Figure 1 Models of and strategies for continuing education and training Global, national and situational factors Wholly practice-based experiences Individual working alone: engaging with resources; individual project; tertiary/higher education studies Circumstantial Purpose # 1 Sustaining – Practice-based structured experiences (shadowing, employability acting up, rotational) maturation) Dyad: expert—novice; peer-sharing; joint project; mentoring; coaching; guided learning in the workplace Practice-based experiences with direct guidance Global, energy, (mentoring) factors factors national Opportunity-based experiences (i.e. as work events Self-managed and directed group processes: peer interest, shape permit) learning; electronic communications and coursework provisions; learning circles and situational the Purpose # 2 Securing – selection situational and factors Practice-based experiences with educational Facilitated/expert guided group processes, and as in employability subjectivities, interventions (action learning research) teaching: action learning; group facilitated discussion; learning circles national of factors Situational particular Sandwich/block release experiences Integration of experiences in practice and education capacities, settings (i.e. before, during, after) Global, (e.g. approaches Structured dual experiences (e.g. cadetship, Facilitated collaborative processes in educational apprenticeships) programs (e.g. group work, projects, inter-professional working) Purpose # 3 Developing – employability further epistemologies Structured experiences in educational programs Tutorial processes (face-to-face, distance etc.) Personal Wholly education institution-based experiences Didactic teaching (e.g. lecture, webcast, etc) Global, national and situational factors
Figure 1 Models of and strategies for continuing education and training Global, national and situational factors Global, national and situational factors Global, national and situational factors Purpose # 1 – Sustaining employability Personal epistemologies (e.g. capacities, subjectivities, interest, energy, maturation) Situational factors Circumstantial factors shape the selection of particular approaches Wholly practice-based experiences Individual working alone: engaging with resources; individual project; tertiary/higher education studies Practice-based structured experiences (shadowing, acting up, rotational) Dyad: expert—novice; peer-sharing; joint project; mentoring; coaching; guided learning in the workplace Practice-based experiences with direct guidance (mentoring) Purpose # 2 – Securing employability Opportunity-based experiences (i.e. as work events permit) Self-managed and directed group processes: peer learning; electronic communications and coursework provisions; learning circles Practice-based experiences with educational interventions (action learning research) Facilitated/expert guided group processes, and as in teaching: action learning; group facilitated discussion; learning circles Sandwich/block release experiences Integration of experiences in practice and education settings (i.e. before, during, after) Purpose # 3 – Developing employability further Structured dual experiences (e.g. cadetship, apprenticeships) Facilitated collaborative processes in educational programs (e.g. group work, projects, inter-professional working) Structured experiences in educational programs Tutorial processes (face-to-face, distance etc.) Wholly education institution-based experiences Didactic teaching (e.g. lecture, webcast, etc) Global, national and situational factors