the key of learning in workplace

Five key premises are proposed in presenting a case for a pedagogy

for the workplace and a workplace curriculum according to stephen billett

                                             
                                         KEY PREMISES

First, learning is takenas something that occurs as part of everyday thinking and acting.

It is not reserved for the classroom or the training room; it is

ongoing in our everyday experiences. If we are thinking and acting,

we are learning.

Second, rather than being premised on the instructional and

curriculum practices of educational institutions, a workplace curriculum

needs to be founded on the contributions and circumstances

afforded by workplace environments

Third, it is inadequate to believe that learning simply by 'just

doing it' will suffice. There are clear limitations to learning in workplaces

as part of everyday work. These are more obvious when access

to appropriate guidance and support is lacking. You only have to

experience the services and products of those who lack adequate

preparation to understand these shortcomings.

Fourth, workplaces are contested terrain. This contestation

manifests itself in relationships between workers and management,

within and between work teams, in the division of labour and among

affiliated groups in the workplace. There are also divisions premised

on gender, age, affiliation, bases for employment and ethnicity. Contestation

can result in the inequitable distribution of opportunities

for learning vocational practice. Certainly, not all interests will be

aligned to assist learners to develop their vocational practice. In some

cases, there are quite legitimate concerns about displacement by

experienced workers. \Vorkplace factors such as these influence

individuals' access to activities and guidance-the very bases for

learning in workplaces.

Finally, the ideas in this book are not meant to deny the

important contribution to the development of vocational knowledge

provided by educational institutions. Perhaps the most desirable form

of initial preparation for the vocations and their further development

is through the kinds of integrated experiences enjoyed by apprentices.

This is most potent when the contributions of the school,

college or university-based and workplace-based components are

complementary