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

Combining informal, non-formal and formal learning for accelerated completion

A major way to combine learning that happens in informal, non-formal and formal contexts is through recognition pathways. That is, using the prior learning individuals gain through experience in work or in other daily activities (informal learning) or in work-based or community-based structured training programs (non-formal learning), to identify training or learning gaps that need to be addressed to acquire formal qualifications (formal learning).

Such approaches are currently being used in programs for addressing national skill shortages in the traditional trades and community services programs. These go under the umbrella term of accelerated apprenticeship or traineeship programs. Combining off-the-job learning with that gained by extended periods in work is also used by professional associations in continuing development programs aimed at increasing the post-graduate qualifications and accreditations of professionals.

Current skill shortages (especially in the traditional trades and community and health services areas and professions) have required industry to look for alternative sources of workers. Typically they have looked at upgrading the skills and knowledge of workers who have been working in the industry for a good number of years and used recognition of prior learning assessment concepts to accelerate them through apprenticeships and traineeships.

In addition, different jurisdictions are experimenting with re-negotiating and reducing the duration of training contracts in the traditional trades. In other cases formal training is being re-configured to include longer blocks of up-front and alternated off-the-job training, and facilitating pathways to higher level qualifications. Helping mature-age workers to commit to a program of training (which may include substantial amounts of self-paced learning), and providing them with language and literacy assistance to engage in this form of learning are issues that will need to be addressed by providers providing learning for accelerated programs.

In appendix B we report on a number of examples of these accelerated arrangements. This information was collected and reported on in a study prepared for the Western Australian Chamber of Minerals and Energy (National Centre for Vocational Education Research 2006).

Learning bays

We can also learn more about innovative ways to combine formal learning with informal learning from the German learning bay model of training (Dehnbostel & Molzberger 2006). In two Daimler plants in Baden-Watenburg learning bays are spaces which are located in the middle of work processes for informal and formal learning. The production component (work resources, work tasks and machines) enable workers to engage in on-the-job learning. The learning facilities (for example, notice boards, and multi-media) enable workers to engage in formal learning activities. Trainers attached to the learning bay are generally skilled workers from relevant departments who act as facilitators for learning specific topics and skills. In doing so they provide a framework for teams of apprentices to work on tasks and also manage their own learning. The department hosting the learning bay is responsible for the cost of the bay. This makes sure that learning is integrated into work processes. The concept of the learning bay is also used for the technical skills training of existing workers. However, the duration of training for these workers lasts for about one or two days, whereas it lasts for about six weeks for initial training.

Decentralised learning arrangements

Other means for combining informal and formal learning for German apprentices (generally in the second year of training) has been called ‘decentralised learning’ (Dehnbostel & Molzberger 2006); that is, learning which is divided up to be undertaken by a number of small- and medium-sized companies, each specialising in a different area of training for an occupation. There may be a variety of ways that training is provided. First the learning is divided into work and learning tasks. In one model the apprentices learn all the processing steps for manufacturing a particular product in one company. In another model the apprentice will learn a set of these processes with different companies. In some cases this may mean that similar processes are repeated across companies. A third variant is for the apprentice to focus on a key process within each company.

Integrating work with learning

In integrating learning with work we shift the emphasis from the learner as student to the learner as worker. We also note that it often occurs in collaboration with work colleagues (Hager 1998).

Making learning an integral part of day-to-day work and finding ways to harness that learning and make sense of it is one of the most critical challenges that faces educators and managers in modern organizations. (Davis & Hase 2001, p.9)

Creating a culture for learning

Integrating formal, non-formal and informal learning into the everyday work lives of individuals is the main way to develop cultures of learning in organisations and contributes to successful learning (Dawe 2003). Marten (2007) notes that other main ingredients for promoting and nurturing a learning culture in organisations is commitment by:

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  senior managers to promote learning through the allocation of sufficient resources for employees to engage in learning
  
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  line managers to provide relevant on-the-job coaching and time and for employees to engage in required and desired learning
  
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  individual learners to take responsibility for their own learning by seeking out and undertaking learning in formal, informal and non-formal environments, or a combination of these.
  

This means that senior managers must ‘walk the talk’ and be ‘tolerant of failure’ (Callan 2004, p.27).

Other means for integrating learning into the everyday work lives of employees is for organisations to ‘quarantine’ a time for learning, and to develop performance management policies which tie the performance appraisal system and associated rewards to desired changes in employee behaviours. Callan (2004) reports on how employees in the 3M company are encouraged to use 15% of their working week to work on projects of their own choice. They can apply for some start-up capital either from their own business manager or from the managers of other departments if their first request is denied. The company also has another source of funds—‘the genesis funds’—for which employees can apply when other applications for funds have failed.