NZ VET research forum - presentations now available

Most of the presentations from the recent NZ VET research forum - see here for summary of day one morning - are now available via this link.

Of note are the keynote presentations from Dr. Marco Pagcanella providing a more global overview of where NZ is at with regards to work skills through the PIACC data, and Professor Jane Bryson's analysis of availability of professional development for workers in NZ.

Flavor - the science of our most neglected sense - book overview

Presently, drafting an article on 'learning to taste' as an output for one of the eassessment for learning sub-projects.

The book -  Flavor:the science of our most neglected sense. Holmes B. (2017). W.W. Norton and Co.
I worked through the book - borrowed from the local library - over the last week or so.

The author's home page  indicates his experience as a science writer, so the overall tone and style of writing is accessble to the layperson.

The book has gathered positive reviews - from a chef's perspective and from the processedfoodsite.

There are 8 chapters in the book, covering the essentials of understanding how humans (and mammals) taste. There are some good insights across the book, as the author explores the history, science and sociology of taste and flavour.

The central arguement is of the complexity of flavour and its role in enhancing human's quality of life. Visits to wineries, restaurants, flavour compound industry producers and food sensory laboratories are described and connected to the 'science of taste and flavour'. There is discussion on why we enjoy certain foods and why we find some to be unpalatable - the contribution of nurture is just as important as nature. The many dimensions of taste - including mouthfeel, smell and sound are introduced and extended. The various aspects of flavour - salt, sweet, sour, bitter, umami are all explored.

In summary:
- we eat with our eyes - so the colour and complementary presentation help enhance our eating pleasure.
- Smell plays a large role in taste and may consist of smell and 'flavour'
- holistic presentation help - therefore seafood tastes better when we are by the seashore or if the dish is presented with the sound / and smell of the sea.
- much of our taste preferences are cultural and learnt although there are some underlying biological foundations for individual's taste - some people do not have as many taste buds and do not taste the intensity or spectrum of flavours. People who dislike brocolli for example, are often 'super' tasters and need to surmount their initial over whelming of their taste senses to appreciate brocolli!

All in, the book is essential reading for anyone seeking to better understand the mechanisms and quirks of one of the least understood and underated of human senses.

NZ Vocational Education and Training (VET) research forum - DAY TWO after morning tea

After morning tea, three concurrent sessions are presented.

Firstly with Helen McPhun from LEARNPLUS on ‘will shifting the goal post improve the game?’ Shared a subset of her study ‘is the current benchmark the cause of poor assessment practice?’ Some moves to remove the unit standard 4098 which prepares people to assess competency standards. Assessment processes and behaviours seem to have flaws? Do we blame 4098 and shift to a more difficult unit? Interviewed across the private tertiary providers and ITOs – assessors, academic managers and moderators. Variables to explore include assessors, assessment documents, context, conditions and support. Shared findings. Assessors have preferences, standards and values and these colour our assessment decisions. Design, clarity and ease of use of the assessment documents play a key role in ensuring assessments are valid, reliable and fair. Therefore, not 4098 preparation but the assessment documents themselves must be solid and the behaviours of assessors in making assessment decisions.

Second concurrent session with Dr. Glenys Ker (with work with John Gualter) from Otago Polytechnic with ‘facilitating for transformative learning – innovative ways to support learners (and their organisations’. Provided background, context and rationalisation on a Doctorate of Professional Studies study of the Independent learning pathway (ILP i.e. recognition of prior learning) process. Usually enables people to attain a degree over a year. These people are engaged at work. Also the Partial Independent Learning Pathway (PILP) for people in an organisation. Here, the learner completes a project, identified with their organisation. Provided details of the process along with examples. Begins with ‘looking back’ to reflect on their knowledge and skills, then ‘taking stock’ to work out what they have and if there are any gaps, leading to a ‘summing up and looking forward’ step to bring together the evidence / case study for presentation. Shared 4 principles for effective facilitation. Needs to be fit, build relationship, understand the skills, knowledge and attitudes required and putting the learner first.

Next up, Mark Cox and Konrad Hurren from BERL on ‘modelling alternative post-school pathways’. Presented research to look at returns post-school dependent on where and how people move through life. Data was from the integrated data infrastructure from Statistics NZ. Project was concerned with checking a NZ Universities stat on earnings if degree was complicated (i.e. a million over lifetime). Shared the problems with the stats which did not consider many parameters. The study presented modelled alternative pathways for people leaving school with at least NCEA L2, account for earnings and across different skills / disciplines. Population who completed an apprenticeship / degree in 2003. Tracked back to 1999 and to 2018. This allowed for 4 years of data from time leaving school. Allowed for average student loan, household economic survey, mortgage, house prices etc. For degrees B Com. BSc, BA with technology based apprentices (building, engineering); commerce and other apprentices (personal services, society and culture). Used model to calculate ‘net financial position’ for average person in each group. Made assumptions as to 20% deposit and 20 year mortgage of half a house; saving through kiwi saver, are frugal and try their best to live within their means. Results indicate between BSc and technology based apprentices, by 10 (14) years, degree holders take over but apprentices earn more at the start. B Com and commerce based apprentices, in year 5 -6 and BA and other apprentices also similar but earnings are lower. After 15 years, technology based apprentices have earned more across 15 years and BA the least. Apprentices tend to have capability to purchase house earlier and be able to accumulate assets earlier.

After lunch, we have a keynote from Dr. Damon Whitten from Ako Aotearoa and Mike Styles from the Primary ITO on two upcoming Ako Aotearoa Research initiatives. Mike presents on ‘A NZ dyslexia friendly quality mark’ funded by TEC and overseen and managed by Ako Aotearoa. Internationally 10% of adults with dyslexia generally underachieve in education and choose not to engage in education. Dyslexia is not a disability but is best thought of as a different way of seeing the world. Is not related to intelligence but struggle with text. Quality mark is based on model developed by the British Dyslexia Association. Need to contextualised to a bicultural NZ setting and standards for education management, delivery and inclusiveness. Summarised advantages for learners and providers. Good practice for dyslexic learners also good practice for all learners.

Damon presented on ‘exciting new frontiers for literacy ad numeracy’. Shared the Adult Literacy Practice Model – know what has to be learnt, know the learner and what to do to help learner do the learning. Need to integrate learner agency – problem solving and self-learning skills. Summarised study on ‘how do lower skilled adults deal with novel problems and learning challenges?’ need to help people move from ‘fixed thinking’ to become more flexible, especially to stop using established or experienced ways to do things. Engaging learners in novel problems that they do not know how to solve, provide them with heuristic method and they can use this to help them solve the problem. Emphasised the importance for developing self learning skills – self-regulated learning, effective learning strategies and ongoing practice. Shared several learning strategies relevant to L & N.

The ‘Women in the trades’ session follows with a panel discussion on ‘employers’ perspectives of the benefits and barriers to women in trades and what they are doing to lead change’. Presented on the benefits to employers; perceived barriers of employing women; current behaviours and beliefs; and changes that can help employers and industries become more gender diverse. Erica Cummings (BCITO) Mced the session with 4 employers (1 female) on the panel, providing their perspectives. Each provided background on their company and their perspectives. 
Mark Williams then provided overview and summary of the project. Included how the various parts of the project inform and connect across. Presented the research objectives, methodology and findings. Generally, female employers, large companies, companies with females in leadership roles and automotive engineering tended to employ comparatively larger numbers of women. Women brought 'attention to detail' and 'softening of workplace behaviours' but barriers included lack of physical strength and 'might get pregnant'. Many trades jobs come about through word of mouth, advertising the job seen as a useful method to open opportunities for women. Offering flexible work arrangements, partnership with schools and widening circle of people they talk to about a job all assist. Proposed strategies for assisting businesses to employ more women in the trades.

The conference closes with thoughts from Josh Williams.

NZ Vocational Education and Training (VET) research forum - DAY TWO EARLY MORNING

Professor Pat Walsh, the Chair of the ITF opens the second day of the conference. A drizzly, grey and windy day in Wellington, so good to be indoors enjoying the conference and the company of kindred spirits.

Day two then begins with a keynote from the Honourable Steven Joyce, former Minister of Tertiary Education, Skills and Employment and author of an Australian report ‘Strengthening skills review of Australian VET sector: Skills training reform: a Trans-Tasman view’. Provided background on the Australian review and using this to comment on the current RoVE in NZ. The review is now followed by putting into place, the recommendations. From his viewpoint, Australia had viewed the NZ VET process as beening successful! And yet NZ is in the process of a major change. Both countries challenged by the rapid changes in the nature of work / employment and skill needs. All countries experience cycles of rise and fall of student numbers. When employment is high, there will be low in enrolments in ITPs. Australia has school leaving age of 18 and a very strong university sector, putting the squeeze on TAFEs with regards to potential students. Asked the question, what is skills training and if it did not exist, would we invent it? Yes. Common sense tells us that ‘learning by doing’ / ‘earn while you learn’ involving experience and applied learning are required. If we have VET, what are the attributes of the system. Most important to have support of employers. NZ has taken 30 years to have growing numbers of trainees and apprentices. Important to ensure the things that work are supported and enhanced. VET must provide clear pathways for learners – i.e. school to VET and then training to work. Always a challenge to start apprenticeships in new industries. NZ has Skills pathway and better accessible information on careers. Strong industry voice still required in schools. Pathways from study, whether uni or VET, into work still a challenge. A good VET system must provide the skills required by people to get a job. Flexibility and agility in updating qualifications is important. Addition of ‘academic freedom’ into VET system argued to perhaps not be required?! Moving to just one monolithic provision, may stifle choice and eventually quality. Regulation across the sector still important. Substantiated why NZ VET should not go through change as the system is not broken and reasons for change are to shore up the public VET sector, rather than enhance VET for learners and employers.

Then concurrent sessions begin and I attend the presentation by Mandy McGirr managing director of McGirr Training, on ‘helping youth to develop employability and to signal what employers seek--- soft skills, transferable skills and work experience’. One of the purposed of education and qualification system is employability development. Employability development can be envisaged as a short or long game focus. Short game is getting a job and can be any job, mostly low pay/security. Long game focus is to provide greater mobility / progression / security (i.e. career managing). Asks the question ‘ what are the employability development support roles (or potential roles) of the NZ public education / qualification system and its players? What is the role or ‘value add’ of the VET systems? Who will do what role and how? Defined for the purposes of her work, soft/non-cognitive skills, transferable skills, work experience, signals and employability development. One resource – UK based – what do employers seek when hiring young workforce entrants? In general employers seek past experience and a range of soft/non-cognitive abilities. Signals are important to connect the skills potential workers have with the perceived required work /occupational skills. Third party signal senders (training providers, referees, other verifications – drivers licence / badges / micro-credentials) are part of the loop. Implications for supporting employability include that gaining skills is only part of the challenge. Individual signalling capability is an important contributor. Work experience provides one key signal for suitability especially providing affordances for learning and practicing soft skills. So what is the role of VET in the provision of employability development?

NZ Vocational Education and Training (VET) research forum - DAY ONE AFTERNOON

After lunch, Dr. Karen Vaughan presents a keynote on ‘border crossings and vocational thresholds’. Karen has now moved across to Royal NZ Council of General Practitioners from the NZ Centre for Educational Research (NZVER). Summarised learnings and experiences through 17 years of doing VET research. VET research was very ‘industry-led’ and thought to be ‘for industry’ rather than for education. VET is about using experience to learn an occupation, not just the accumulation of knowledge. Shared the story of ‘learning how to be’ a researcher. Summarised some of her key projects. In the pathways project, the space between school and work was explored and the important finding of people caring more about who they were to be and not what. Shared ‘highlights’ and ‘lowlights’ J Important to not make assumptions and to explore the obvious – as this will sometimes bring up insights. Also to learn from ‘missteps’ and ‘mistakes’. Looking across fields / discipline areas can be productive – ‘knowing knowledge’ project. Provided overview and how the concept of ‘vocational thresholds’ was derived through studying the learning of General practitioners, carpenters and engineering technicians. Reinforced the importance of dispositions in learning an occupation. Karen.vaughan@rnzcgp.org.nz

Concurrent sessions continue and I attend the presentation with Laliofi Ripley (Careerforce), Anne Alkema (ITF) and Dr. Nicky Murray (ITF) on their project (also with Cain Kerehoma (Kia Ora consulting) – Hinatore:upskilling Maori and Pasifika in the workplace. The project explores why programmes work for Maori and Pasifika employees through the context of literacy; to what extend were culturally responsive pedagogy incorporated; and how learners continued beyond the programme. Context of the workplace literacy and numeracy fund to provide 20 – 80 hours (around 7000 employees a year) delivered in the workplace in work time. 8 workplaces, 100 participants – learners, facilitators, employers and whanau – used observations, focus groups and video. Visits occurred at start, middle and end of programme. Shared videos of students’ perception of the programme. Key findings on teaching and learning (ako – reciprocal learning), the learning that had occurred (mahi – workplace / situated learning) and the sense of community (whanau – being part of a family).

Followed on by Amber Paterson from Otago Polytechnic on ‘Learner capability framework (I am capable) and research’. Shared research and implementation of their learner capability framework. Still a work in progress with full integration in 2020. Also trialling with 4 partner secondary schools and 2 primary schools (used by teachers for their PD and students). OP have identified 25 capabilities for example critical thinking, communication orally/ written/ bi-ligually. Which ones would industries identify as being relevant? Outcomes include the aim of ensuring students are able to articulate and evidence the capabilities required. E-portfolio used to showcase their capabilities over and above their formal qualification. Shared resources used to support (on issu – search OP learner capability). Used focus groups across disciplines to identity the industry specific capabilities. Shared one of the videos (of 3 on Youtube). Demo site available on request.

Afternoon tea is followed by one concurrent session and a keynote. I chair Dr. Antje Handelmann’s (Leibniz University) session on “I was like, wow, I wanna be a chef” – the biographical meaning of apprenticeship. This is a qualitative study as part of a PhD- recently completed. Provided background of study – school to work transitions in Germany and NZ. Then summarised and rationalised research method – biographical narrative and case study. Argued that social chances have let to processes of de-structuralisation and placed responsibility on career to individuals in a society challenged by rapid change in the nature of work. Selected Germany (employment centred) and NZ (liberal / market led) due to the major differences between the two countries. Carried 14 interviews in Germany and 7 in NZ – apprentices who had withdrawn from an apprenticeship. Comparisons were made between individual apprentices’ biographies, not with countries. 3 types for searching for occupation – institutional-orientation, recognition-orientated and self-actualisation. Provided examples from each. Shared the conceptualised framework / model derived. Concluded that social changes lead to different life courses with an intersection between individual and society. School to work transition is complex, young people aim to find the ‘right’ path and is a permanent process of searching.

Then key note from Dr. Rose Ryan from the Ministry of Business, Innovation and Employment on ‘A research agenda for the NZ labour market of the 2020s’. She is a manager for the workforce and workplace evidence and insights team. Important to bring the various pieces of data from different Ministries to ensure data is not viewed in silos and analysed across disciplines etc. Need to think about the labour market and skills needs differently due to the global megatrends – technology, globalisation, demographics, climate change etc. NZ has dynamic labour market with high levels of participation, a highly skilled workforce and continued growth in employment – especially for those in skilled occupations and across service-based industries. Challenges are to manage diversity and inclusion, responding to future skill needs / changes, utilisation all the capability and capacity of all the population and understand better how work contributes to well-being. Currently, demand for employment is still high, labour market participation is high, medium to long term employment is steady to 2028.

Managing diversity important due to demographic shift with higher numbers of Maori, Pasifika and Asian replacing Pakeha as they retire. There is a high underutilisation / under employment of the population’s capacity. 11% if people who are in work would like more work. NEET rates are still higher than desirable. Underutilisation tends to be short term; young / female (particularly mothers) and in community, personal services, sales and labouring occupations and retail, accommodation and food, education and healthcare industries.

Need to prepare workforce for high skill occupations which will increase into 2029 when compared to elementary and skilled-semi-skilled jobs. Crucial to understand the effect of automation, digitisation and AI. Who will be affected? How will it affect occupations and jobs? Non-routine work, managing people, unpredictable work, work requiring judgment etc. least likely to be impacted.

PIACC shows mismatch between qualification / field of study and current occupation. NZ have highly skilled workforce but not much known about how employers make decisions as to who they employ and how they select. Still much work required in this area.

The contribution of work to well-being also requires study. What is job quality in the NZ context. Job Quality include physical environment, social environment, work intensity, skills and discretion, working time quality, prospects and earnings. If NZ wants to focus on high quality jobs, what are they? Survey of Working life (2018) indicates job quality includes employment relationships / multiple job-holding (more than one job); non-standard working relationships; work related training; skills matching; job security and tenure; and workplace autonomy. Important to develop workforce wellbeing – develop human capital, invest in skills for the future, encourage lifelong learning, leverage technology to generate opportunities for decent and meaningful work, strengthen labour/employment/income protection.

Josh provides a brief overview of the day.

The day closes with a networking function to celebrate the completion of the ‘Women in the Trades’ research project, launched by the Minister of Women, the Honourable Julie Ann Genter.

NZ Vocational Education and Training (VET) research forum - DAY ONE MORNING

In Wellington today and tomorrow for the annual NZ VET research forum. This is the 15^th year this conference has been convened and sadly the last. One of the outcomes of the NZ Review of VocationalEducation (RoVE) is the disestablishment of Industry Training Organisations (ITO). This conference has been organised by the Industry Training Federation (ITF) which has been a convening community of practice for the ITOs.

The day begins with a welcome from Josh Williams, the Chief Executive of the Industry Training Federation. Began with a video summarising the 15 years of the conference, the diversity of research topics, researchers from across the sectors (industry, polytechnics (ITPs), universities, ITOs, private training providers etc.) and the contribution from international experts. Called for contributions to provide ideas for ‘what shall we do next?’ Overviewed the challenges presented through RoVE but to park this and to make the most of opportunities presented at this conference. Presented a crystal ball recommendation to ‘learn from the past’ and some guidelines for skills learning moving into the future.

The first keynote is with the Honourable Chris Hipkins, Minister of Education. The minister began with how 15 years ago, the Tertiary Education Commission (TEC) was formed. The world has moved rapidly on and there are now many new challenges. Significantly, there is a need for all workers to continually re-train / develop their skills to keep up with shifts in workforce needs. Call to ensure school learning is not only focused on the 30% who will go directly into university but the 60% who will move on into VET or work. However, outcomes from attaining a degree are not always guarantees for continued material success or work satisfaction. Rationalised the key approaches as proposed through RoVE. Continual post-education development is now a standard requirement. Barriers to VET need to be broken to provide flexible and accessible opportunities where and when required. On and off job learning/training have to be seamless. Emphasised that the advantages in the current NZ system will be drawn on and supported. Encouraged continuity of VET research and the importance of application of findings / recommendations etc. to practice. NZ has to build a uniquely NZ solution to make work, work for all NZers. Updated on progress on RoVE including formation of the NZ Institute of Skills and Technology (NZIST), Work Development Boards (WDB) and Centres for Vocational Excellence (CoVEs).

Second keynote of the day is from Dr. Marco Paccanella, who is the Director of the Department for Education and Skills at the OECD. He presents on ‘the changing role of TVET in the international policy discourse’ as based on data from PIACC. Slight change of gear from the Minister’s address! VET across countries are often very different, so comparisons can be challenging. Covered the changing role of VET. Used to be something for (disadvantaged) youth, to upgrade from low to middle skills etc. – see 2010Learning for Jobs OECD report. However, skills beyond schooling are now of greater importance – see Skills beyond school OECD report. Therefore shift from VET to post education training (PET) to ensure continued education and training for populace as the future of work is impacted on by technology. Now, - see Future-ready adult learning systems 2019 OECD report. Shift from initial to continual training due to skill obsolescence (Deming 2017), skills displacement actually impacts predominantly higher-skilled workers McGuiness, Pouliakas& Redmond, 2019)! See Nedelkoska & Quintini (2018) who used PIACC date to look at variations between sectors with regards to impact of automation on industry sectors. High risk to manufacturing, agriculture and low skilled services but hard to automate include social intelligence, cognitive intelligence, perception and manipulation. Shared data of the mismatch between people who would like to participate in continual training and availability /access. The workers who need it most, are most likely to NOT participate! Shortage of time, lack of financial resources were main reasons blocking participation. Shared policy decisions that may assist. Foster mind-set of learning among firms and workers, lower barriers to training, make training rights portable, align to work skill needs. Presented on WHERE NZ stands. Employers unable to recruit staff with required skills at the going rate of pay. Shortage in hard to find skills but surplus of easy to find skills. Check Skills for Jobs indicators on the OECD website. Also shared the priorities for adult learning dashboard. There are 7 dimensions and 7 synthetic indicators. Urgency (NZ stands well), Provision (high from employers and organisations), inclusiveness (good), flexibility and guidance (more average), alignment (average), perceived impact (high for usefulness of training and average wage returns), financing (average – could be better support). In general, NZ performs pretty well but this is not a reason to NOT reform.

After morning tea, concurrent sessions begin. I attend the session with Associate Professor Jane Bryson from the Centre for Labour, Employment, and Work, Victoria University on ‘collective voice and access to training’. Workers in NZ do not actually have guarantee to the provision of training, unless it is stated in the employment contract or legislation requires (e.g. construction industry). Getting a say in training is impacted on power relationships present in organisations and workplaces. Relevant now as per need for workers to continual training to upskill for future of work requirements. See ILO (2019) –work for a brighter future and OECD (2019) Getting skills right – reports. Meeting learning opportunities for workers is usually low priority for employers. Collective voice may be one approach towards attaining on-going training and development opportunities. RoVE and update for Tertiary Education strategy are opportunities for workers to be upheld. Presented on recent research on whether collective workers’ voice would impact on access to training. Studied the collective contracts database to find out if training provisions written in. Then analysed if the entitlement was meaningful. In 2015, 87% of collective employment agreements have training of skill development provision. Public sector workers more likely to have training. Industries with fewer collective agreements, tend to have less provision for training. Did workers who had training provision entitlement, use them or were satisfied with the provisions. Used Fuller and Unwin expansive vs restrictive approaches to workforce development as a way to compare collective agreements 25% were expansive and 75% restrictive!! Interviews with union officials to establish a deeper understanding. Identified key conditions for success expressed by the officials and strategies they used to try to make training provisions in collective agreements more expansive. Important to ensure that entitlement and opportunity also includes supporting workers’ agency to access and making use of the potentialities.

Then I present on details of the seven sub-projects from the e-assessment project. Presented overview of the project including the research methodology and how the guidelines were derived from the inquiry cycles undertaken to develop and deploy e-assessments for learning. 

The righteous mind - book overview

Worked through this book, picked up from the Ara library, over a wettish weekend.

The Righteous mind: Why good people are divided by politics and religion, by Jonathan Haidt. Published by Random House, 2012.

There is an overview on wikipedia.

Reviews are in the main, positive with examples from The Guardian and the New York Times.

The book is written in an accessible prose, using metaphors to illustrate his argument through the book.

The central theme is that we are the product of evolution. As such, our thinking (and intuition) are flawed as they are based on biological agents, which rely on making patterns gathered through our experiences and perspectives.

The book, sets out to explain, to 'liberal' readers, why the mindset of conservatives is as it is. The 'moral foundations theory' is proposed as one way to compare the differences between people's moral foundations.

The 6 are:-
Care - cherishing and protecting others from harm
Fairness or proportionality - the provision of justice according to shared  understanding of rules
loyalty or ingroup - ones standing within your group, family, nation etc.
authority or respect - submitting to tradition and authority
sanctity or purity - how certain foods, actions etc. are perceived, based on societal ideas
liberty - how the above affects the domination of one group over another

The above are proposed to have evolved through human history especially once hunter/gatherer groups began to have to liaise to form larger groups as the agricultural lifestyle took root.

The methods used to undertake the research are interesting. Based on using narratives as starting points by interviewers to collect interviewees' impressions. There is some cross cultural basis as the initial work was undertaken in Brazil, US of A and in India. Studies replicated recently in Korea, Sweden and NZ also show similar trends.

In a nutshell, conservatives take a stand on ALL six of the moral foundations. Liberals tend to be sensitive to Care and Fairness. Which makes sense as the nature of being a 'liberal' is not to take things at face value, but to weight up pros and cons and justify ones decisions.

Haidt proposes the need for liberal politicians to better understand how conservative voters think as without doing, they will never 'appeal' to these voters.

All in, a worthwhile read.

Heutagogy - workshop with Dr. Steward Hase at Ara

Attended an afternoon workshop with Dr. Steward Hase, one of the theorist behind the concept of heutagogy. 

The session touched briefly on aspects of the science of learning and the principles of self-determined learning. Then moved on to introduce some ways to can apply the science and principles in designing exciting learning experiences thorugh leveraging off enhanced learner agency.

The princples of heutagogy was modelled through the workshop, with lots of interactive learning through group work and opportunities for low level inquiry learning.

He used group activity to go through definition of heutagogy, the relations between pedagogy and androgogy, and the PAH (pedagogy, andragogy and heutagogy) continuum.

The need to support learners was stressed. Learning through self-determination requires learners to be confident in working out what they need to learn and how they can go about it.

In turn, 'learning leaders' (aka teachers) also require a new skill set to 'let go' and be true 'guides on the side'.

Ako Aotearoa - Funded projects colloquium - Southern Region

I facilitated 'reflective sessions' at the annual Ako Aoteaoa project colloquium for the Southern region. As always, good to catch up with projects’ progress and to find out about the newer ones. A good gathering on a cold and wet Christchurch morning keeps the group consolidated.

Dr. Joe Te Rito – Kaihautu Matauranga Maori provides the Welcome, followed by Helen Lomax – Ako Akotearoa Director and Jennifer Leahy, Sector Services Manager for the South Island.

The event MC is Melany Tainui from the University of Canterbury. I assist by doing a ‘wrap up’ activity after every two presentations.

The first two presentations are Nationally funded projects:

First up, Hutia te  Punga (pull up the anchor stone) – presented by Dr. Porsha London, PiripiPrendergast and Dr. Eruera Tarena from Te Rununga o Ngai Tahu – Tokona raki. This is a collaborative project between Ako Aotearoa, Ngai Tahu and three South Island tertiary education providers (BCITO, Otago Polytechnic and Telford). The project is developing, through an action research approach, a co-constructed professional development programme for staff to build culture competency capability. Both Piripi and Eruera provided background and rationale for the project. In particular, the larger objective, to work on the socio-political constraints towards supporting the development of Maori youth. Maori are  a young population and contribute significantly to the workers of the future. One solution is to undertake responsibility for shifting the larger system (structures, systems and mindsets) through targeted development to transform the industry and educational leaders to take cognisance of the importance of supporting the potentialities for Maori. Piripi provided details of the background for the development of the professional development sessions. Focus is on the ‘self’ to challenge mindsets. Porsho detailed challenges especially in a sector undergoing continual change. This leads to high turnover of staff and shift in mindset takes time. However, building of relationships between learners and staff was found to be one of the key factors to support Maori learners. Resources to support the ‘levers of change’ require contextualisation to settings – as per the project – industry training, classroom learning and residence-based trades training. Shared framework (poutama) –ekea te taumata tiketike’ for self-evaluation and moving forward with development of cultural competency. 

Second project, an update on the Youth guarantees pathwaysand profiles project lead by Doug Reid from Community Colleges NZ. Doug provided an overview and updated on progress on date. Longitudinal project to try to find out if the Youth Guarantee fees free scheme is having a longer term effect on cohort of students from 2015. Educational partners included YMCA, Unitec and Community Colleges NZ with research expertise from ‘the collaborative’ on youth research. Final report just out now. Findings indicate young people experience multiple transitions; these transitions are not linear; complex and difficult to plan or predict; identity development important; and skills – not qualifications – are the most important. The main themes were a desire for self-development; control of their own transitions; belonging and alignment to their contexts; importance of networks and support; and direction and stability (i.e. in personal life) to help guide transitions. Summarised a range of implications for policy, revolving around the need for flexibility in supporting and funding due to ‘messy’ and sometimes difficult transitions of youth. Summary report now available.

The first wrap up was on identifying the items presented which are relevant to their own context.

Dr. Tracy Rogers from the University of Otago presents on progress on the project – teaching and learning circles – a framework for enhancing teaching culture and practice. Overviews the application of peer observation of teaching project and ways forward beyond the project. Objective to enhance teaching and learning culture and provide a supportive, sociable environment for teachers to talk about their craft. Teaching and Learning (circles) of 3 – 4 teachers did observations of each others teaching and discussed / reflected on feedback. Positive effects occurred as the TLCs provided the opportunity to engage in collegial conversations, reflect on teaching, gain non-evaluative feedback, and in turn enhance their teaching. TLCs continue and supported with the appointment of a TLC coordinator. Trailing with an on-line programme. Undertaking comparative study with Victoria University – who use a different model.

Followed by Professor Lynne Taylor and Professor UrsulaCheer from the University of Canterbury with their work on ‘the making oflawyers’: a longitudinal study. Study across all the universities in NZ offering law degree. Good to catch up with this study as the students move through their study. Fifth year data collected 2018 with some from law graduates as some students would have completed in 2017. 2018 findings similar to the other years. Class attendance drop, half of cohort through only 20% of teachers knew them, self-study time low and majority indicated preference for individual written assessments. Social interactions higher than study interactions with peers, majority reported positive academic outcomes , psychological wellbeing continued to be lower than for general community, For final year students – generally rated themselves highly in terms of work-related skills and attributes, only minority reported being prepared to join workforce, majority di not have employment arranged after law school, and over a third did not have employment arranged or were confident about finding a job. 49 graduates – 90% completed or intending to complete legal professionals course, 58% saw themselves as working in law, 69% employed (47% in law firm), 68% employed used their law degree in their work. A last survey will be undertaken this year. Outcomes have included review of degree and course learning outcomes; implementation of well-being plans; changes in assessment practice; staff development to support changes; and introduction of a first year mentoring scheme. Plans into the future include revision of the second and third year programmes and to also introduce a capstone course. Capstone course to apply knowledge and attain work skills to provide confidence for graduates.

Reflection #2 focused on analysis and application.

After lunch, we have a joint university (Canterbury) and community (Skillwise) project with John Grant and Dr. Maria Perez-y-Perezupdating on their “work active’ project to support ‘forgotten’ learners intheir journey to work. The project worked with adult learners with intellectual disability to develop a programme (including an internship) and a teaching/learning toolkit to improve learning outcomes and employability prospects. Small cohort of 6 learners who all engaged well with the various activities. Details of the learning programme was overviewed. Learners were co-constructors of the tools developed. Draft teaching and learning guidelines completed. The project intends to keep in touch with the participants’ journeys as they continue in or into work. Maria summarised the research approach (participatory action research) and the data collection methods (focus groups with participants, employers and skillwise staff; student learning diaries; workplace and class observations; class presentations). Shared some of the findings including efficacy of both the ‘classroom’ and internship aspects of the programme.

Dr. Timothy Stahl and and Dr. Heather Purdie from University of Canterbury then presents on the BYOD to field class: Integrating digital and community mappingin the field-based coursework. Work on progress reported. Also used an interactive activity to demonstrate the approach with Samsung tablets provided to participants. Summarised rationale for WHY BYOD now. Firstly leveraging off increased capability for digital mapping in most digital devices with increased acknowledgment of ‘novelty’ of devices. Also, shared a video and case study of student field trips. Main objective to ensure the technology must make sense and be aligned to the learning outcome. Important to ensure technology works at the initial workshop; field trip has to have clear objectives; and follow through post processing also supported. Used the app ArcCollector. Explained the BYOD teaching framework being developed to support the concepts being developed.

Reflection 3 was on evaluation and creating solutions.

Short afternoon tea is followed by the final presentations.

Associate Professor Erik Brogt from the University of Canterbury presents on – professional engineering cohorts. An update on the project. Summarised overview of Engineering programme at UC. In general, after Y1, the students are usually the same cohort through the next 3 years. Project studied ways to ensure cohorts were technically well trained, cooperative, and inclusive. Y1 mentoring programme set up to ensure foundations for the next 3 years coordinated and structured (i.e to consciously build a effective cohort). Support for ‘non-traditional’ engineering students targeted. Presently working on Y2 and 3 to assist with community building, enhance belongingness, and cooperative behaviours. Activities used to build respect for diversity; work on and agree to a code of practice for the entire cohort; reorientation at semester 2 Y1 to reinforce key skills and behaviours. Staff were mobilised to model complementary approaches. Shared plans going forward into the future.

Then, Stuart Terry from Otago Polytechnic and Dr. Jenny Mcdonald from Quantext update on their work with student perceptions of studentevaluations: enabling student voice and meaningful engagement. University of Otago are also included. Summarised rationale for project. Surveyed over 4000 students in 2^nd year of degree. 21% polytechnic and 27% university response. 95% had participated in evaluations. Online mode was preferred but uni students had higher preference for paper. Students perceived it was important to complete evaluations with most completing 5 -6 of an expected 6 – 7 a yearn – which they felt was about the right number. Reasons for non-completion were predominated by time constraints. Students still wanted evaluations at the end of each course. Discussion on the purposes of students evaluations ensued.

Last reflection and wrap-up to have participants identity ONE change and provide reasons.

The colloquium closed with poroporoaki – official farewelling.All in, good to see projects progressing through and adding to a building corpus of work supported by Ako Aotearoa.