AVETRA 2021 - Day 2

 

The keynote for day two is Emeritus Professor Anne Jones from Victoria University/Chisholm Institute. She presents on the topic ‘A matter of equity'. Presentation focuses on females in the VET sector with particular emphasis in trades occupations. Apart from school, work place and tertiary institutions are important sites for reducing equity. There is a connection between gender inequity to work and their social and economic status. 

Began with the aspirations of the Kangan report in 1974 - to ensure VET was accessible to all, equitable in its treatment of disadvantaged groups, and accountable to the community. Looking now at 2021 - female participation in VET is at 46%, indigenous at 4% and with disability at 4%. High participation of women in HE can be seen to be one of the reasons, female participation in VET is lower. For example 15% participation in engineering degrees, compared to never exceeding 4% in the trades. 

Reported on 2017 project - Perfect for a woman - increasing the participation of women in electrical trades - with Berwyn Clayton, Naomi Pilzer and Hugh Guthrie. Used long ingerviews with apprenitices to study participation. Skilled trades work pays well, better than for many other jobs requiring university educaiton. Need to reduce bias against women in trades work and also temper the 'male' culture in trades workplaces. 

 Used an ecological framework (individual, immediate relationships, community, societal) to help understand barriers and enablers. Requires a planned an coordination across all of these to ensure there is some effect. Especially important to think through strategies that will be effective in helping entry into and 'survival' the 'man's world' and support the feminising of the workshop.Also need to draw on the feminine qualities of logical thinking, being more empathetic etc. 

Tradeswoment networks are useful. VET can do better by being accountable for changing gender segregation; organise at state level, partner with tradeswomen networks, collaborate with schools and communities, commit to long term plans, implement cultural change through policy, leadership and education and align work with primary prevention of violence against women by recognising the common underlying causes. 

Then, a panel discussion follows. Panel includes, Dr. Linda Smith, Dr. Peter Hurley, Dr. Pamela Osmond, Dr. Trudy Firth and Dr. Tom Crowley. They discuss 'what role can adult and VET play in addressing equity and diversity'. 

Followed by 3 presentations - notes only on 2 as I ready for the workshop on publishing in the AVETRA journal.

 Firstly with Dr. Kathrin Breuing from University of Konstanz with ‘age, diversity, and the mindset factor: workplace learning in light of demographic and digital change'. Covered intergenerational learning arrangements, than the possible determinants of intergenerational learning 4.0.The 2 case studies of innovative settings of intergenerational learning.

Demographic and digital change have converged and many organisations have 4 'generations' working. Need for greater collaborative, agile and cross functional work with crowd-based possibiltiies. How older and younger people work together under-researched. Dimensions of intergenerational learning arrangements explained. Intersections between genealogical, pedagogical and social/historical with learnng from each other, with each other and about each other. 

Study with 10 HR experts from companies in Southern Germany. Data collected through structured telephone interviews. Determinants of intergenerational learning included personal, corporate and enviroment. Personal determinants came up on top with generational relations and technical affiinity. Introduced the concept of 'mindset' and that this is not just attitude or way of thinking. Digital mindset supporting intergenerational relationships include openness, proactvity, positive attitude and agility. In general, younger employess tend to be identified as possessing the digital mindset. They can be the catalyst or drivers to help carry older employees on board.

Two examples presented of innovative settings supporting intergenerational learning. An 'incubator' and the use of a 'hackathon'. 

Closed with importance of ensuring intergenerational learning is supported. 

Secondly, a presentation by Dr. Elizabeth Knight from Victoria University with work with Dr. Andrea Simpson from LaTrobe University on ‘understanding systemic inequalities in VET’. Includes how systemic inequalities and the channelling of choices. VET plays a crucial role in improving employment and work opportunities for disadvantaged Australians. However, is student choice channelled into certain providers or programmes due to their disadvantage? there are higher proportions of students from equity cohorts in certain types of providers and this reveals structural inequalities in the system. Summarised several pieces of relevant literature showing the connection between the hidden curriculum and social class. 

 Drew on the work of Foucault on power, governmentality and technologies of self to undertake a reflective study. Used 3 anchors - VET health programmes (investigating completion of Aboriginal and Torres Strait Island peoples), VET programmes for women with disabilities (WAVE seminar) and female migrants (access to literacy/numeracy). 

 Introduced the need for inclusive pedagogy. Each inequality represents a different context and challenge and there is need to better understand each. Intersectional disadvantage (see Wheelahan) important process. 

Then follows a one hour workshop on ‘publishing in AVETRA’s journal - International Journal of Training Research' facilitated by co-editors, Professor Sarojni Choy from Griffith University and myself.

AVETRA AGM follows.