2021 review

Well, the year turned out more settled than envisaged as Aotearoa continued to work within the constrains presented by Covid-19. Borders remained closed and for much of the year, things progressed as per normal. However, the arrival of the Delta strain in August saw a brief return (in Christchurch) to level 4 before moving quickly down to Level 3 and then 2. Auckland has borne the brunt of the incursion, having been in ‘lockdown’ since August and a slow movement back to a ‘reduced’ Level 3 at the end of November and ‘release’ into the wider country from mid-December.

On the work front, Te Pūkenga released consultation documents for their ‘service concepts’ (July) and then their operational model(October). My institute has been proactive with submissions and hope these add to the consultative process as Te Pūkenga’s bedding-in progresses. The main item which will affect my work in the future, is the consolidation of all of Te Pūkenga’s capability development into a ‘single hub’. I interpret this to mean that the management of capability development will be centralised but local units will carry out the work.

Not as much programme development work this year, given the move towards unified/master programme approach adopted by Te Pūkenga. The beginning of the year saw support for 4 degree programmes in the Creative Industries Department. Ongoing support of the Diploma in Agricultural Management (L5) continues.

On the research front, the majority of my energies have been put into editing the book “Innovations in Aotearoa New Zealand Vocational Education and Training (VET)” now renamed to “Reshaping Vocational Education and Training in Aotearoa New Zealand” and scheduled for publication by Springer next year. In addition to managing the project with Dr. Nicolas (Nyk) Huntington, I have also co-authored the first and last chapters in the volume and lead authored the ‘project-based learning’ chapter.

A book chapter was submitted in October towards the Handbook of Asia-Pacific Adult Learning. The chapter discusses recognition of current competency (RPL) in the Aotearoa NZ context.

Co-editorship with Profession Sarojni Choy on the International Journal of Training Research has also provided much learning. We are starting to come to grips with the process and the rather clunky journal editing platform, appointed 4 new associate editors, worked with AVETRA to update the journal’s scope, and also reviewed/refreshed the list of scholars who make up the editorial board.

Work has also begun in my now larger team due to small restructure of ‘capability’. My team of learning designers/educator developers, resource advisors and learning technology advisors now combined with adult education section and the corporate capability development unit to provide a more consolidated approach for academic and organisational capability. The new capability section is now part of the People and Capability Division and aligns better with the proposed Te Pūkenga organisation structure. This team will need some major professional development, going forward, to ensure we are able to keep ahead of the game and provide leadership and guidance to our teaching departments as Te Pūkenga moves towards provision of more flexible, open, and distributed/networked learning approaches.

All in, a busy but productive year 😊 I am looking forward to a couple of weeks post-Xmas, walking, biking, and botanising in Southland. 

Educational metaverse

 This Times higher education opinion piece calls for better awareness and capability building to ensure education is ready for the coming of the metaverse, made mainstream by the recent announce by Face book as the next evolution in social connection. 

In education, the call to leverage off the affordances of technological (digital) innovations have always existed. This time around, the bar is set much higher, to connect current learning management systems etc. to the possibilities availed by augmented/virtual/mixed reality. The ease of connection between our current social media lives and the metaverse already exists. Already, mobile phones provide the tool to engage with the ubiquitous enviroments centred around work, school and home. 

In education, the key is to connecting meaningful and relevant 'universes' to learning. Currently, there is already blurring of the lines between peoples' work, study and leisure lives. The connections across the metaverse will only make the boundaries between the different segments of peoples' lives, more porous. The decision needs to be made, especially with privacy, how individuals are able to make boundaries between the various aspects of their lives. Some people will choose to maintain osmatic transfer and sharing between experiences which bridge work, home and study; others may decide to have a thick barrier. As work/study interwine due to continual 'upskilling' to stay ahead of the employment market; individuals need, more than ever, the digital competencies to understand the implications of entering and engaging with the metaverse. Educators need to also explore the possibilities with a critical lens, to ensure the metaverse is but a portal into various activities individuals engage with, not the 'only' means of contact or engagement with learning. There is never a 'one size fits all'.

Australian Council of Deans of Education Vocational Education Group - ACDEVEG - 7th conference

Presenting and attending at the ACDEVEG  - a subgroup of the Australian Council of Deans in Education - for the first time. Due to COVID, online presentations have provided more opportunities to attend various VET research events.

The convenor, Professor Erica Smith, invited me to present at this conference.The theme is 'people, place and time: developing the adaptive VET teacher'. Andrew Shaw convenes the conference and provides welcome and usual update and housekeeping.

A short conference running across an afternoon (early evening in Aotearoa NZ).

Professor Smith welcomed participants,thanked the planning committee and conference conveners  and the VDC for sponsoring the conference and provided an overview of the ACEDVEG activities across the year. 

Five 30 minute presentations follow:

1) Sheila Hume and Tabitha Griffin from the NCVER present on 'the online delivery of VET in Australia during the Covid-19 pandemic'. Provided brief overview of the project (3 stages including survey of RTOs with over 1000 respondents conducted feb and march 2021; interviews also conducted - findings of these to be published next year) and summary.Covered the extent and magnitude of the shift online by training organisationa, and the challenges, opportunities, impacts of quality and future intentions of the experiences of shifting online. 

There was an increase in online only +23.9%), blended and combined online/workplace based. Reduction in workplace based only, internal only and combined internal and workplace-based. Shift online was varied across the country - high shift in the ACT followed by Queensland and NSW. Compared public and fee for service programmes, types of training packages and subject results. Delivery pre-pandemic 49.3% were 100% f2f; 43.9% blended and 6.8% totally online.3/4 of RTOS shifted some content online - parts 34.3%, all f2f - 17.9%, all f2f and assessments 15.7%. Top 2 barriers were unsuitability of subject matter for online deliver 47.5% or online delivery not suitable for students (44.4%). One year later, 35.5% change back to pre-pandemic. Future intentions include high 61.8 intentions to utilise more blended learning. 

2) Professor Smith and Darryl South (Charles Sturt University and Megan Short (University of Tasmania) summarise 'the findings of an ACDEVEG survey on VET teachers' work during Covid in 2020. Provided a range of references on the topic. Some literature now appearning but none from Australia as yet. Generally tended to be in HR/medical training, systems/organisation level. So important to understand the VET teacher experience. The study looked into how their work changed in 2020 and what did they learn from the experience and how might practice change in the future. Participants (mostly over 40 and female across a good range of industries) were VET teacher education students at 3 uiversitities (Charles Sturt, Federation, University of Tasmania). 80 responses on 53 questions. Data showed significant shift to online with many respondents affected for either 3 - 6 months or 6 - 12 months. Students' digital equity was a challenge. LMS used with extensive use of webcams (92%). In general, 40% no experience and somewhat confident they could do it. Students were generally positive.Teachers view of online delivery and eassessments was positive (less so for assessments). Positive responses revolved around own mastery of new approaches, an opportunity to concentrate on and reflect on teaching practice. negative responses centred around well-being challenges and moderate responses were around how the transition had been better than expected.

3) I present on 'supporting learning by doing when access to authentic learning becomes disrupted' Main points being how practice-based or 'learning by doing' occur through mimesis and the importance of feedback from more knowing others and from the sociomaterial. Then introducing the push-connect the dots-pull model to plan online sessions for practice-based learning along with examples. Main challenges and some solutions offered. 

4) Andrew Shaw, Head of Education Standards, TAFE NSW on ' unpacking vocational competency and currency to support quality VET teaching'. Summarised aspects of project. Literature review, online survey (490+), focus groups (25 groups), benchmarking at 8 TAFEs and One TAFE implementation. Posed that quality teaching is a key to quality VET. Defined in Australia as 'trainers and assessors are skilled VET practitioners with current industry skills and knowledge'. Presentation focuses on the aspect of vocational currency. Shared results of benchmarking (8 TAFES across 7 states). In all, vocational competency of teachers mapped at unit level. Generally 2 activities a year to ensure currency. Recorded using paper rather than digital and often part of annual review. Discussed myths and misunderstandings on the challenges, barriers and their solutions. Offered a framework to provide for a more expansive, holistic and practical definition of 'vocational competency' and industry currency. Activities should be broad, based on industry guidelines. Provided a range of examples and the sharing of these through the development of guides. more information from TAFE NSW podcast site.

5) Katerina Lawler from the Department of Education, Skills and Employment on 'VET workforce quality strategy'. Began with some background and context. Summarised the strategy, data from consultations with stakeholders ( survey and workshops then feedback on drafts with 156 sumissions) and provided overview of way forward. Quality reforms to revise the standards for teaching organisations, build capability and develop VET workforce quality strategy. Includes capability frameworks and professional standards, profesisonal development, induction support, qualifications and entry pathways and maintaining industry currency. Provided details. 

Keynote speech is with Dr. Joy Papier, Director of post-school studies, University of the Western Cape, Cape Town. 'Taking their rightful place in South Africa: towards the development of professional TVET teachers. Began with introduction to the South African TVET context. Presented on TVET education and educators as being on the margins and the journey from ad hoc capacity building and poorly recognised certifcates to formal, nationally recognised qualificaitons and professionalisation of vocational education. Provided an historical summary of the evolution of technical colleges and their journey towards providing more equitable access to training for all, not just those privileged by race. In early 1990s, new further education and training Act 1998 restructured the 152 colleges into 50 multi-campus and diversified institutions. Curriculum etc. overhulled along with the restructure. Summarised challenges for vocational education teachers - most have industry expertise but little preparation for teaching. Existing teacher education for school children not as relevant. Development of specific programmes for VET teachers challenging due to smaller number of TVET teachers, lack of career pathway, perceptions of VET as inferior, uneven appointment of qualified teachers, lack of coherent system and the VET teacher education being outside of the mainstream university based teacher education. Since 2012, a national standard and enhancement of VET teachers status undertaken. College lecturers of the future should have obtained a first degree and be conversant in subject matter, pedagogy. Recognised the 'dual' nature of being industry expert and expert educator identities.    Stressed the importance of both and proposed some ways to support the development of vocational teachers. Encouraged checking out the Journal of Vocational, Adult and Continuing Education and Training (JOVACET).

Q & A session followed.