It is interesting that you pick up on my usage of "learning" as opposed to
"skill". My language belies a problem I struggle with that is deeper that
semantics. I take your point that what I am talking about may well be
skills instead of learning. However I was trying to get away from using
the word 'training' and so substituted the word" learning". I tried to
avoid using the word "training" for a couple of reasons. The first being
because "training" has been used to describe the process that white
bushmen in Australia subjected the aboriginal women to after they abducted
them, earlier in our history. I find it hard not to think of this
repulsive conotation when I use the word "training".
Secondly, in Australia we have what is called a 'National Training Reform
Agenda' , a federally funded attempt to formalise the importance of
training our workforce to become more international competitive.
Even though this reform has merits, it is experiencing a few problems,
especially when determining who is the "client or customer" in the
training relationship ( a customer service culture being at the heart of
the training reform which is based on TQM premises). At present there is
an implicit understanding that the "client" is industry. This has arisen
because of the criticism leveled at our post compulsory education (or
training) system for 'failing to satisfy the skill needs of industry and
enterprises' (Anderson, D. 1996, p.8). Futher, Anderson goes on to accuse
Tecnical, Adult and Further Education (TAFE) of 'being bureaucratic
insular and out of touch wht the needs of empolyers and labour markets'
and 'unduly concerned wth community welfare at the expense of industry
demand for skilled labour (Anderson, D. 1996, p.8).
Unfortunately what this critism (well placed perhaps in some quarters)
has failed to recognise is that individual self funding students make up
the greatest proportion of students within the postcompulsory training
market (Anderson, D. 1996) and that industry is well behind in its
contributions.
By using the word "learning" in this context, I am trying to indicate that
learining happens in students heads and is someway owned and of benefit to
the individual as well as industry. "Training" by contrast, seems to be
something that is done to you, perhaps for the good of someone else.
In short I suppose that I am trying to indicate my philosophical leanings
to being student centred and my underlying motive to be emancipatory or
humanistic in my approach.
Diane Rumley
Anderson, D. 1996, Education Australia, Issue 34, pp. 14-17
--"Rumley, Diane" <rumleyd@mailnet.hcc.tas.gov.au>
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