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Training is seen as a key to improved individual performance and service quality in a number of areas, notably social care. New regulatory standards in care include targets for staff training and qualifications. Current thinking about learning at work suggests that learning is indeed critical to improved performance, but emphasises a move away from a focus on training to an approach that embeds learning in ongoing work activity. This article explores the key lessons from the workplace learning literature and research, and considers the implications for supported housing and care organisations.

With new information on what seems like a weekly basis, the requirements for training in care need careful tracking. Recommendations become requirements as the new regulatory mechanisms in care appear. The situation can appear quite confusing, particularly as the methods of funding are far from clear. Many of the new standards clearly represent good practice, but there are issues about how they will be implemented and resourced.

‘Education, education, education’. If the first is for schools and the second for higher education, then the third should focus on the training and education of the workforce and unemployed. It has an impact on the housing and social care sectors ‐ but the range of initiatives and targets can be bewildering to the average organisation or employer. This article aims to provide an introduction to the training/education agenda in the care and supported housing sectors in England, and will focus particularly on care. (Scotland, Wales and Northern Ireland may have slightly different arrangements.)

Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years.

The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive.

Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time.

The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.