NZ Association for Research in Education (NZARE) blog

 Although mainly with a school-based learning slant, the blog (Ipu kereru) maintained by the NZ Associaiton for Research in Education (NZARE), provides for an overview of research undertaken in this discipline.

Of note is the recent work undertaken to address racism in Aotearoa, use mobile technologies effectively in teaching and learning, and the 2020 summer reading list. These reflect the current emphasised themes within the Aotearoa NZ educational research community around equity, the commitment to meet the partnership enshrined in the Tiriti o Waitangi, and technology's influence and integration into learning and teaching. 

The blogs draw on recent/current research studies and provide a good overview of work undertaken by Aotearoa researchers. 

Top 10 elearning books

 Catching up on reading, especially around learning (instructional) design as there is a need to critique, connect, synthesise etc. the current approaches for learning design, with what we currrently understand about practice-based learning.

I found this useful list of top ten picks on online learning (for 2019).  Which then led on to their full list of elearning books - must read books on online learning. 

The resources are curated by a Canadian organisation - teachonline.ca. and is perhaps best known for their 'pockets of innovation' series. The latest version published in 2019. 

The site also maintains an searchable directory of upcoming internaitonal education and technology conferences - most of which are now offered online, providing an opportunity for NZers to attend :) 

Journal of Vocational Education and Training (JVET) - online keynotes

 Last week, the Journal of Vocational Education and Training (JVET) held their bi-annual conference on-line due to Covid. The timing was slightly difficult for me as the presentations occurred well past my bedtime. However, the presentations are now online :)

The slides from four keynotes/presentations are now available - here for the keynotes and here for the editors' presentation . My summaries are below:

1) Professor Joy Papier who is Director or the University of the Western Cape, presents on "From policy symbolism to evidence-based policy making - VET research on the rise in the South.

Shared her story as a way to explain the shifts in VET research focus in South Africa. As a 'coloured' person, her family's access to educational opportunites were restricted but expanded as aparteid 'ended'. Her inspiration draws from the work of Freire who she was able to meet when in the US of A . Post aparthied policies relied on international expers, overseas visits and models, policy borrowing and symbolism. Policy and research/practice do not always match, leading to tensions and culture clashes. Overviewed the evolution of TVET research in South Africa and its current status. A new generation of TVET practitioners are now contributing as scholars, and this bodes well for the future. The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) is the research space and TVET CoP. 

2) Professor Leon TIkly from the University of Bristol presents  "Transforming TVET for sustainable futures in Africa: Challenges for theory, policy and practice?

This presentation summarised sustainable development in a Western context; thre ir/relevance of these concepts to Africa in its post-colonial journey; TVET and the post-colonial condition; and recommendations for TVET sustainable futures.

3) Professor Hugh Lauder from the University of Bath presents on "The end of neo-liberalism and the future of VET"

Began by summarising the 21st century challenges of climate change, pandemic, 4th industrial revolution and radical forms of inequality. Summarised the premises of neo-liberalism and how education has been poorly served by it - especially market reforms and human capital theory. Discussed the concepts of meritocracy, the effects of authoritarinism and gender, and the equation of values with market values. The four challenges have caused a shift in defining what are 'good jobs'? not enough to just rely on the market but expand to include societal contribution. Important to understand the future of work and its impact on jobs; universal basic income (UBI) may be one solution; and industry needs to create good quality jobs. TVET needs to provide clear 'ladders' or pathways for people as they move through their life course; and lifelong learning must be supported. Some concepts discussed in the book "The death of human capital"

4) A panel of the editors - Professor Leesa Wheelahan, Professor Ann-Marie Bathmaker and Professor Kevin Orr the reflect on 'Looking backward, moving forward'. 

The editors presented a summary of JVET's evolution over 73 years from it's origins as the 'Vocational Aspect of Education' in 1948 to the present. Pf note are the present themes (some which are long-lived). They include the '(low)' status of VET; the call on VET to address social and economic challenges; and debates on competency-based VET. There are gaps, especially in studying the 'informal' employment and training sectors; and patchy international coverage. Going forward, JVET seeks to make contributions towards addressing social justice and in/equalities (as prefaced in the keynotes). 

NCVER no-frills DAY 3

 Today begins with concurrent sessions. I begin with Professor Stephen Billett's presentation on 'Apprenticeship as a mode of occupational learning'. Based on his summary brochure - learning occupations through practice: curriculum, pedagogy and epistemology of practice. We learn through experiences and apprenticeships provide opportunities for the experience. The experienced curriculum is therefore how people are engaged with learning, in apprenticeship through participation with work. The historical evolution of apprenticeship presented. Apprenticeship models in VET include the dual system (Germany/Austria); 3rd space (Swiss); school based (Sweden, Denmark, France); workbased (Oz, NZ), 2+2 (Norway) and ad hoc (UK, USA). Characteristics of apprenticeship include structures and legislation. As a mode of learning apprenticeships are long-standing. Summarised the many ways apprenticeship contributes to learning - mimesis etc. process dependent on active engagement, apprehending knowledge, unobstrusive observation. Support still required. Occurs through curriculum of practice, pedagogical practices (story-telling, verbalisation, practice, part worked examples, pedagogically rich activities etc.), learner epismologies (mimetic learning, ontogenetic ritualisation, deliberate practice etc.). Both school and workbased modes of learning are able to apply the precepts of apprenticeship to support learning. 

The join Mark Jordan from Holmesglen Institue with 'What factors enable trades people academic achievement in higher education?' The context is within construction management, of trades people attaining higher qualifications in construction managtement. Provided background on the industry (3rd largest employer in Australia and employs 8.9% of the workforce). Companies expect their managers to have a degree, understand comple computerised technologies, people, organisational skills, financial and economic knowledge and experience/background in the industry. .However, low number of people in the industry with degrees. There are educational challenges between VET and HE - pedagogical differences, no seamless transition causes high drop out in construction degree programmes. OSme universities try to bridge these with associate degrees, foundation courses, co-curricular prgrammes, embed academic learning support into core programs, advancement programmes for trades people etc. Important to acknowledge learners as individuals. Academic enablers include differentiated learning, flipped classroom, formative assessments, appropriate feedback, tutorials, applied and guided problem-based pedagogy, scaffolded learning, grading rubrics/marking schedule, embedding HE academic expectations in core subjects, creating learning environment, lecturer availability and enculturation into university. 

Then a session with Dr. Martha Kinsman from the Australian National University on 'Thirty years on: imagining competence in a post-COVID world'. Provided an overview of adoption and evolution of CBT in Australia. Argued that CBT is no longer fit for purpose, especially in the current situation and the rapid need to cope with the future of work. Recommended 'occupational competence' as proposed by Hager (2004), the capabilities approach (Sen 1987/2006), vocational capabitlitie (Wheelahan), threshold concepts as options. This needs to bring together occupational competence, the canonical knowledge of the discipline and skills related to being a life long learning. Covered the serious challenges inherent with CBT including fragmented/disaggregated knowledge, lack of synthesis of qualifications to recognise the breathe of knowledge required in many occupations, restrictive and difficult to define all learning. A good overview of some ways to look at qualifications beyond CBT. Ended with the caution to not just replace one system with another that is equally uniform or constraining!

Following on is the second presentation with Professor Stephen Billet on 'VET and worklife learning pathways". Supporting summary here - practices and policies for sustaining employability through work-life learning.   Covered the concept of individual's pathways through working life as a personal curriculum. Pathways are varied and shaped by experiences, work, education, communities etc. Personal curriculum represents the totality of activties and interactions constituing individuals' progression through the lifelong learning pathway. Covered concepts - curriculum (intended, enacted, experienced), personal curriculum (shaped by educative, social etc. and affordances, engagement), transitions and implications for VET. Shared the findings from the 'transitions across working life project'. Changes to be negotiated include the life stages, employment status, occupations, locations, health, and personal preferences (lifestyle) or trajectories. Kinds of learning negotiated included language and literacy, cultural practices, world of work, occupational skills, and work-life engagement. Therefore personal curriculum means the inter-relationships between individuals, their education and the community (needs, norms, networks). Lifelong learning effords and lifelong education provisions are insufficient. Many opportunities arise through happenchance. Important to ensure programme design allows for earlier and subsequent trajectories. Stressed the importance of RPL. Assessments need to project forward. Ensure learners attain 'adaptability' through pedagogical approahes. Privilege education experiences over educational imperatives. 

The live Q & A is with Martha Kinsman and Stephen Billett faciliated by Steve Davis. 

The first question was to Martha on whether industries are ready for an alternative to CBT. Contends that moving from CBT in VET will be difficult but not impossible. Occupations are perhaps more ready as all work requires complex thinking. Stephen answered a question on whether a personal curriculum is more appropriate in hindsight rather than at the start. Personal curriculums may be 'planned' but openness to happenchance /even 'malicious' challenges, shift the personal curriculum, for better or worse. Questions revolved around WHY the concepts Martha and Stephen have presented, are not factored into discourse and policy. Encouragement to check other systems, especially Singapore and NZ :) 

NCVER- no frills 2021 - DAY 2

 Day two begins with a keynote from Dr. Liz Allen who is a demographer and social researcher at the Australian National University Centre for Social Research and Methods.  She presents on 'Education: A passport to life'. The presentation draws on Liz's personal story which exemplifies the power of education to contribute to transformative change in the lives of many. Her book 'The future of us: Demography gets a makeover' provides an overview of her scholarly work. 

Education and training determine the jobs we are able to undertake, income, health, wellbeing, life expectancy etc. This is not only for individuals, but also for the dependents of individuals. Australia likes to think of itself as 'classless' and this may actually make it more difficult to recognise that life is not equitable. 

Things that help are: to ensure education is a public good; accessible to all; education must be empowering and equalising; support the 'superheroes' who uphold and enable education. 

A series of concurrent sessions follows.

First up, Renee Hindmarch from South Australia Skills Commision with 'hitting the bullseye: future skills requirements'. Overviewed the function of tbe SASC in supporting vocational education and skills formation in the state. VET sector needs to understand and respond to the emergent context of future skills. Confirm what future skills are rerquired. Determine competency-based training and assessments to fit the future skills development and stay focused on these objectives. At the moment, there is a mismatch between what is availed in VET/qualifications and the top skills/occupations required. 

Next up, Allison Miller from Digital Capability on 'an entrepreneurial innovative and VET applied research-based economic recovery'. Details the Innovation and Capability Framework developed for training organisations to help enable the value creation required to support the Australian economy. Especially important now given the experiences from last year and the need for capabilty building to ensure future disruptions can be coped with better. Recommends checking LInder, J. (2020) Entrepreneurial learning for TVET: A practical guide published by UNESCO to check where an organisation is with regards to moving more innovatively into the future. Entrepreneurship is a mindset with some recommended processes and methods (i.e. evidence/research based). Also the follow up UNESCO/UNEVOC (2020) report on innovative training models. Also reviewed the VET applied research framework and how this can be used by organisations to be more innovative. 

There is then a live Q & A featuring Kaye Bowman and Michael Hartman on zoom.  The conversation revolved around engaging employers. A market driven VET market without a rigorous quality system has turned some employers off engagement with VET providers. Long tern relationship needs to be build with employers. Discussion then turned to how competencies should be deployed and how the reform process in Australia is proceeding. At the moment, the training packages are too specialised. Employers do not understand about generalisable skills and how although context may be different, some skills are 'transferable'. Discussion followed on the role of competency and how it can be described. This is entered into the training packages but these have become unmanageable. 

Last session of the day with Dr. Mark Tyler and Dr. Darryl Dymock from Griffith University on 'recruiting and retaining VET practitioners: an exploratory study'. Presented on the preliminary findings from a project exploring how VET practitioners are recruited, what attracts people into VET teaching and how to retain them once they are employed. There is shortage of VET practitioners across Australia hence the need for the study. The presentation focused on interviews with training organisations. Most employed full-time staff with private providers employing more full time staff than public funded providers. Themes reported include renumneration, work conditions, the Cert IV teacher training, currency and credentials, factors encouraging a move into VET, mustering interest in the work, and retention of industry experts. Some congruence with findings from OECD 2020 report on VET teachers and leaders.  Final report will be published by NCVER in August.

National Centre for Vocational Education Research - NCVER "no-frills" conference -online

 Will be hopping and and out of the 30th NCVER 'no-frills' conference today and over the next two days. Notes taken from DAY 1 below.

Phil Loveder (NCVER) opens the conference. Simon Walker, Managing Director of the NCVER provides the offical welcome.

The conference's opening address is from the Ministerial Address from the Honorable Stuart Robert MP who is Minister of Employment, Workforce Skills, Small and Family Business. Focused on the Australian response to the pandemic and the initiatives undertaken to move forward beyond. As with NZ, large amount of $$ being put into increased training/apprenticeships etc. and increase of digital skills across workforce. 

The first keynote is presented by Dr. Borhene Chakroun who is Director of Policies and Lifelong Learning at the Systems Division at UNESCO-HQ. His keynote concentrated on the challenges wrought by the pandemic and what needs to be done now, to support countries' recovery post-pandemic. TVET plays an important role in ensuring thw workforce. Challenges are not just due to the pandemic. Some recommendations include the need to ensure skills and competencies delivered by TVET must be aligned to the rapidly changing technologies, labour markets and skill needs. Demographic transitions require TVET to be lifelong learning focused. Online learning has great potentials but requires careful use. There is improved status of TVET. Also a need to leverage off the potentials provided by powerful data mining. analytics and integration of data to inform TVET.  Stressed the importance of TVET as the world moves into an uncertain and challenging future.

Concurrent sessions begin. I attend the digital technology stream which begins with the session presented by Michael Belgica with  Dr. Issariya Woraphipat & Piriya Boonphokai from the Siam Business Administration Techological College on the topic - Blending course content and design addressing the new normal teaching and learning carapace in the TVET industry. Began with an overview of the College facilities. Detailed the various synchronous and asynchronous approaches used last year. The centre uses a 'context specific' form of English language teaching to ensure student motivation. Detailed how the college shifted from mainly 'hands on learning' to 'online. Important to ensure the learning objectives are met - to prepare graduates for work/further studies - often preparing students for IELTs/TOFEL. Detailed their project - Innovative Learning for VE workforce transformation (ILVEWT), along with the framework of curriculum content, delivery and application to online teaching and learning.

Then, my session begins with the running of the pre-recorded session on 'digitally supported practice-based learning when authentic learning becomes available. A live chat Q & A is the only way to interact with the participants. An interesting experience. 

My session focused on defining practice-based learning and how to best support this when authentic learning facilities, equipment, machinery etc. are not available due to closure of facilities. A very short summary of the concepts in the book - digitally enabling 'learning by doing'.

Managed to get to the last presentation with Professor Erica Smith from Federation University who presented on 30 years of VET teacher education. Overviewed the context of Australian VET teacher education. 30 years ago most were TAFE teachers. Cert IV introduced in 1998 as competency based training took hold. In 2019, 78.5% of TAFE workforce at Cert IV and numbers enrolled in university fallen significantly. Most other countries require or encourage degree qualifications in VET pedagogy, mostly whilst 'in-service' but sometimes 'up-front'. Other teachers in Australia require degree (early childhood, school, university). Recommended looking at Roger Harris's 2020 paper commissioned by NCVER - landmarks in the development of the VET workforce. Provided more details on each of the decades. 1990s was the 'heyday' of VET teacher quals. 2000s marked the beginning of the end for mandatory VET teacher-training. by 2010 there was lobbying to try to shift VET teacher education beyond the minimum Cert IV. 2020 turnaround in Victoria. Presented details on several of her studies on VET teachers, qualifications and quality between 2015 -2017. Argued for the importance of ensuring VET teachers have the right supports to help learners. Need to move from what is now the norm to a better valuing of teaching for VET. 

Digitally enabling 'learning by doing' - new book published

 My book, written through the second half of last year, and summarising many of the learnings from our experiences across the short NZ 'lockdown'/'stay at home', now published. 

Access via this link.