After lunch, with Anne Alkema from the ITF on embedded research informing policy and practice in foundation level workplace training programmes. Presented on literacy and numeracy ,skills highway, and the evaluation of its efficacy. Funded by Tertiary Education Commission and Ako Aotearoa for provider and employer led strands. Funds 25 to 40 hours for around 7000 employees. Programmes are delivered in the workplace during work time. The evaluation assessed impact on individuals and workplaces, provide evidence base to inform ongoing policy development, explore links between literacy and numeracy skills and productive, and seek solutions to sustain workplace literacy programmes. Workplace L and N is not to fix, but to prepare people for future workforce needs and future jobs. Evidence collected includes LN results by assessment tools, changes to employees practices, changes in workplace behaviours and productivity and return on investment. So far have found funding reaching the right way, changes related to practice, better self efficacy, career progression and some impact in productivity. Use newsletter to share findings, success stories, summarise research topics, videos and resources. Literature review provides some examples from other countries. Need for digital literacies and developed a 4 level framework that describes practices in the workplace. Move into Hinatore, literacy as an empowerment tool, project co-funded by Ako Aotearoa and Industry Training Federation.
Following on with Dr. Helen Anderson from the NZ School of Tourism on graduate profile outcomes: ready to fly. An evaluation of graduate profiles developed for NZ qualifications, post NZQA targeted review. Began with her background and rationale for the study. Helen works as curriculum and programme developer for a range of qualifications. Detailed background to review, process and move to graduate profiles. Interest in how future focused graduate profiles should look. Barrie 2004 graduate is an integrated model of scholarship, global citizen and lifelong learner. Defined the purpose of vocational education including occupational capabilities, credentialing and engagement with issues of ethics, social commitments etc. studied 706 qualifications and 4248 graduate profiles and characterised them and 45 % were on technical skills, 11 compliance, and 1% communication. Another study on recently re reviewed showed increase in more generalisable skills and have ability to be more future proofed. Check Nagarajan and Edwards 2014 is the graduate ready for work.
After afternoon tea, Erica Smith, Professor Federation University on enterprise registered training organisations: training and learning practices. Began by defining what enterprise RTOs are and the benefits and challenges to companies when they register as a RTO. Summarised findings from first project on how qualifications delivered by eTrO contribute to improved skills. Second project is on VET teachers which included ErTo trainers. Both involved different enterprises and there is a significant churn in eRtos as they merge etc. contexts studied included bus driver training, rail infrastructure, road construction, and call centre skills. There was classroom study when the main perspective is that ERtos train in the workplace only. Most learners had prior skills but not all had assessments for these and did not have to undertake training again. Most learners were satisfied and most learners were doing initial training. For educators, Queensland framework with 5 indicators was selected. In general, ETRO trainers consistently placed less importance on each of the 5 factors and less confidence on how they were able to meet these indicators. Tended to be higher on demands of different contexts, communicating with learners and importance of feedback. More information on RAvE recent research website - researching adult and vocational education at Federation University.
Last presentation of the day with Dr. Silin Yang from Institute of Adult Learning in Singapore on work, innovation and learning in small medium enterprises. Reports on a project in progress to understand the SME sector in Singapore. SMEs do not find returns from sending their employees for training. Provided overview of project and focus on the health care industry. Seeks to find out how SMEs develop innovation, what support do they need to further innovate. although incentives provided, only half of SMEs have accessed. Defined innovation learning culture. Used semi structured interviews, survey of employees, work shadowing, company documents to provide case study data. Shared enablers for innovation including empowerment, recognition of employee contributions, tolerance for failure, alignment, community network and partners, knowledge flows, and nature of work needs to support innovation.
The conference dinner rounds off a busy day.
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