The life cycle of markets - what does the data tell us about VET - AVETRA OctoberVET presentation notes

 Dr. Don Zoellner, Northern Institute of Charles Darwin University, presents at an OctoberVET session. 

He talks on the Australian market-led VET approach and asks the question "Is the market still what's needed now"? Highly topical as Aotearoa New Zealand has, through the the Reform of Vocational Education (RoVE) moved away from the market-driven model for VET education (more on the Aotearoa NZ reforms and its implications in this book). 

Based on a recent journal article - on mature VET market 

The presentation based on several working hypothesis - VET markets are not an aspiration that are yet to be achieved; introduction of VET markets exemplifies successful public policy implementation; and just because one disagrees with the policy does not mean that it was implemented unsuccessfully.

VET quasi-markets have followed a predictable life cycle and are mature; providers require new thinking about how to deal with market revival or have post-maturity options. Unfettered competitive markets are only one option. Now that Australian VET quasi markets are in the decline phase, it might be better to look at other options as system optimisation or as a public good.

Ran through the key features of the VET quasi-market - choice, competition, new public management, heavy regulation and national consistency and 30 years of bipartisan support.

Summarised the corporate market life cycle for Australian VET through birth, growth, maturity, revival and decline. 

Shared findings from analysis of the smallest 5 Australian VET markets - Northern Territory, ACT, Tasmania, South Australia and Western Australia - 20% of Australian population and provided details on the method and data sources. 

Findings included the existence of 8 types of business entities offering VET ranging from private, incorporated, government, public companies, sole traders and trusts. Private companies just over 50%, 76% are for-profit entities, not for profits range from 21% to 40%. The market has been dynamic with over 1/2 of RTOs registered from 1992, having left the market. There are relatively smaller numbers being registered over time but 40% of those registered from 2004 are still in the market. Not for profit sector RTOs exhibit longevity, indicating maturity of the market.

Reduced funding has caused the it to offer similar qualifications, across 11 training packages. 85% of students are enrolled in the top 15 training packages but there are some regional differences with primary industries and mining higher in NT and WA but ICT, retail and public services higher in ACT.

Concluded the market might now be in decline and not much shift in the mature RTOs who concentrate on those qualifications with high margins. Low margins means high volumes required. Issues of choice for learners is perhaps now not being met as RTOs shift to markets that pay.

Concludes that repetitive application of marketisation has blocked consideration of more promising reforms to public service delivery. System optimisation rarely achieved through competition. Competition increases contestation rather than the best outcomes to the public. Oligopolies emerge rather than monopolies! There are inefficiencies due to high regulation and duplication. Governments serve communities by creating public value and this requires the acceptance of diversity and the rejection of market-non-market dualisms. Public value management one post-market option to shift the market across to revival stage.

Interesting presentation and something to follow up with regards to the Aotearoa NZ context. 

Reshaping vocational education and training in Aotearoa New Zealand - book link and overview

 

Disclaimer: I am co-author for this book. 

This book, the fruit of two years of effort by many authors from across Aotearoa New Zealand, records the many initiatives, innovations and developments across the vocational education and training (VET) sector as the country enacts the outcomes of the recent reform on VET (RoVE). Industry Training Organisations (ITOs) with 30 years of history and service to their industries, and Institute of Technology and Polytechnics (ITPs), many with contributions of over a century to VET, all merge into Te Pūkenga, the NZ Institute of Skills and Technology (NZIST) as of January 2023. 

There are 20 chapters: 4 chapters covering the histories of the ITOs and ITPs, along with the rationale, outcomes and possible implications of RoVE. There are chapters on how ITOs and ITPs work towards addressing inequitable access and outcomes especially for Māori, Pacific, workplace learners and women in the trades. "Innovations" across the sector are also covered, including the application of design thinking towards development and deployment of a culinary arts degree programme, degree apprenticeship in infrastructure asset management, networked/distributed learning in degree midwifery programmes, collaborative development and delivery of the Bachelor in Engineering Technology (BEngTech) programme across 6 ITPs, recognition of prior learning, learning design for practice-based learning, definitions of distance and online learning, and the need for ongoing professional development to assure quality VET provision.

All in, the book makes a contribution towards recording the sector as it moves towards new ways of collaborating and managing VET in Aotearoa NZ consolidates. 

Improving inclusive education through universal design for learning (UDL)– open access book – brief overview

 Here is another open access book, pulished 2021 by Springer and edited by Alvyra Galkienė  and Ona Monkevičienė.  The book is the fifth volume in the Springer series on Inclusive learning and educational equity.

It is a scholarly piece of work on UDL, introducing and discussing its origins, the major theories/ theorist informing UDL principles, and providing examples/case studies from recent projects undertaken across Europe. As such, takes effort to get into but pays dividends in the coverage of UDL.

There are 12 chapters in the book, with most referring to formal educational contexts. Authors are mainly based Poland, Finland, Austria and Lithuania.

The first chapter, 'preconditions of transforming the educational process by applying inclusive education strategies: Theorectical background' sets the scene with the historical evolution of education provision to the disabled and the ways the initial principles of inclusive education were laid down. Fundamental aspects of UDL are presented, discussed and critique. This is a 'go-to' chapter for those seeking to better understand the origins and frameworks informing UDL.

The other 11 chapters, extend on the precepts presented in the first chapter. Many report on work being undertaken to develop and implement UDL approaches, mainly into the formal or school education sector. Many of the approaches are socio-culturally specific to the author's contexts and thus must be read with the idea of gleaning specific grounding principles, which are then useful in one's own context. A key aspect of several chapters, is the preparation and empowerment of learners to be 'expert learners' who are knowledgeable and resourceful. 

The entire book is downloadable along with individual chapters. The book makes for a good resource presenting the historical evolution of inclusive education, the development of UDL and UDLs application to specific educational contexts. 

eAssessment in vocational education and training (VET)

 Here is a link to the European Union site on e-assessments for vocational education and training. Information on the project and its partners provide the background and rationale for the project. The primary aim of the project is to provide guidelines, tools etc. to support the development and implementation of eassessments into vocational education contexts. The blog  provides reports from the various partners as the project progresses.

Toolkits developed so far include overviews on the pedagogical approach, the types of approaches possible (including eportfolios) and the needs for continuous professional development for VET practitioners. 

Overall, a good port of call for information on eassessments as they pertain to VET with many examples, some guides and relevant resources. 

Powering a learning society during an age of disruption - book link and brief overview

 This is a timely open access book, edited by Sungsup Ra, Shanti Jaganathan and Rupert  Maclean and jointly published by the Asia Development Bank and Springer in 2021. 

The book has 6 sections, including a introductory section with two chapters providing the rationale and defining the various conceptual models informing the other chapters in the book.

The other five sections include:

- Learnability and the learning crisis - with chapters on addressing the learning crisis with regards to basic skills; a reconsideration of student assessment to improve learning, the effects of the pandemic on schooling, and what works with regards to improving teacher quality and effectiveness.

- future proofing postbasic education - has perspectives from the university sector, European Union's intensification of skills development, quality assurance of online learning from Indonesia, and the certification of TVET.

- Communities as learning platforms - with chapters outlining examples and applications from mainly Asian perspectives including India and Singapore.

- Learning societies and Industry 4.0 - of relevance to VET with chapters on new directions for apprenticeship, promotion of workforce planning, workbased training in the EU, and work and learning balance, post COVID in Korea.

- Technology solutions to build a learning society - focuses on  learning platforms and digital learning with chapters on Coursera's global partnership to support workforce recovery, role of the private sector for future-ready education and training, and data and digital technologies that can transform education systems.

All in, a range of  short chapters to dip in and out of for background, perspectives and frameworks. The entire book can be downloaded, or individual chapters accessed as relevant/required. 

The art and science of learning design - book overview

 This book, The art and science of learning design - collates the latest in thinking and practice on learning design. The book is edited by MarceloMaina, Brock Craft and Yishay Mor published by Springer in 2015 in their technology enhanced learning (TEL) series.

The book has 15 chapters, organised into 3 sections. 

The first section, 'Theories' presents, discusses and critiques various theories of learning design

The first chapter covers "Reflections on the art and science of learning design and the Larnaca declaration" by James Dalziel. This chapter, summarises and updates on the 'Larnaca declaration' which arose through a 2012 meeting in Cyprus whereby a new framework, synthesised from research and practice, was proposed and ratified. The declaration drew on previous work undertaken through work undertaken by the author and the work of Professor Diana Laurillard. 

Next is a chapter on "Analysing the structural properties of learning networks"  by Peter Goodyear, Kate Thompson, David Ashe, Ana Pinto, Lucila Carvolho, Martin Parisio. Here methods used to evaluation and analysis of ideas sharing are introduced and discussed. The ability to deconstruct and understand how learning is designed by others, helps provide insights into future ways to bring about effective learning design.

Chapter three is on "Concretisation of design ideas in the context of educational technology design" by Tamar ronen-Fulmann and Yalel Kali. Argues that the act of design is itself, creates learning. Therefore, design, is a process of learning. Not so much the creation of the artefact, but the ways design is enacted, creates the opportunity to learn.

The last chapter in this chapter "A multi-dimensional space for learning design representations and tools" by Francesca Pozzi, Donaella Persico and Jeffrey Earp, follows on from the previous. Teachers design learning through a range of activities to produce lesson plans, learning modules, courses etc. In doing, they learn the efficacies and processes of learning design which work within their own contexts.

Section two covers "Methods"

Begins with this chapter on "Toward relevant and usable tel research" by Susan Mckenney which argues for better alignment to the needs of learners, especially their learning goals. Also to ensure teachers' perspectives are better understood and applied to learning design as they have the expertise and experience of what works best in their context.

The next chapter is on "Introducing the collaborative e-leanring design method (CoED)" with Thomas Ryberg, Lilian Buus, Tom Ryberg, Marianne Georgsen Jacob Davidsen. The authors detail a collaborative learning design process which was an outcome of 'the Learn@work' project. 

 The third chapter "Double loop design" by Steven Warburton and Yishay Mor details the philosophies and processes which underpin this form of learning design. It is important to not only draw on experience but to also setup conditions which foster continued reflective design.

Then a chapter on "Towards a principled approach to evaluating learning design tools" by Elizabeth Masterman. Here digital tools that support learning design are evaluated. The chapter argues for the importance of this stage, as tools direct the trajectory and application of learning design.

The fifth chapter in this section "Why has LMS learning design not let to the advances which were hoped for?"  By Timothy Goddard, David Griffiths and Wang Mi takes on a critical view of how LMS's direct the ways learning is developed / designed. The chapter calls for care in the selection of LMSs as the effect of the LMS structure is not often taken into account when learning is designed.

The last chapter in this section "A critical review of LMS learning design with Daniel Burgos, follows on from the previous chapter.  This chapter has a focus on adaptive learning processes and through a case study of 4 scenarios, identifies the constraints placed by the LMS on the learning design for effective adaptive learning.

 The third section, focuses on "Tools". The following chapters detail various examples, many developed specifically for contexts across various educational sectors. The chapters are on:

Openglm by Mechael Dernti; Reflections on developing a tool for creating visual representations of learning design with Andrew Brasher and Simon Cross; The e-design template by Helen Walmsley;Ldshake and the ‘Bilogia en context’ teacher community across high schools with Davian Hernāndez-Leo, Pau Moreno, Mar Carriō, Jonathan Chacōn, Josep Biat; and Isis and scenedit with Valērie Emin and Jean-Phillippe Pernin. 

 Overall, a must read by learning designers, in particular the first two sections. The last section provides indication of the ways various contexts influence learning design, leading to the importance of ensuring learning design serves education and not the other way around. However, learning design also has a role in influencing deeper reflection into current ways for developing learning and contributing to shifts in how learning is designed for future educational objectives. 

 

Workforce Development Council (WDC) - Toi Mai - presentation at CITRENZ

 The annual Computing and IT Education in NZ (CITRENZ) is held at Ara across this week. Some of my educational developer colleagues have been attending some of the presentations which are of relevance to our work - technology and learning and education, learning analytics, integration of māutaranga Māori through ICT education etc.. This morning's keynote is with the CE of Toi Mai, one of the WDCs tasked with a range of objectives, as required through the Reform of VET (RoVE). This WDC represents a wide variety of industries including  creative, technology, entertainment, hairdressing and barbering, makeup artistry, skincare, journalism, radio and television broadcasting, gambling, and sports and recreation - and eclectic mix of disciplines.

Here are notes taken at the presentation:

Jenni Pethig, General Manager for Qualifications and Assurance, began with an introduction on WDCs, their roles, rationale for establishment, and industries they support. Summarised briefly their strategies from 2022 to 2025 and commitment towards shaping the curriculum and to support change to keep up with industry needs. Shared their operational model. The main focus is to engage with industry so that qualifications being reviewed, re-developed etc. reflect present and future workforce needs. Key role also in qualification assurance and moderation. 

Overviewed the qualifications Toi Mai oversees - 160 of them - Diplomas and Certificates to Level 7. In the process of reviewing them. Provided details of computing qualifications and identified those to be reviewed next year. Feedback on these qualifications are being sought. Detailed the process for qualification development and review. Discussed their 'design principles' - collaboration, currency, ensure equity with underserved priority groups. 

Clarified differences between qualifications and programmes and provided definition of skill standards (about to be worked through NZQA processes to develop these). Skill standards are only mandatory if mandated by WDC. Provided details of NZQA move to national curricula, again these are developed by WDCs (where required) and it is optional for WDCs to undertake these. Encouraged submissions through the Toi Mai reviews and developments site. 

For the larger picture, NZQA rules consultation ends 21/10 and there is the NZQA microcredentials update.

Went through the over roles of Toi Mai including quality assurance (moderation etc.) Reminded about the programme endorsement process as WDCs need to endorse all programmes before submission to NZQA. Toi Mai is cognisant of how Diploma programmes pathway into degrees and there is a need to ensure there is congruence. The role is to facilitate, not direct. 

Geoff Simmons, General Manager for strategy, insights and impacts presents on how data has been used to inform Toi Mai direction. Technology and skills is very broad and there is a need to work with all the other WDCs to inform their strategy and also in aspects of digital literacy - as these have a discipline specificity. Now working on a major project which will be completed next year. DigitalNZ is a major 'partner'.

Covered the ICT sector workforce -  current and future work skills and occupational needs. The need to diversify the workforce which is still mainly pakeha (white) and male. Growth is still very high across the sector and recent low immigration flow into NZ has exacerbated skills shortages. The ICT education pipeline comes from large numbers through Private providers (PTEs) - especially in the Certificate qualifications. Discussed pathways, diversity and work ready graduates. There needs to be a clear pathway from a qualification into work. Pathways influence diversity - how these are made more accessible is a key. VET does provide work-ready graduates - along with people who are changing careers to shift. Work-integrated learning degree is being worked on  but has challenges, including employers unwilling to support learning while employees are still at work. ICT apprenticeships likely to start for Certificates and degree apprenticeship maybe in some specialisations e.g. software development. Interesting discussion followed with regards to the role of education, the challenges of developing and introducing a degree apprenticeship, increasing diversity across the industry. 

Tertiary Education Union (TEU) organised session 'Talking Te Pūkenga'

 Notes from this morning's session, organised by the TEU, bringing together six speakers who represent the Quality Public Education Coalition (QPEC). John Minto, deputy chair of QPEC, facilitates the session. Each speaker speaks for 10 minutes, followed by 5 minutes of Q & A. At the end, discussion on the strong themes through the presentations ensued.

The speakers are:

• Tina Smith (Tumu Whakarae/President, TEU)

Speaks on 'From Vision to Reality'. Began with a review of the intention of the reform of vocational education (RoVE) and some agreement with the need to change. Change sought to remove the unhealthy tension between ITOs and ITPs, Wānanga and PTEs to better encourage collaboration. There has been continued financial stress with rolling sequence of reviews, restructure etc. The vision is laudable - learners at the centre, support employers to recruit and develop skilled, productive employees, support communities and regions to flourish; and system need to adapt to change and have new educational models. 

Reviewed history of ITPs, evolution from technical colleges to become community polytechnics. The emergence of ITOs. Introduction of degree and master programmes into ITPs and the workplace assessment vs education tension. Reviewed the impact of the funding system, e.g. more than 1/2 of income for ITPs came from non-government funding (i.e. international students, student fees). IN 2017, VET provision was only 1/2 provided through ITPs, the rest was through ITOs, Wānanga and PTEs. ITPs bore the brunt of underfunding with $$ having to be injected to keep some afloat. Therefore the new unified funding system will have a major impact. Finished with the need to grow hope and that Te Pūkenga charter, requiring collaboration, equity and meeting Te Tiriti principles sets up a way forward. 

• Alby Fitisemanu (Senior Lecturer, MIT)

Focused on 'embedding a culture of appreciation'. Has faith in Te Pūkenga but a 'start right'/ 'stay right' has been someone derailed and a cause of some angst at the moment. Used the metaphor of a car. A state of the art Lamborghini cannot meet its potential if it has a lawn mower engine! Therefore conditions of work for Te Pūkenga kaimahi, if of importance. Resourcing, stability and recognition required to support kaimahi to give of their best to ensure ' learners are at the centre'.

• Prabhat Chand (Senior Lecturer, Unitec)

Presented on the topic 'RoVE and its implications on trades training. Defined VET, Work-based and work-integrated learning, the implications of the unified funding system. Work Development Councils and their roles and the lack of consultation with VET educators as they have been constituted. Also covered briefly 'skill standards' and microcredentials and their major disadvantages with poor contribution to holistic development of individuals. 

Agree that Te Pūkenga has not provided consistent information or understood clearly the differences between work-based and work-integrated learning.

• Irene Farnham (Graduate Student, Unitec)

Has had a comprehensive portfolio in student representation within the ITP system. Discussed the implications of the amalgamation under Te Pūkenga for students and their communities. Especially for the identity of place and how Te Pūkenga maintains and honours local stories and traditions. Mitigation the disconnections created through centralised services requires careful introduction and development. Raised the concern as to how Māori, Pasifika, the Tiriti will actually be enacted. Requires concerted professional development, of which, for the moment, there has been no specific information.

From the student viewpoint, online learning may not be the most relevant delivery for all disciplines, or all students. Need clarity on who in Te Pūkenga listens to the learner viewpoint. Some anxiety and stress from learners due to the ongoing uncertainty.

• John Snook (Chief Executive, WITT)

Committed to ensure Te Pūkenga lands effectively. Has had a role as a critical friend through the process thus far. RoVE sought to try to address the result of the neo-liberal era in 1990s Aotearoa. VET is still not well-defined. Proposed (tongue in cheek) that VET is vacation education due to low productivity. A sound VET should contribute to increased productivity for ALL. Equity challenges and participation are now aligned across QPEC, Te Pūkenga and TEU. However, how is Te Pūkenga going to fare?? The QPEC article provides good overview and background  Raised the spectre of microcredential vs a holistic qualification; the on-ging challenges of sustainability. Important to treat teaching as a profession, not outsourced to employers; define what Te Pūkenga is and what it is not; ensure learners have actual choice; ensure WDCs listens to and acknowledges the educator voice; and harness the strengths of centralisation while allowing local autonomy and innovation. 

• David Kenkel (Senior Lecturer, Unitec)

Spoke on 'unquiet ghosts' neo-liberal hauntings in the RoVE. Neo-liberalism has not gone away :( Ministries still exhibit traits of the right and seem to have brought in people with this to set up 'reformed' institutions. Used Polanyi's work on unregulated markets which lead to devastation of human relations and the environments we depend on. Critique manageralism and neo-liberalism as fundamentally opposed to democracy. Management is a skill best kept from the day-to-day minutiae of knowledge which accumulates as a result of doing the job. Collectivism interferes with the free flowing of the market and there for anti-neo - liberalism. These explain why kaimahi have not been listened to.

Cynical viewpoint is that the market needs workers - they are 'better as an un-educated, uncritical workforce and the new 'ITP' sector is being pushed towards this through the system. To 'deliver' qualifications which are standards developed by a separate organisations (WDCs). Markets do not work well for banking, education and health (social goods). New manageralism (following neo-liberal doctrines) should not be inflicted on organisations tasked with social good. 

Advocates a clear and deliberate approach of solidarity that equates education with not just skills for industry but rather, also have the capacity to critique our societies. Vibrant activist unions are critical. Neoliberal policies will not disappear quickly and we need to be prepared for a long fight! Education is not just about skills but to enable people to meet their potential, to critique society and prepared to contribute to the wider community.

Strong themes - 'how do we prevent education being a commodity'? 'How to bring through the authentic student voice'? 'RoVE focused on what employers want, is it useful to address this to ensure education is of importance, not just skills, also discussed by the panel. See ppt from 2020 QPEC conference on 'learnings' from the Unitec 'neoliberal' focused restructure - 2013 - 2017. 

Handbook of Philosophy of Education - link

 This book, edited by Professor Randall Curren and just published by Taylor and Francis, collates a range of chapters pertaining to the philosophical underpinnings on education.

The book has 35 chapters organised into 4 parts. As provided by the abstract:

Part one covers the fundamental questions on aims of education, the role of values and questions on human cognition, learning, well-being and identity. Part two brings chapters related to 'virtues of mind and character' with a focus on educational formation of various attributes. The third part, education and justice, covers the important aspects of educational justice to support equity of access. The last pear collates chapters around educational practice. 

The context for almost all the chapters is on the formal education sector but chapters provide good grounding, definitions and discussion on the fundamental frameworks and philosophical grounding for all sectors of education.