and update their work-related capacities, and, for many, across lengthening working lives. Hence, there is an increasing emphasis on continuing education and training (CET) provisions to assist individuals to be both skilful in ways required by their current work situations and yet be adaptable in addressing these ongoing changes. There is a need, seemingly, for all workers to constantly acquire and create new and actionable knowledge and skills as they continue to develop dispositions, personal qualities and ‘ways of being’(Eraut, 2004) appropriate for their work and working lives (Barnett, 2006) .  \nAs much of work requirements and changes within them are shaped by work practices and their socio-cultural environments, much of that development may need to be acquired at and through their work). The occupational learning occurring in the context of work LV LQÀXHQFHG E\\ ORFDO ³UXOHV􀀏 YDOXHV􀀏 DWWLWXGHV􀀏 H[SHFWDWLRQV HWF􀀑´(Ellstrom, Svesson & Aberg 2004: 479).” This is because learning at work is shaped and transformed by “material, social, discursive and historical conditions and relations”(p.479) and requires personal UHÀHFWLRQ DV ZHOO DV FROODERUDWLRQ ZLWK IHOORZ ZRUNHUV DQG FOLHQWV (Kemmis, 2005). Similarly, Hodkinson, Biesta and James (2008) identify ways in which learners as well as the learning situation shape their learning. They propose that, while theories of learning cultures 􀀋H[SODLQLQJ ZK\\ VLWXDWLRQV LQÀXHQFH OHDUQLQJ􀀌 DUH FULWLFDO􀀏 FXOWXUDO theories of learning (explaining how and why people learn) are also VLJQL¿FDQW WR WKH XQGHUVWDQGLQJ RIOHDUQLQJ􀀑 0RUHRYHU􀀏 LQÀXHQFHV RI situations and individuals include inevitable relations between them that shape learning in personally distinct ways (Billett 2006b) . These propositions suggest that learning is indeterminate in workplaces than in classrooms of tertiary education institutions, although the same considerations apply to both kinds of settings. However,  \n70 Engaging in continuing education and training  \nOHDUQLQJ DW ZRUN PD\\ UHTXLUH VSHFL¿F VHWV ","cbCaispbN222COMs","https://ap.wps.com/l/cbCaispbN222COMs","pdf",183518,22,"English","# Introduction\n## Continuing education and training and workforce change\n## Learning at work as an effective CET model\n## Workplace learning skills and learner engagement","[{\"question\":\"Why does the paper call for broadening continuing education and training provisions?\",\"answer\":\"Changes in work requirements and practices, longer working lives, and the need for employability make it essential to extend CET beyond entry-to-employment training.\"},{\"question\":\"What model does the paper propose for worker-learners in the aged care industry?\",\"answer\":\"The paper proposes learning at work, combining practice-based experiences supported by both formal and informal workplace arrangements.\"},{\"question\":\"What preferences did aged care workers report about learning delivery?\",\"answer\":\"Workers preferred learning independently and with co-workers and workplace facilitators, and they favored a larger component of courses delivered at the work site.\"}]","Engaging in continuing education and training - Learning preferences of worker-learners in the health and community services industry | PDF",1792074615,55]