Consequent upon revisiting vocational education and training (VET) ethnographic research by the authors and viewing it through the prism of Activity Theory integrated with Institutional Theory, this paper posits that there is much to be gained by a deliberate entwining of three cultures in achieving high quality VET outcomes. These cultures are respectively – the learner’s cultural orientation as an outcome of ethnicity, life experience and other shaping factors; the culture of the learning environment with which the learner is engaged; and the culture of the environment to which the learner transfers the outcomes of their learning. In this paper, these are referred to as the entwined culturesof the learner, the learning, and the practice.

Our experience is such that, it is not uncommon for a learning facilitator to be confronted with a challenge where the learner brings a cultural orientation which is not immediately compatible with the culture of the learning environment; and there may even be further interlinked challenge when transferring learning outcomes to a workplace where the culture is in some way not welcoming.

The largely invisible cultural challenges arise where a learner has expectations of the manner of learning which are different from what is offered and/or the culture of the learning environment is at odds with the culture/nature of the environment to which the learning outcomes are to be transferred. In 21^st century multicultural societies where diversity is a reality and its recognition and support are policy, there are needs for significant recognition and adaptation to the necessary “entwining” of cultural orientations and dispositions to work, workplaces and behavioural expectations.

Indigenous circumstances are a particular Australian example of the need to “culturally accommodate” and the opportunity for advantage. However, this paper is focused upon the more general potential mismatch, for example, between diverse learner orientations toward learning, a discovery learning environment and a highly autocratic workplace.  Accordingly, the authors offer a view of the wider challenge and a generic approach to action which is suited to adaptation as is appropriate to the respective culture related circumstances. In essence – through drawing upon the research and experience of its authors - this paper is a reflective tool from which others might comparatively draw.

In offering the “Cultural entwining to advantage” approach to action, the authors draw upon a revisiting of the research data which gave rise to the Hughes LCM Model – relating lifelong learning outcomes to organisational achievement – (Hughes 2007a) and insights derived from other Hughes research -  notably, Hughes (2000; 2003; 2007b; 2008a; 2008b). This paper is also significantly informed by the Cairns (and associates) exploration of “capability” as people and organisations engage effectively with new and challenging projects in unfamiliar circumstances and the relationship of this position to workplace learning and implications for VET (Cairns & Stephenson, 2009).

In explicit support of the European Lifelong Learning Programme 2007 - 2013, this paper concludes with commentary upon extrapolation to the European environment of strength in cultural diversity but with common VET purpose.

Cairns, L.G. & Stephenson, J. (2009), Capable Workplace Learning, SENSE Publishers, Rotterdam. Hughes, L. (2000), ‘To Live, Inquire and Grow in Interesting Times’, in Changing Education: A Journal for Teachers and Administrators, Vol 6 Nos. 1 and 2, Deakin University, Geelong. Hughes, L. (2003), Making the most of the workplace training supporter kit, inquiry conducted on behalf of the Australian National Training Authority – unpublished at January 2010. Hughes, L. (2007a), Applying outcomes of lifelong learning to organisational achievement, PhD thesis, Deakin University, Geelong. Hughes, L. (2007b), RPL: A pathway to valuing and applauding what volunteers know and can do, national consultation and research conducted on behalf of Volunteering Australia – unpublished at January 2010. Hughes, L. (2008a), Reducing the management load through deeper knowing of what volunteers know and can do, paper presented at the Volunteering Australia National Conference, September 2008, Gold Coast, viewed 31 August 2009, accessed 14th January 2010. Hughes, L. (2008b), Capacity building through awakening enthusiasm for further learning, outcome of research paper presented at the Community Services and Health Industry Skills Council National Conference, October 2008, Adelaide. http://www.cshisc.com.au/docs/MAD_08/lewis_hughes_full_paper.pdf accessed 14th January 2010.