We asked person who is responsible for project to find those information through community leaders and educate us.
b. The major issues are Learning disability syndrome in the so called top management of an organization, because of its narrow vision and its adverse impact on other employees of the organization and CALD communities of an organization.
c. The other major issues are how to handle depression among workers in an organization and to understand the learning abilities of exceptionally gifted people and translate that to a process for others in an organization.
Training within Australia over the past 50-60 years has undergone some major alterations and changes to epistemological assumptions and educational paradigms. Prior to WWII a behaviouristic approach was taken to education (Eggan & Kauchak, 2001), whereby learners were perceived to be akin to sponges able to absorb information from a holder of knowledge or teacher.
During and following WWII a more constructivist, cognitive and social constructivist educational approach (Eggan & Kauchak, 2001; Engestrm, 1994; P. Smith & Blake, 2006; P. Smith & Ragan, 2005) was adopted to provide learning in a more supportive environment. This new approach took into account the different learning styles of learners, acknowledged that learners bring different experiences and knowledge to training sessions, identified that learning can take place in a variety of situations and contexts, and that learning within social settings with real-life interactions and examples is more beneficial to learning than rote learning alone. This change in paradigms is no more evident than in the saying from Hoover (1996) that states "Constructivist teachers do not take the role of the "sage on the stage". Rather, teachers acts as "guides on the side" who provide students with opportunities to test the adequacy of their current understandings."
Since the early 1990's there has also been significant emphasis on lifelong learning or education (Burns, 2002). Burns also states that the training emphasis has gone from educating young people for entry into the workforce to providing training and education continuously throughout a person's life as rapid changes in technology and the globalisation of economies forces people to change occupations several times during their working lives.
Current issues that face governments (locally and internationally) and vocational and further education establishments are:
- Skills shortages in some industries (Richardson, 2007)
- The size and age of the workforce (Australia. Department of Education Science and Training, 2005; Burns, 2002)
- The Global Financial Crisis (GFC)
- Technological innovation and change (E. Smith &