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International opinion

By Pat Costine (October 2004 Issue)
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It was with some interest that I read Peter Honey’s article ‘Work-based learning: still the Cinderella’ in the July 2004 issue of Training Journal.1 It brought back memories of an article concerning the promotion of natural learning activities,2 to which I was introduced some 15 years ago. Indeed, I have had reason to refer to this article on a number of occasions in the intervening years. Having said all this, it may seem strange that I intend to devote the thrust of my article to some specific aspects of formal learning. However, I have earmarked work-based learning for a mention or two as I proceed.

The Annual Competitiveness Report 20033 was published recently in Ireland, and ‘education and skills’ appeared among the many areas reported on. In this context six key indicators were identified, of which two relate to continuing education and training.

Firstly, Ireland is seen as performing rather badly in continuing education and training for 25-64 year-olds, being ranked ninth out of 12 ‘comparator’ countries.4 Continuing education and training in this instance relates to continuing formal education as well as vocational or on-the-job training.

Secondly, in terms of ongoing staff training, Ireland’s performance is seen as relatively mediocre, being ranked tenth out of 16 countries included in the study quoted.5

While many stories probably lie behind these essentially bald statistics, they do serve as a reminder that much work remains to be done with regard to the promotion of, and the support for, continuing education and training. In this vein, I have encountered many references to lifelong learning in recent times and it is mentioned once again in the aforementioned Annual Competitiveness Report 2003. Here it states that:

Formal education needs to be enhanced by a commitment to lifelong learning in the workplace, incorporating informal on-the-job experience, as well as a formalised framework which encourages both a return to schooling and the constant upskilling of the workforce.6

You will no doubt have noticed the reference to informal learning included in this quote.

So where is all of this leading us? Let me put forward some personal viewpoints that might help to pull what has been outlined so far into a cohesive perspective.

Rather than just being touted as a worthy concept, lifelong learning (in the first instance with regard to formal continuing education and training) should be promoted and supported in a much more active sense. I am aware of quite a few organisations with policies that promote and support participation in activities that come under this category, and this is a worthy approach. However, these cases are most likely to be recorded in large multinational organisations that have a strong reputation for investment in training in the first place. But what of those employed in the many organisations in which policies such as these are but a pipe dream? How much potential is being wasted because there is no trigger for this kind of involvement?

Furthermore, even if the desire to participate in further education/training does manifest itself, a wide range of barriers may confront those wishing to participate, including:

* costs (course fees, books, materials, transport and so on)
* time constraints (shift work, overtime, lack of study leave and so on), and
* personal difficulties (single parents, partners on different shift patterns and so on).

In an Irish context, there are very few support systems available to assist in overcoming any of these barriers. Possible initiatives in this regard might include grants, repayable loans, childcare facilities, travel allowances and so on. In their absence, it is likely that many learners will continue to work under their own initiative.

Where staff training is concerned, the statistics may be seen to lend some credence to my comments in a previous article about cutbacks in training budgets7 and I do not intend to expand on the situation here.

In closing, let me return to the point at which I started. I am fully supportive of work-based learning approaches and agree that they are rarely given the respect they deserve. However, I also contend that such approaches are very unlikely to take root in situations where formal education and training activities are not promoted and supported. It seems logical to suggest that those already in a learning groove (through participation in formal continuing education and training) would be easier converts to less formal learning approaches than those to whom learning is currently an alien concept.

References
1. Peter Honey, ‘Work-based learning: still the Cinderella’, Training Journal, July 2004, p. 11.
2. TN Garavan, ‘Promoting natural learning activities within the organisation’, Journal of European Industrial Training, vol 11, no. 7, 1987, pp.18–22.
3. Annual Competitiveness Report, Forfas/National Competitiveness Council, Ireland, 2003.
4. Education at a glance: OECD Indicators, 2002 Edition, visit www.oecd.org/publications.
5. The Global Competitiveness Report, 2002–2003, World Economic Forum, visit www.weforum.org.
6. Annual Competitiveness Report, 2003, op. cit.
7. Pat Costine, ‘International opinion’, Training Journal, January, 2004 , p.25.


Pat currently serves as vice-president and national education officer of the Irish Institute of Training and Development (IITD), and is an administrator and tutor on IITD Diploma, Certificate and Trainer Skills programmes. As Pat & Associates, he provides professional training and development services to private and public sector organisations. He resides in Waterford, Ireland. Pat can be contacted on +00 353 151 873330 or at costinep@eircom.net

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