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Matching training needs and opportunities : the case for training brokers in the Australian agricultural sector

Kilpatrick, Sue, Fulton, Amabel and Johns, Susan 2007, Matching training needs and opportunities : the case for training brokers in the Australian agricultural sector, International journal of lifelong education, vol. 26, no. 2, pp. 209-224, doi: 10.1080/02601370701219558.

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Title Matching training needs and opportunities : the case for training brokers in the Australian agricultural sector
Author(s) Kilpatrick, Sue
Fulton, Amabel
Johns, Susan
Journal name International journal of lifelong education
Volume number 26
Issue number 2
Start page 209
End page 224
Publisher Palmer Press
Place of publication Barcombe, England
Publication date 2007-03
ISSN 0260-1370
1464-519X
Summary Lifelong learning has been linked by policymakers to economic and social wellbeing. This paper introduces the concept of training brokerage as an efficient way of meeting the needs of learners, industry and education and training providers. It presents findings from a study of the features, processes and outcomes of training brokerage arrangements within the Australian agricultural and natural resource management sectors. The purpose of the study was to identify and promote effective brokerage arrangements and models. The study used multi-method, multi-site techniques, comprising a telephone survey, case studies of good broking practice and stakeholder participation through workshops and a reference group. Training brokers act as facilitators or intermediaries in identifying and matching training needs and opportunities. They have close links with industry, and extensive networks that include reputable training providers. Brokers work with others to identify training needs and engage participants, and to identify, negotiate and plan appropriate training. Evaluation and further training are a key part of the process. Effective broking activity is underpinned by a series of ten generic principles. Brokerage has implications for the agricultural sector in developed and developing countries, in terms of improving the match of training provision to training needs, communication, coordination and collaboration across regions and industries. It also has broader implications for facilitating participation in client-driven lifelong learning, particularly for disenfranchised learners.
Language eng
DOI 10.1080/02601370701219558
Field of Research 130199 Education systems not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2007, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020399

Document type: Journal Article
Collection: Vice-Chancellor and Presidents Office
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