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  5.     <title>UTas ePrints - Matching training needs and opportunities: the case for training brokers in the Australian agricultural sector</title>
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  13.     <meta content="Kilpatrick, Sue" name="eprints.creators_name" />
  14. <meta content="Fulton, Amabel" name="eprints.creators_name" />
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  30. <meta content="The definitive version was published in International Journal of Lifelong Education, Volume 26 Issue 2, March 2007. http://www.tandf.co.uk/journals/titles/02601370.asp" name="eprints.note" />
  31. <meta content="Lifelong learning has been linked by policymakers to economic and social wellbeing. This
  32. paper introduces the concept of training brokerage as an efficient way of meeting the needs
  33. of learners, industry and education and training providers. It presents findings from a study
  34. of the features, processes and outcomes of training brokerage arrangements within the
  35. Australian agricultural and natural resource management sectors. The purpose of the study
  36. was to identify and promote effective brokerage arrangements and models. The study used
  37. multi-method, multi-site techniques, comprising a telephone survey, case studies of good
  38. broking practice and stakeholder participation through workshops and a reference group.
  39. Training brokers act as facilitators or intermediaries in identifying and matching training
  40. needs and opportunities. They have close links with industry, and extensive networks that
  41. include reputable training providers. Brokers work with others to identify training needs and
  42. engage participants, and to identify, negotiate and plan appropriate training. Evaluation and
  43. further training are a key part of the process. Effective broking activity is underpinned by a
  44. series of ten generic principles. Brokerage has implications for the agricultural sector in
  45. developed and developing countries, in terms of improving the match of training provision
  46. to training needs, communication, coordination and collaboration across regions and industries.
  47. It also has broader implications for facilitating participation in client-driven lifelong
  48. learning, particularly for disenfranchised learners." name="eprints.abstract" />
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  60. <meta content="ANDREW, J., BRECKWOLDT, R., CROMBIE, A., ASLIN, H., KELLY, D. and HOLMES, T. (2005) Fostering Involvement
  61. – How to Improve Participation in Learning, Part 1 Report (Barton, ACT: RIRDC/CVCB).
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  63. 2005).
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  65. Vocational Education and Training 2004–2010 (Brisbane: ANTA). Available online at: http://
  66. www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/dap/strategy.
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  69. online at: http://www.aqf.edu.au/aboutaqf.htm (accessed 8 December 2005).
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  71. CANADIAN HEALTH SERVICES RESEARCH FOUNDATION (2003) The Theory and Practice of Knowledge Broking in
  72. Canada’s Health System (Ottawa: CHSRF). Available online at: http://www.chsrf.ca/broking/pdf/
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  75. Research and Policy (Ottawa: CHSRF). Available online at: http://www.chsrf.ca/broking/pdf/
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  77. COMMUNITY SERVICES AND HEALTH INDUSTRY SKILLS COUNCIL (2004) Strategic Plan 2004–2008 (Sydney:
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  80. Works and Why (Barton, ACT: RIRDC/CVCB). Available online at: http://www.rirdc.gov.au/
  81. reports/HCC/05–094.pdf (accessed 25 August 2005).
  82. CROMBIE, A. (2002) Capacity Building and Adoption of R &amp; D: A Role for Learning Brokers? Unpublished
  83. paper prepared for Grains Research and Development Corporation, Canberra.
  84. DEPARTMENT OF EDUCATION, SCIENCE AND TRAINING (2004) Vocational Education and Training Priority
  85. Places. Available online at: http://pts.dest.gov.au/documents/Guidelines%20November%
  86. 202004.pdf (accessed 12 July 2005).
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  143. and Skills Development Agency). Available online at: http://www.lsda.org.uk/pubs/dbaseout/
  144. detailed.asp?title=Understanding+Learning+Brokerage&amp;B1=Search&amp;area=%25&amp;theme=%25&amp;y
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  288.     <h1 class="ep_tm_pagetitle">Matching training needs and opportunities: the case for training brokers in the Australian agricultural sector</h1>
  289.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Kilpatrick, Sue</span> and <span class="person_name">Fulton, Amabel</span> and <span class="person_name">Johns, Susan</span> (2007) <xhtml:em>Matching training needs and opportunities: the case for training brokers in the Australian agricultural sector.</xhtml:em> International Journal of Lifelong Education, 26 (2). pp. 209-224. ISSN ISSN 1464-519X</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/980/1/Kilpatrick_et_al_brokers_pub.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/980/1/Kilpatrick_et_al_brokers_pub.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />95Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/02601370701219558">http://dx.doi.org/10.1080/02601370701219558</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Lifelong learning has been linked by policymakers to economic and social wellbeing. This
  290. paper introduces the concept of training brokerage as an efficient way of meeting the needs
  291. of learners, industry and education and training providers. It presents findings from a study
  292. of the features, processes and outcomes of training brokerage arrangements within the
  293. Australian agricultural and natural resource management sectors. The purpose of the study
  294. was to identify and promote effective brokerage arrangements and models. The study used
  295. multi-method, multi-site techniques, comprising a telephone survey, case studies of good
  296. broking practice and stakeholder participation through workshops and a reference group.
  297. Training brokers act as facilitators or intermediaries in identifying and matching training
  298. needs and opportunities. They have close links with industry, and extensive networks that
  299. include reputable training providers. Brokers work with others to identify training needs and
  300. engage participants, and to identify, negotiate and plan appropriate training. Evaluation and
  301. further training are a key part of the process. Effective broking activity is underpinned by a
  302. series of ten generic principles. Brokerage has implications for the agricultural sector in
  303. developed and developing countries, in terms of improving the match of training provision
  304. to training needs, communication, coordination and collaboration across regions and industries.
  305. It also has broader implications for facilitating participation in client-driven lifelong
  306. learning, particularly for disenfranchised learners.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The definitive version was published in International Journal of Lifelong Education, Volume 26 Issue 2, March 2007. http://www.tandf.co.uk/journals/titles/02601370.asp</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Training brokers, Learning in agriculture, Lifelong learning, Industry education and training</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/339999.html">330000 Education &gt; 339900 Other Education &gt; 339999 Other Education</a><br /><a href="http://eprints.utas.edu.au/view/subjects/309902.html">300000 Agricultural, Veterinary and Environmental Sciences &gt; 309900 Other Agricultural, Veterinary and Environmental Sciences &gt; 309902 Education and Extension</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">980</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Associate Professor SI Kilpatrick</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">04 May 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=980;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=980">item control page</a></p>
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