Question for all plenary members #1

For all plenary members: What would be the role of IAL and WDA and in particular, quality assurance to meet the raising complexity of needs in Adult Learning?

Question from Prof. Jörgan Sandberg's keynote #7

It seems that we are to recognise that competency is very contextual, and how individuals interpret those contexts and act on them. Therefore, this is becoming more capability-based, rather than narrowly-defined tasks that are competency-based. Such contextual interpretation capability should start from school education, not just in adult education. Would this summarise the keynote?

Question from Prof. Jörgan Sandberg's keynote #6

What can the adult learning community do more or less of to seek new frontiers in learning and work?

Question from Prof. Jörgan Sandberg's keynote #5

Dr. Helen Bound made the remark that we should move away from the current understanding and practice of CET. Do you think policy makers and policy implementers are listening?

Question from Prof. Jörgan Sandberg's keynote #4

Any advice on how we can speed up the partnerships & marriages that we have been talking about?

Question from Prof. Jörgan Sandberg's keynote #3

How can WDA and learning institutions work with organisations to spur competence renewal?

Question from Prof. Jörgan Sandberg's keynote #2

If understanding from users are important in the meaning of competence, how can we reconcile differing understanding ESP from supervisors & workers?

Question from Prof. Jörgan Sandberg's keynote #1

Defining competence from the inside will make training authentic. How and who assesses competence?

Question from Prof. Stephen Billett's keynote #12

Under the CEL model, would the quality evaluation of the courses be more effectively evaluated via a centralised body/approach or via decentralised bodies, e.g. industries stakeholders?

Question from Prof. Stephen Billett's keynote #11

Can the CEL model apply in Australia? How and where,and what would be the challenges?

Question from Prof. Stephen Billett's keynote #10

How do you motivate experienced workers to value their potential contribution as informal workplace educators in light of their job insecurities and resource constraints?

Question from Prof. Stephen Billett's keynote #9

In a workplace with a mixture of senior and young workers, there are differences in the way they learn. How can a division or an organization manage this?

Question from Prof. Stephen Billett's keynote #8

Can you further elaborate on how having an independent body managing and offering WSQ qualifications can benefit workplace-based provisions?

Question from Prof. Stephen Billett's keynote #7

How can we involve the relevant industry partners to be part of the team with CET educators that can provide guided learning at workplace on top of their daily responsibilities?

Question from Prof. Stephen Billett's keynote #6

How do you encourage and convince practitioners to take up WSQ courses and believe in the importance of CET?

Question from Prof. Stephen Billett's keynote #5

Would you be able to comment on a model for training foreign workers?

Question from Prof. Stephen Billett's keynote #4

South Korea went very quickly, comprehensively and massively into e-learning. Recently they've made a U-turn and has opted for more traditional pedagogical approaches. Can you comment?

Question from Prof. Stephen Billett's keynote #3

Your emphasis on CEL is certainly noble & desired. Here lies the importance of mentors & coaches at work. However time is always a big challenge for Reporting Officers (ROs) to guide, coach, mentor & dedicate time for mentees, interns & apprentice. What is your advice?

Question from Prof. Stephen Billett's keynote #2

With the march towards the CEL model, how can CET centres keep learning individualised,holistic and relevant and veer away from being too generic and static? Besides hoping for MOM to marry MOE,should learning institutions marry companies to provide more workplace-based learning?

Question from Prof. Stephen Billett's keynote #1

A significant feature of WSQ is bite sized and modular training after which learners are expected to be "competent". Is this approach still relevant?