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The Importance of Australian Apprenticeship and Traineeship Policies in Young Workers’ Learning Careers","","This paper investigates how young workers begin learning through work within Australia’s entry-level training policy context. Eleven young people were followed through their first year of full-time work, alongside interviews with significant adults in their working and learning lives. Findings show that holding a training contract strongly predicts viewing the workplace as a learning environment, while poor interactions with providers can cause disillusionment. 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The Importance of Australian Apprenticeship and Traineeship Policies in Young Workers’  \nLearning Careers  \nErica Smith  \nCharles Sturt University  \nAbstract  \nThis paper examines young workers’ beginning engagement in learning through work, placing it in the context of Australian policy on entry-level training. Eleven young people were followed through their first year of full-time work and the significant adults involved in their working and learning lives were also interviewed. The study demonstrates that the presence of a contract of training (an apprenticeship or traineeship) is a strong predictor of a young worker’s propensity to regard the workplace as a learning environment. However, unsatisfactory interactions with employment or training providers can create disillusionment with policy interventions that are meant to assist. Moreover, the habit of learning through work is not only a function of policy and training frameworks, but is also affected by individuals’abilities to learn how to learn . The paper concludes by arguing that, for those young people starting work who are not in a contract of training, additional assistance maybe required in order for them to continue the habit of lifelong learning in the new environment of work.  \nIntroduction  \nThere has been much policy interest in Australia over the past fifteen to twenty years in the area of entry-level training for young people. This interest has proceeded in tandem with wider changes to the vocational education and training (VET) system in Australia, known during the 1990s as the Training Reform Agenda (Smith and Keating 1997) . Developments associated with training reform have included the introduction of traineeships to complement apprenticeships; the ‘reform’ of VET into a  \nThe Australian Educational Researcher, Volume 31, Number 1, April 2004 •15  \nERICA SMITH  \ncompetency-based system; the encouragement of private provision of governmentfunded training; the use of key competencies (AEC/MOVEET 1993) as a basis for developing generic skills in both school and VET sectors; and, most recently, training packages, which have introduced national qualifications, and therefore apprenticeships and traineeships, into new career areas. Such developments have been mirrored in other countries, such as the UK, New Zealand and a number of European countries (CEDEFOP 1998) . Australian policy initiatives have been perhaps the most comprehensive, and have persisted essentially unchanged through changes of government at both federal and state levels.  \nWhile these developments have impacted upon all students in VET and upon many workers in industry, it can be argued that their greatest impact, and certainly a key focus of policy makers, has been on young people leaving school and beginning their working life. There have been many evaluations of different policy initiatives over the years but few studies into the actual experiences of young people leaving school and making their initial forays into the changed working and training landscape.  \nThis paper reports on the experiences of eleven young people who left school in New South Wales at the end of 1997. The study was undertaken at a time when new initiatives relating to youth employment and training were ‘bedding down’. The majority of the young people were employed as apprentices or trainees. Their working and learning experiences were documented until early 1999. They provide an insight into the impact of government policies related to employment and training upon young people, and the influence of such policies upon their attitude to learning through work. The two major research questions for the study were ‘What did the young people learn during their first year of full-time work?’ and ‘How did they learn it?’Some of the findings of the study have been reported elsewhere (e.g. Smith 2002, Smith, forthcoming), but this paper focuses primarily upon how the young people’s experiences o","cbCairmyyVqHgN5Z","https://ap.wps.com/l/cbCairmyyVqHgN5Z","pdf",98393,22,"English","# Abstract\n# Introduction\n## Background\n## Transition to work\n## Lifelong learning and work\n## Conclusion","[{\"question\":\"What does the study examine about young workers’ learning through work?\",\"answer\":\"It examines how young workers’ early engagement in learning through work develops under Australian entry-level training policy, focusing on learning experiences during the first year of full-time work.\"},{\"question\":\"How were participants studied and what data sources were used?\",\"answer\":\"Eleven young people were followed through their first year of full-time work, and significant adults involved in their working and learning lives were interviewed.\"},{\"question\":\"What predicts whether a workplace is seen as a learning environment?\",\"answer\":\"The presence of a contract of training (apprenticeship or traineeship) strongly predicts a young worker’s propensity to regard the workplace as a learning environment.\"}]","Learning to Learn Through Work? The Importance of Australian Apprenticeship and Traineeship Policies in Young Workers’ Learning Careers | PDF",1792077160,55]