Combining formal, non-formal and informal learning for workforce skill development

Concluding remarks

It is clear that companies use a range of strategies for developing the skills of their workers. This includes using formal, non-formal and informal as stand-alone approaches or in various combinations. However, in the long run businesses will make their choices according to their own evaluations of what will suit their particular companies or strategic directions at the time that learning is required, and the extent to which they can release workers to engage in learning (shown to be far more difficult for small business). Unless required or mandated to undertake learning individuals will make their own decisions about whether or not they do so. They will also suit themselves about the types of learning they choose.

Keeping in mind that organisations tend to provide learning opportunities for permanent staff over casual staff (and especially if it comes at a cost) it is important to find alternative ways to provide casual workers with opportunities for learning. It is also clear that workers who already have high levels of education are far more likely to participate in formal learning than those with limited education, while those with limited education participate far more in informal or on-the-job learning. Why those with lower levels of education continue to participate at much lower rates in non-formal and formal learning may be explained by their lack of language, or numeracy and literacy skills. Providing workers with access to these basic skills seems to be critical to workforce skill development in an environment where the main aim is to broaden the pool of suitable workers.

The recognition of prior learning has recently been used to address current skill shortages. However, it is also clear that having the practical skills and knowledge to perform a job may not always be accompanied by the ability or commitment to the self-paced learning often required to fast-track the completion of theory components. Helping individuals deal with issues will also need to be a priority for providers interested in delivering training and assessment for accelerated apprenticeships.

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