The role of small enterprise in school students' workplace learning

The purpose of this research was to investigate current practices in schoolsmall enterprise links, to examine current literature in relation to structured workplace learning, to identify issues and common themes, to develop an integrated theoretical framework for structured workplace learning and to make suggestions regarding future directions. The research involved structured interviews with owners, managers and staff of small enterprises, principals and senior staff of schools, vocational education and training (VET) practitioners in schools and technical and further education (TAFE), community organisations and Year 11 and 12 students in two Australian States-New South Wales and South Australia.

A review of literature in the field demonstrated that most of the literature relating to structured workplace learning (SWL) had been written from the viewpoint of the schools and the curriculum, not the small enterprise. Some literature outlining possible relationships between adult education and formation of learning partnerships between educational institutions and small enterprises provided examples of areas where further research may be directed. Particular models from community colleges in the United States furnished examples of partnerships between schools and businesses in local and regional contexts.

The key research findings from the interviews were as follows:

• There was little shared coherent understanding between schools and small business enterprises as to what constitutes 'structured workplace learning'.
• Small enterprises were not normally informed about the nature of structured workplace learning.
• Students did not generally understand the differences between 'structured workplace learning' and 'work experience'.
• While employers generally displayed considerable altruism by taking on workplace learning students, they saw few benefits to the small enterprise other than 'feel good' considerations.
• Mechanisms had not been established that involved the small enterprise in the design of structured work placements, including the assessment of students.
• Employers regarded 'attitude' as the most important attribute that they wished students to display when undergoing structured workplace learning.
• The framework for structured workplace learning has been targetted at big business which often has a significant training component. However, the same situation does not apply to small enterprises.
• Structured workplace learning has been constructed predominantly from the perspective of schools and does not adequately reflect models of partnerships.

A theoretical framework was developed which draws upon the findings of the literature review and field interviews and which proposes the exploration of new models of workplace learning and school and small enterprise learning partnerships. The framework argues that VET and structured workplace learning need to be situated within a broader conceptual framework. In this way the relevant issues can be adequately analysed and understood and the complexities addressed. Further exploration of ways of implementing structured workplace learning at a local level will require an awareness of the broader framework.

The framework developed recognises that young people are in transition from one form of learning in the schools, into the adult world of work and a new form of learning. The integration between the theory from the school and the experience in the workplace is the central dynamic from which meaning can be constructed to benefit the student, the school, the small enterprise and the community.

The theoretical framework outlined in this report proposes the construction of learning partnerships based on mutual needs and benefits, in which transactions occur between stakeholders that benefit each party and help lead to the creation of a competent and multiskilled youth workforce. The framework explores the concept that young people can 'add value' to the small enterprise, the school, the community and ultimately to themselves. The report offers three models to promote further the proposition of structured workplace learning in small enterprises. The models cover the areas of information technology, small business and school links; brokerage; and partnerships. The first two are based on existing models in New South Wales and South Australia, while the third has been created from research findings highlighting the advantages of schools and small enterprises working in partnership. This framework has the potential to assist in the rejuvenation of local and regional economies, enhance the social capital of depressed areas, and lead to greater employment growth by engaging the energies of a range of community stakeholders and integrating the talents of young people into local and regional economies.

This study has shown that there is an urgent need to further improve the relationships between schools and small enterprises and to foster improved, and more meaningful structured workplace learning for young people. The three exemplars described in the report indicate the directions that could be taken. Since the theoretical framework reinforces the need for partnerships within the community, the researchers make the following suggestions for improvement in the quality of outcomes for young people and small enterprises:

• the need for greater awareness amongst all stakeholders of the potential benefits to small enterprises and to young people of a well-organised and -conceptualised program of structured workplace learning
• the need for stronger links between schools and local business communities
• an analysis of how well-defined community partnership arrangements can ensure brighter futures for young people, while building local prosperity as well as human and social capital
• the adoption of clear and explicit objectives related to school students' enterprise learning that would lead to greater voluntary and enthusiastic participation of the small enterprises sector based on their perceived expertise in this vital economic development area

Accordingly, the researchers highlight the need for:

• activities and materials that promote awareness of changes to senior secondary curriculum in the vocational education area and the associated benefits to community, business and education sectors
• programs and funding arrangements which promote closer links between, and active participation of, small enterprise and education personnel in joint activities
• infrastructure funding that further develops community partnerships, fostering their autonomy in developing local arrangements for establishing work-based learning environments for young adults
• further development of enterprise education methodologies, materials and teacher preparation programs
• activities in the area of linking education and business at the local community level, to be directly responsive to regional economic and social development, and particularly to local skill shortages and over-the-horizon industry needs
• further research into and documentation of the actual benefits to various stakeholders in partnership models, such as those developed in this study, particularly of the advantages to small enterprises as these appear to be the least understood and publicised
• further research into the operation of one or two best-practice models in order to understand more fully the dynamics and interplay between stakeholders within particular types of environments (for example, rural/metropolitan, low/high socio-economic status communities).