Meat Industry Traineeships: Effective pedagogies in formal and informal learning settings

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Meat Industry Traineeships Effective pedagogies
in formal and informal learning settings

• Ros Brennan Kemmis
• Charles Sturt University

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Context Background

• Based on
• Smith, E., Comyn, P., Brennan Kemmis, R.,
  Smith, A (2008) Indentifying the Features of High
  Quality Traineeships. Adelaide National Centre
  for Vocational Education Research.
• Interviews with four high level stakeholders.
  (National traineeship institutions)
• Case Studies of the meat industry.
• An extensive literature review

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The Australian Meat Industry

• Contributes 15 billion to the Australian
  economy.
• Influenced by a number of external factors
• Health, hygiene, sanitation contamination and
  safety.
• Poor public perception
• Weather and climate

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Meat Industry Traineeships

• 8,200 trainees / 14th largest provider of
  Traineships in Australia. (NCVER 2007)
• MINTRAC (National Meat Industry Training Advisory
  Council Limited) fulfills an educative,
  distributive and communicative role.
• Trainees enter at AQF level 2 and complete 6
  core units of competency.
• Full on the job training.

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Pedagogies in the Meat Industry

• Shaped in historical, cultural, social and
  economic traditions.
• Workplace-based supervision and on-the-job
  training.
• Well-trained assessors and supervisors critial.
• Pedagogy is work-situated and delivery in
  customised to meet specific needs of the
  enterprise.

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Conclusion Implications

• Commitment on the part of the company and
  trainees.
• Partnership between the provider and the
  industry.
• High quality trainers and assessors who take
  interest in wellbeing and progress.
• Trainers and assessors who have experience and
  expertise in the discipline area.

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