JVET conference - DAY TWO

 Notes taken on the second day of the conference, a full day of activities.

In the first session of the day, I chair the 'VET and sustainable development stream.

- Harald Hanke (University of Bielfeld) and Stella Heitzhausen present on 'didactic framework of a train-the-trainer concept for sustainability-related continuing education. The context is in the electrical industry. Began with the challenges and likey solution. Introduced the transformation competencies in the context of vocational action. Shared the cases participating in the project and the didactic framework that was developed.

Made connections between the economy, society and the biosphere with regard to the streams of sustainability that run through and interconnect these. Education is an important focus as learning how to conduct work in a sustainable way. Workplace learning on sustainability is mandatory in Germany (from 2020). 

Competences for work include professional, self-competence and social competencies. Transformational competencies are well connected to these and sustainability can be integrated across to ensure that they are addressed. 

Provided an overview on the project - sustainability at work. The sub-project is collaborative development of sustainability-oriented train the trainer concept for metal and electrical industry. Project offers workshops and develops resources so that trainers can guide their apprentices to attain the necessary sustainability practices. Design-based research is used - analysis and exploration (document analysis and scoping workshop - to derive topics from industry participants), design and construction and evaluation and reflection (trial and feedback/self-assessments). Through these, concepts were generated - creating new values, balancing tensions and dilemmas and assumption of responsibility. 

Described and connected the framework - the didactic-methodological design. 

- Followed on with Marilisa Ohlwein (Leibniez University) who presents on 'integrating sustainability into vocational training: exploring approaches and challenges in the construction sector (wood technology, interior decor (painters etc.) and construction (roofers, bricklayers). Stressed importance of focusing on sustainability in construction as it is one of the most impactful industries on sustainability. There is high potential for the industry to improve - for example through energy efficient buildings, construction life cycles etc. Some crafts have educational regulations requiring sustainability to be integrated.

Shared the vocational training profiles (learning outcomes) include elements of sustainability - for painters and varnishers. However, resources to support these are still emergent and insufficient. 

Her study involved a literature review to find examples and resources. There was a large amount of literature (2015-2015) and a flowchart was developed to evaluate these for relevance to the study. Identified small number of articles that corresponded to requirements. Summarised these articles through thematic analysis. Drew these into some guidelines for designing VET learning environments to support the integration of sustainability. Approaches to support these were also shared - teacher engagement and involvement and structure (in the curriculum, lessons, outcomes). 

- Then Annabell Albertz (PhD student at the University of Cologne)shares work on 'implementation of green skills at industrial training institutes in India. Provide a background for the project - bearing in mind that India has a high number of industries that are connected to the green-skill workforce. Overviewed the VET system that is central to training the workers at the intermediate level who are the ones who integrate and implement the processes. There is a research gap in the area.

Perspectives of teachers on how to best integrate and implement green skills is studied based on Bronfenbrenner (1979) ecological system theory (exo (external landscape), macro (social), meso (institute) and micro (classroom) systems). Used group interviews of teachers from New Delhi and Bangalore. 

Findings indicate that green-skills are rarely implemented in teaching, although there are some extra-curricular opportunities to introduce and practice. Teachers did not have the knowledge or skills to teach, there was limited time in the curriculum and some saw it as being outside their job scope. Teacher training on the topic is not adequate, little cooperation between local community and national scheme, local institutes and industry. There is no overarching government guideline or policies so they are not included in curriculum documents. Some teachers do not see relevance as industry is not demanding that the skills be included. 

The absence of exo system - i.e. government policies and its impact on curriculum is a key requirement. Without this, there is no direction for it to be integrated. Shared the implications for practice and for research. 

After morning tea, the second keynote with Professor Sharon Gewirtz (King's College, London) is on 'half our future: can we address cumulative injustices and improve support for young people taking non-university routes into work?'

Reported on the near end of a six year study (young lives, young futures study) the common and diverse perspectives of young people who do not go down the university route. Began with a series of vignettes to provide an overview of the participants - many from socio-economical backgrounds, with challenges through school, neurodiversity, difficulties to move into work, some with successful transitions into apprenticeships.

Overviewed the longitudinal project with quantitative and qualitative strands. Participants were young people 16-20 and followed across 3 surveys and semi-structured interviews. The presentation draws on the first two quantitative surveys with 10 thousand + in the first and 6000 + in the second. 

For many of the participants, school was something to be endured, feeling unheard and unseen, and skewed careers support. Therefore, large group of young people disadvantaged by the school curriculum, where their interests and aspirations are less valued and there is recognitional injustice, participatory parity, and injustices of distribution. 

Then shared the different experiences of differently positioned early school leavers - leaving school at 16. In the UK, NEETs = 28% (16-18 year olds - over 1/2 a million). Type A - high-need stalled transitions (high unmet needs due to working class, SES and adverse childhoods); Type B - non-linear precarious transitions (difficulties finding work - precarious, part-time, low paid work); Type C- relatively privileged transitions (secured apprenticeship, on track to career aspirations, at least one parent in a professional or intermediate occupation). Inequalities, SES, ethnicity, family backgrounds see to be significant barriers.

Barriers at school included unrecognised/unsupported SEND and difficult up-bringing. Experiences of bullying and poor relationships with teachers, prolonged periods of no education. Career guidance was unequal. Type A did not attend or had missed. Type B - some attended but found teachers dismissed their interest. Type C usually had social and cultural capital through families and could draw on their knowledge and social social networks, parents actively brokered and supported apprenticeship applications. 

Findings indicate the existence of a 'class ceiling' (Friedman & Laurison, 2019) preventing those who are most disadvantaged from accessing high quality manual and technical employment, apprenticeships and training aligned with their interests and passions. 

Proposed recommendations - a broader 11-16 curriculum, redressing funding disparities and raising the status of technical routes in career advice; redefining 'social mobility', changes to school and workplace cultures, erosion of occupational hierarchies, creating more opportunities and fairer recruitment, and more joined up thinking across policies.

After lunch, I attend the sessions in the 'TVET regulation and assessment stream' - presentations from the English OfQUal (the qualifications authority)> 

- Here, the first presentation is with Steven Holmes and Fiona Leahy who present on 'assessing behaviours in apprenticeship end-point assessment. Started with providing the background and assessment processes for assessments in apprenticeships in England. Apprentices standards are interprested into assessment plan and there is an 'end-point' assessment, taken at the end of an apprenticeship. It usually has 2-3 assessments which may include project, observations, product etc.

Since 2025, assessments are more streamlined and flexible - assessments now more continuous, not just end point, can take place on programme and training providers are able to complete some of these.

Defined behaviours as - mindsets, attitudes, approaches needed for competence, whilst innate or instinctive, they can also be learnt. 

The study wanted to understand what does competence look like and the evidence required to support this judgement. Worked with 3 programmes - customer service, data technician, operations or department manager with a range of assessment methods, 2 experienced assessors.

Each assessor watched recordings of 2 apprentices and retrospectively think aloud to express their assessment decisions/judgement etc. discussion undertaken and also a follow up interview.

Findings indicate high level of skill and experience required of the assessor, especially questioning techniques and learner-focused strategies. Examined how decisions made about candidates meeting assessment criteria - weighing up the evidence. Decisions were made through strength of evidence presented - high frequency of examples provided, evidence of meta-thinking and self-reflection., verification of the authenticity of the evidence and the format (multimodal/observed) of the evidence. 

Alignment between written and actual criteria used for jusdgement - holistic criteria, placing the behaviour in a single context-bound criteria and challenges when trying to narrow towards the behaviour as not always easy to distinguish between skills and behaviours, and overlaps which can lead to duplication. Challenges also with how the criteria was written, and consistency within awarding organisations.

Recommend attitudinal behaviours assessable through context-independent, holistic assessments which can be more subjective and harder to judge and standardise. These need to be observed across a longer term, not only through 'end-point' assessments. Suggest some items to inform assessment reform - reframe some behaviours as skills and incorporate into existing skills standards. 

- Then, Catherine Large shares work on 'qualifications reform as a policy instrument in English vocational education'. In England the assessment systems functions to measure competence, competition, content and control. Based on assumptions that skills, leads to ability to work, which in turn contribute to the economy of nation states. Therefore, if qualifications are changed, then the various other functions of qualifications are impacted on, therefore qualifications reform must be carefully considered. 

England has a 'market'-based economy, with qualifications being a form of 'currency'. Programmes of learning become the means of attaining the currency. This all leads to learner, user, stakeholders, industry etc. each considering qualifications in difference ways, but the commonality is that they are a way to further the marketisation of education.

Between 1990s to present, school and post school qualifications evolved. The technical qualifications shifted from NVQs to Tech Levels, T levels and technical occupational qualifications. Apprenticeships have also shifted to align with the qualifications - from modern, to frameworks, to end point assessments and apprenticeship assessments. 

Qualifications change process begins with identification demand, then qualification content and occupational standards are set. Qualifications design principles and design of assessment instruments follow and the approval process than occurs before it is rolled out. 

Qualifications reform is seem to be a appealing - it is inexpensive, can be externally mandated, rapidly implemented and the results are visible. Effective educational change can happen if pedagogy, assessment processes and curriculum are understood and the impacts of qualifications are realised.

- Followed by Paul Newton on 'what is an 'outcome-based' TVET qualification? Explained why OBQs matter in England. OBQs have learning outcomes, assessment criteria etc. However OBQs have been criticised for many reasons. Discusses why is the OBQ approach flawed? The previous NVQs were epecially stringent - this could be because NVQs revolved around assessment of occupational competence and the link between the training process and the qualification was severed. OBQs therefore removed control of the currilum from providers to employers; they defined learning outcomes separately from bodies of knowledge and skill, solely what the learner can do, usually narrowly conceived activities. 

Traced the historical evolution of OBQs. They replaced a complex multiple of qualifications in existence across to the 1960s which often had poor completions. The Tech awards OBQs broke assessments into smaller parts, made qualifications consistent so that they had the same framework etc. and reduced qualification numbers. Also they were more authentic to occupations, flexible, had a unitised structure and had standardised quality assurance systems (moderation etc.) Presentation of syllabi was clear and included the depth of topic which provided a better guide for teachers.

Therefore an OBQ has design principles - teaching, learning and assessment plans must all be based upon the same explicit statement of intended learning outcomes - with alignment of curriculum, pedagogy and assessment. 

Afternoon tea is followed by my presentation of 'reform in vocational education in Aotearoa NZ'. I cover the before, during and after reform and the implications at each stage.

This is in the 'TVET policy and practice' stream.

I attend the preceding two papers in this stream before my turn comes up.

- First up are Daniel Lascarez Smith (Univsidad Tecnica Ncaional - Costa Rica and presentation via TeamsVC) and Johannes Karl Schmees (University of Derby) who present on 'unions as burden? dual apprenticeship transfer to Costa Rica and the consequences of missing labour representation'. Started off the context, the Costa Rica political background. Costa Rica experiences many social problems - youth unemployment, poverty, informal labour) and apprenticeships have been seen as a away to combat youth unemployment. In 2015, dual apprenticeship model was introduced with support from the German government and in 2017 a tripartite roundtable discussion moderated by the ILO, launched the design of dual apprenticeship into law.

The presentation arises from studying the 2017 event (3 papers published). One on the business sector, another on the state actors and the third on unions. The first two papers briefly summarised before the presentation focused on the third - union perspectives. The roundtable discussions were anchored in rational rules of communication. 

The role of unions in Costa Rica was then explained. Unions are only in the public sector, not in the private sector. Unions also say apprenticeships as a means to address the growing social inequality in the country. The dual apprenticeship principles were shared - with its social, organisational and individual philosophical and educational principles to contribute to the underlying decent work principals. Union and employer/state perspectives were summarised. There were differences on various aspects. However, when the dual education law was passed, not all the differences were resolved and many items did not make it across from the roundtable discussions! Since the law was passed, only 100 apprentices have been enrolled. There have been no modifications to the law :( therefore, the tripartite governance model for dual apprenticeships in Costa Rica was not carried through,

- Secondly with Associate Professor Asa Broberg and Professor Ali Osman (both from Stockholm University) on 'competence demands and organisation of VET in times of rapid change: automotive education in Sweden 1950-1960. Presents part of a larger project to understand VET development in relation to society changes and immigration in a historical perspective. There are 3 sub-studies on historical developments and 3 on migrants experiences.

Went through the reasons for studying the automotive industry between 1950 to 1960. There was rapid economic expansion at this time with SAAB and Volvo and accompanying increase in private consumerism including car ownership. Educational expansion was also taking place. 

The question is 'how did VET respond and what enabled/restrained the responses?,' The study used document/desk analysis. 

The study is grounded in curriculum theory and conceptualised through notions of frames, steering and arenas. Provided overview and examples of each of these and how these applied to the study being presented. 

Findings qualitative and quantitative were detailed - whereby more classes and specialised programmes were developed. New pedagogy was instituted, exchange classes and resources /materials and teaching plans accompanied these. 

A connection between VET and migration closed the presentation. 

A 'Lorna Unwin remembered: transforming JVET and the field of VET' follows.

The day closes with the conference dinner.

A longish day but a good variety of  presentations.

Journal of Vocational Education and Training Research - JVET conference - DAY ONE

 Below are notes taken at the JVET conference today, held at St Catherine's College, Oxford. The conference runs over this afternoon, tomorrow and Saturday morning. It is a busy conference with 6 streams running during the presentation slots and key notes today and tomorrow.

Day one begins with a conference welcome,/briefing, update on JVET from Stephanie Allias (call for special issue abstracts, journal articles of the year etc.) and keynote. 

Keynote is with Cristian Lincovil Belmar who is Executive Secretary of Secondary Technical & Vocational Education in the Chile Ministry of Education. His presents on 'research, policy and politics in TVET: sidenotes from the South'.

Introduced the definition of 'sidenote' and how he has structured his presentation to bring focus on these, which are often placed on the margins of the main text (in this case policies/politics etc.)

First sidenote - can vocational education be considered an institution? for instance, universities have a set of rules, practices, relationships and norms across the world. Similar in school systems. However, it is not the same with vocational institutions, which are much more socially/economically/culturally constituted. Hence, vocational education is actually more complex.

Vocational education can be framed as a border. Perhaps it is in a liminal space between other more well defined institutions (i.e. universities/schools). Depending on systems, the intersections between vocational education and other parts of the educational system, morphs and is often paid attention by politicians, due to its connections to ensuring the betterment of a country through vocational education.

In many cases, vocational education is marginalised by its role, which moves as political needs shift and country's focuses change. There is debate on the purpose of vocational education internationally but each country takes its own route, leading to the complexities of understanding vocational education.

Traditionally, vocational education has been seen to be education for the lower classes, to prepare workers. This, along with a lack of parity of esteem for vocational education, means there is little research undertaken. The challenge for the TVET community to move closer to the 'centre'.

He then shifts to the role of TVET in the Global South. Begins with definitions and background - 'our north is the south'. Chile has cycled through various models, often from Europe (Swiss, German) and Australia. These have been developed in very different contexts and do not always fit the Chile context. The landscape of Chile VET was summarised. There is high participation in higher ed (63% of adults 25-65 have degree). There is wide participation in vocational education - 36% in upper secondary/45% in HE). Both VET and HE are highly privatised. Introduced a 2018 publication - Estrategia Nacional de Formacion Techic-Profesional - that informed the VET system. Advised a shift from 'human capital' to capabilities to live a more free and worthy life, through strengthening social and intellectual skills'. This shifted the focus of VET towards a human capabilites approach - as per Wheelahan, Buchanan & Yu, 2015 - a NCVER paper on linking skills and qualifications through capabilities and vocatioal streams). Currently the Chile National TVET strategy (2020) states the purpose of Chilean VET is to 'ensure the development of people's diverse talens and capabilities throughout their lives, in accordance with the country's economic, social and sustainability needs, and contributing to a more equitable Chile with greater social mobility and decent work'. However, in practice, VET is still at the border, as politics shifts across ideologies. Shared the ways he sees the capabilities approach in VET across social.economic and educational recovery post-COvid, education and democracy for citizenship, sustainability and diversity and equity. Shared the 'for a worthy life' report - 3000 students from secondary and tertiary VET, to find out what they saw as living a worthy life. Also the new curriculum for TVET transformation, shifting from competency to capability. Plus the progress on the a new national strategy for VET. A thought provoking keynote.

After lunch, I attend the sessions in the Teacher Education and Development Stream.

- First up, Professor Joy Papier (University of Western Cape) with ' quality teaching and learning: student engagement across the digital divide'. Began with an introduction and background to TVET in South Africa. VET still has negative stereotyping and much work has been undertaken to make colleges 'institutions of choice'. The project is part of a larger whole with a focus on improving VET students' success rates through increasing digital literacy and technology integration in VET. There is a gap between what is perceived to work and what actually occurs. Overviewed some of the quality teaching and learning literature. Findings indicate that modern teaching and learning technologies and learner engagement are two essentials. Instructors always a hurdle, especially teacher digital capability.

Summarised their study (across 5 years and 33 projects) to identify factors that support student engagement. Paper-based survey used and followed up with students and lecturers. 75% of respondents agreed strongly that they learnt from lectures; high proportion also valued practical sessions. Students also said they participated in self-directed learning but lecturers did not see this as being valid. Quality lecturers were both knowledgeable and caring/nurturing.

2/3 of students used smartphones, only 54% had access to college Wifi and computers and small proportion had home access. Instructor expertise, interactive learning and engaging learning environment were important to keep learners engaged. Integration of multimedia, and access to digital resources also helpful. 'Good teachers' who make the best use of resources were found to be most effective.

- Then, Brendan Kavanagh presents on 'exploring the motivations and identity (trans)formation of second-career teachers in Ireland's Further Education and Training sector. Began with the rationale for the study. Further Education for Training (FET) in Ireland is misunderstood and under researched. Study to identify where support is required for novice teachers as they transition into teaching. To inform policy making etc. Then summarised where FET (often viewed negatively- black sheep, backwater, cinderella etc.) within the Irish educational system.

Second-career teachers leave a non-teaching profession and move into teaching at FET. Bring credibility to and authentic to teaching and learning. FET has 500 learner locations in Ireland, central in provision of apprenticeship and traineeships, wide range of subjects, disciplines, occupations usually to level 5/6 (certificate/higher certificate). 226,000 learners with 32,000 employed in FET.

Research carried out through survey, focus group and semi-structured interviews. Shared the literature review on intrinsic/altruistic motivations, extrinsic motivations, and professional identity. Findings revealed personal networks as a significant influence to second-career teachers starting in FET; they seek teaching for stability and balance; employment precarity and poor work/life balance were also strong motivations to move into teaching. Positive experiences in the FET sector attracted second-career teachers. Novice teachers expect stability but face initial precarity and uncertainty. The career change involves a profound shift in how individuals perceive themselves. A brief overview of limitations closed the presentation.

The last presentation in this session was with Megan Turner PhD candidate, (University of Technology Sydney) on the topic 'stopping the VET brain drain: the power of education and support structures to attract and retain high performing VET teachers'. Larger PhD project is to look at how to retain VET teachers to ensure that the teaching of skills is sustainable.

In the last decade in Australia, there has been a decline of VET teachers leading to a VET teacher shortage. Several states now have 'free fees' or 'earn and learn' programmes to train VET teachers. VET privatisation along with under investment in VET educators has led to casualisation of VET roles, cost cutting, increased workloads, and decline in work conditions. The need for a teaching qualification to teach in VET has decreased in levels, from University diploma in teaching (or Bachelor/ graduate certificate/diploma) to a Certificate 4 in training and assessment.

Introduced the teacher lifecycle model - from becoming (with enablers) to being a teacher and being enabled to thrive. Supporting industry experts to transition into teaching is an important part of becoming VET teachers. Support across the first 12 to 18 months are crucial to ensure new VET teachers continue. When established, continued institutional and government support is required along with continued job security, fair pay structures, opportunities to maintain industry currency and upskill and fair administrative workloads are all factors help retain VET teachers. A stronger VET system with career pathways, supportive systems, fair pay, secure jobs and sound teacher training are key to retaining and valuing VET teachers.

Summarised research methodology. Founded on critical pragmatism, systems theory, literature review and documentary analysis, in-depth interviews and case studies. A comprehensive comparative analysis of the VET system undertaken between Sweden, Denmark, Finland and Australia.

After afternoon tea, I attend a couple of sessions in the 'Pathways to FE, HE and the labour market' stream.

- Beginning with Zihao Lu (Phd from Nottingham University) with Professor Volker Wedekind presenting the work on 'examining the shifts in employment expectations among Chinese higher VET graduates during post-college transitions through the lens of 'capacity to aspire'. Provided overview of China - which has a huge higher VE as China has put large investments into higher and vocational education. HVET requires more funds than general HE but is funded much lower, In general, most of the HVET are from more disadvantaged students, HVET students moving into HE transitions is a critical period for many individuals.

Shared the rationale for the PhD study - and the use of 'capacity to aspire' (Appadurai 2004). Personal affairs are inseparable from broader ethical and normal norms and aspirations are always formed in the deep interaction with society. There are person's capacity to aspire, called an aspiration window is often bordered by each individual's circumstances.

Summarised research methodology and selection of participants. Then summarised the findings. For most, the preference post-college was to transition to university. However, for many, this aspiration can not be met due to economic constraints and many move into work. In general, aspirations for occupations were congruent with their qualification. Higher qualifications were aspired to as it would lead to higher salaries but also have higher prestige and long term career prospects. However, aspirations and realities clash when they move across to HE. Identity and stigma from coming via the HVET path along with challenges with learning at a higher level are challenges they face.

School to work groups lowered their expectations for salary and faced competition for jobs. However, most had settled into the lower salary by the time a third interview was carried out. Acceptance came about due to the current job market and lack of alternatives. Most in the group felt that HVET was not worth it.

- Then Professor Bettina Siecke (University of Mannheim) on 'structures and developments in guidance on initial and further training in small craft enterprises - a qualitative study. Provided background and rationale for the study. Careers counselling on further education is seen to be important, given the volatility and rapid change characterising many occupations. For SMEs, it is more challenging to provide resources or counselling. The study looks into how to develop resources to support careers counselling for SMEs.

Shared the research questions and aims - around understanding SMEs structures and how these need to be taken into account for the development of careers counselling resources. Defined the many types of ways counselling for further training is structured/organised/delivered.

Small (6) interviews with personnel managers and data categorised and collated into case studies. Brought together information on counselling activities - which varied from very limited to more extensive. Focus of sessions mostly on planning for further training, personal development and work-life balance. Several case studies - from no career counselling to more comprehensive counselling.

A move then made across to the last presentation in the stream 'The social role of colleges' to catch up on Leesa Wheelahan's ongoing work. She presents on 'vocational education colleges: adaptive or transformative institutions'. Continues discussion on the topic from past JVET conferences. Runs through the origins, problem and arguments. The reviewer of the paper (Wheelahan & Moodie, 2005) on institutionalisation of vocational education and its use of the capabilities approach was challenged by and this forms the basis of the ongoing discussion, presented today. The problem seems to be about institutions, the nature of state and their responses to globalisation.

FE, TAFE, vocational colleges are being deinstitutionalised, more marketisation and privatisation of the sector, interchangeable providers in a market, governments devolve their responsibilities to the market. Argues that vocational education needs to be expansive to meet present and future challenges - but what does this look like?

Useful theories informing the project include globalisation and the state, neo-liberalism (Wolfgang Streeck - the neoliberal state and the problem of democracy -see overview article and concept of individualisation of risk -/ and book for detail. whereby the individual needs to take care of themselves and takes the blame if things do not work out).

To try to meet the challenges, the capabilities approach (Bovin & Laruffa, 2018) views humans as receivers, doers and judges. Human flourishing requirs capabilities to live of life that has reason to value (Sen, 1999). Schroer, 2015 work on capabilities for work, education and voice. Also the principles under Catholic social policy which developed into the principle of subsidiarity - which now have several variants.

The role of institutions is therefore important, as it helps provide direction. Could using concepts of capabilities and subsidiary help institutions think about how to be more adaptive and transformative. What is the role of institutions going into the future, given the continued neoliberalists ideology that pervades western economies.

I then attend the JVET editorial board meeting which is followed by dinner. A longish day. Good to meet up with kindred spirits and catch up with familiar compatriots and also engage in scholarly discussions.

How schools and further education use AI - UK Ofsted report

Gradually, various nations are gathering data on the introduction and integration of AI into their educational systems. The UK Office for Standards in Education (Ofsted) undertook an preliminary study into early adopters of AI in schools and further education colleges.

A cautious approach was reported across school leadership. The importance and contribution of  'AI champions' was identified as a key factor in creating opportunities for AI to be introduced and integrated into school learning.

The 'early adopters' report is supported by another Ofsted report on how is looks at AI during inspection and regulation.  This does not spell out strict parameters but sets out expectations especially with regard to the use of AI by children and learners. In turn, Ofsted also provides its approach to AI in another paper. 

All the above reveal the need to not rush into ad hoc use of AI, especially across the school sector. However, there is still an important need to ensure that AI is not simply ignored. Building capability across the educational workforce is one important aspect that needs to have already begun and be better planned, structured and supported. 

Funding for vocational education for the construction and infrastructure sector - ConCOVE Tūhura project

 I missed the ConCOVE webinar discussing the funding of vocational education which was presented a couple of weeks ago. The webinar summarised the findings and recommendations from the report. 

Concove is seeking feedback on the above, closing tomorrow the 27th of June.

The report was prepared by Brenden Mischewski and Roger Smyth.  It summarised a range of interviews with stakeholders across industry (mainly construction and infrastructure), tertiary education, and government. The paper also provides a brief overview of the literature review, proposes a conceptual model (five key changes).

Feedback is sought with regard to the five key changes to try to bring better effectiveness towards how funding is used, These are:

- take a people-centred approach to learning support - at present the system is dis-connected, fragmented, confusing, missing key pieces and not reaching the people who need the support.

- devolved decision-making - industry and providers are not well connected. Centralised direction is the norm at the moment but this is not necessarily efficient, especially with regard to regional and localised skill needs.

- strengthening the investment approach - to ride out the economic ups and downs which affect training provision in the workplace.

- increase work-based learner fees - to support higher completion rates.

- introduce industry training levies - small amounts from each company, can help power 

The discussion paper details the issues for each of the above and proposes solutions. 

Overall, an important discussion document, given that Aotearoa is a small country, with a strong need to ensure the populace is better supported for the future of work inclusively and equitability and help provide the country with skills required where it is required.

Effect of using ChatGPT - accumulation of cognitive debt

 This article. 'Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task' has been doing the rounds across LinkedIn. 

The American authors - N. Kosmyna et al, used electroencephalography (EEG) to record the brain activity of participants. Cognitive engagement and cognitive load were measured to find out what neural activations occurred during essay writing activity. 

The finding confirms what most teachers will have worked out, that reliance on external supports, diminishes the amount of neural engagement, leading to lower attainment of essay writing skills. The findings also reflect other studies. For example Lodge, Yang, Furze and Dawson (2023) made similar assertions with their article 'Its not a calculator, so what is the relationships between learners and generative artificial intelligence?' They posit that using AI, allows for cognitive offloading, as with a calculator undertaking the arithmetic. Over reliance on calculators mean many now find mental arithmetic to be beyond them. Therefore, it is important to understand the implications of introducing and integrating AI to support reading and writing.

Academic literacies are fundamental to our humanness. Many studies concur that learning how to write, is an important practice for collating and articulating concepts, helping learners attain and practice critical thinking. Similarly, reading provisions a wide range of skill sets, including the abilities to sift through multiple perspectives and to understand the world through different lenses.

Therefore, AI literacies are of importance to educators and learners. Knowing why, how, when and where to use AI, is a basic skillset for all. There are occasions when AI can be useful, but it must not overtake the need for learners to 'learn by doing'. 

Ako Aotearoa - launch of support for educators on AI

 Attended the online launch of Ako Aotearoa timely resource - Artificial Intelligence (AI) in Tertiary Education.

The resource lays out the key concepts to help understand the role of AI in education; and provides access to a curated range of practical tips, including a beginners guide; using AI to support learning and teaching; and AI and assessment integrity.

Graeme Smith opened the session with karakia. Linda Keesing-Styles introduced the session and the evolution of the resource. AI was a critical professional development need that was identified through the project that Ako Aotearoa is working on, to identify the key PD needs of the sector.

Jane Terrel who worked on the resource with Linda, introduced the resource and started the session with an overview of the session and encouragement to fill in the survey at the end of the session.

Chris Smiley introduced the web pages that make up the resource and went through the various pages of the resource. The 'Where to now' section in the key ideas section, provides a formative assessment opportunity to be undertaken before moving on into the practical tips. Encouraged feedback.

Graeme then shared the 'AI tool' which is developed through ChatGPT agents, AIhoa - here to guide our learning as an AI companion. Assistance to help educators integrate AI, within the Aotearoa tertiary context. Will assist with AI literacy and be cognisant with the ethical and indigenous sovereignty that is specific to education and Aotearoa. A demonstration undertaken, with Graeme having a conversation with AIhoa on AI integration, the challenges/possible solutions. Quite impressive, but the Ai agent has been trained specifically to undertake this conversion, it will be important to see how it works with someone who is not so skilled with prompting. 

The agent is now available but requires user to have the ChatGPT subscription. 

Q & A ensued. A question was asked of AIhoa around the review on the vocational education and some ideas on a way forward. Took a pedagogical perspective and had a positive approach. 

Pathways Awarua also has an AI agent called Alec. Ai agents often require high resourcing. AIhoa probably took a week plus of work to setup/train. 

The demonstration provides an example of the capabilities and limitations of using an AI. Ihoa is only in the ChatGPT sandbox and a subscription. Therefore, there are issues with equitable access.

Discussion revolved around the use of AIhoa and Jane shared user experience. Joachim shared how to use ChatGPT to generate a lesson plan using the RIGHT (Role, Instruction, guidelines, hurdles, target) acronym to guide the prompt engineering. AIhoa does it similar but includes more of the Aotearoa context and provides a more detailed plan. 

Overall, a good overview of a valuable resource. Let us ensure that the many Ako Aotearoa resources are archived, post their cessation. 

Graeme closed with karakia. 

Humanizing the digital workplace - book overview

Thia book - humanizing the digital workplace: creativity, innovation and leadership in the age of technology - published by Springer 2025, brings the focus of digitaising away from technology, towards a people-centric approach. The book is edited by M. Orel, M, Cerne and S.I. Wong. 

The book has 23 chapters, organised in 8 sections. 

The book begins with the introductory section - theoretical perspectives on humanizing digital work. The various frameworks and concepts grounding the other chapters, are presented. Of note is the emphasis on understanding the implications of human life through digitisation and the need for all to understand and be proactive in how technology is foisted upon us.

The second section covers ' strategies for managing digital transformation and has 3 chapters. There is a focus in these chapters to pay cognisance to employee's intentions and support adaptive performance, so that humans are able to keep up with the rapid changes wrought by digitisation of work. 

Section three has 3 chapters on 'designing human-centric digital work. The chapters provide examples and conceptualisations as to how to humanise digital work, hybrid work, and to bring meaningfulness into work.

Section four has 3 chapters on supporting collaboration and productivity. Again the focus is human-centric rather than just on quantitative productivity.

The next chapter has 4 chapters on 'well-being and connection in a digital workplace. Models and frameworks are introduced and discussed around how to support workers, from diverse backgrounds, working remotely or in-situ, facing continual change to their work tasks and designations.

Then 4 chapters in the section on 'creativity and innovation in the digital age'. Discussion across the chapters on how to harness but also how to support the challenge to continually create and innovate and a VUCA world.

Section 7 has 2 chapters on 'leadership and change in the digital era'. Here the chapters shift towards supporting leaders to work in local and international contexts, as organisations cope with the effects of digitisation, globalisation and socio-political-economic challenges.

The last section has one chapter on environmental considerations and hybridisation.

In all, a book of relevance, contributing much towards better understanding the myriad factors involved in human activities.  Digitisation may bring about advantages, but there will always be a cost, not only in infrastructure etc. but also in terms on the human factor. Although humans are inherently flexible, the pace of change is now so rapid, that change fatigue causes organisations to have to think through their objectives and approaches. The book is a timely contribution to better understanding the human aspects of technological 'progress'. 

ACE (Adult and Community Education) Aotearoa conference

 Attended and presented at the ACE Aotearoa conference today, held in Otautahi (Christchurch). The conference began yesterday, with a hui/fono. The main conference runs today and tomorrow. I am facilitating a workshop today but will not be able to attend tomorrow. Therefore, notes only from today. 

The conference begins with a mihi whakatau (Māori welcome) and the theme is 'AI - bridging AI and ancestral intelligence

A series of 'setting the scene' presentations follow. These provide the context and background for the presentations and workshops that follow. Firstly, Tāwhiwhi mai i te tangata whenua - a special welcome from Ngāi Tuāhiri. Charmaine Tukua from Ara Institute of Canterbury provides the background on the conference theme - in Māori and then in English and the context in which the conference is situated.  she used her story to connect to the present challenges. Then, housekeeping/safety etc. and a scan of the ACE environment led by Te Ataahia Hurihanganui who used various activities to keep the momentum and positive vibes through the session. 

After lunch, the first keynote is with Dr. Karaitiana Taiuru who works extensively in the field of indigenous digital knowledge. Dr. Taiuru speaks on Te Ao Māori ethics and protecting mātauranga Māori. He did not use AI to create the presentation and as AI develops daily, it is up to date for today's presentation :) Warned that AI needs and will take Maōri mātauranga - if we do not take this warning, there is a risk of repeating the things that have always happened around digital colonialism, the risk of property rights abuses. Māori are ethnographers and we are the ancestors of AI knowledge.

Steps taken to protect Mātauranga Māori with AI include defining and understanding what is Māori data and what is Māori data governance, engage Māori stakeholders, label Māori data and create and implement Te Tiriti and Tikanga based principles that apply to your own context. Detailed the progress or lack of for each of these steps. 

Shared the various frameworks and guidelines/policies etc. already existing. Shared principles for AI creation. embedding Māori leadership, achieving equitable outcomes, active protection, effective stewardship and following tikanga through the AI development and deployment cycles. Be mindful of the principles - rangatiratanga, (authority) whakapapa relationships), whanaungatanga (obligations), kotahitanga (collective benefit), manaakitanga (reciprocity), kaitiakitanga (guardianship)

A panel followed to discuss Dr. Taiuru's presentation. The panel included Heidi Renata, Fesaitu Solomone, Ta’i Richards and Emily Broadmore. Each shared the impact and implications of AI in their contexts. A good overview of how AI impacts acroass industries and communities.

I then present a workshop with Jo Fox from Hagley Learning Centre  (twice) to introduce the concepts and principles derived from our work with supporting foundation/bridging learners to use AI to support learning. The workshops included time to try out the AI chatbot, developed by our third year computing students. 

Digitally enabling 'learning by doing' - Chinese version

 My book ' Digitally enabling 'learning by doing' in vocational education, has now been translated into Chinese and accessible through the Chinese publishers website.

The translators have worked hard and even the figures have been translated. Citations and references remain in English. 

The original book was published in 2011 as a Springer brief and has had wide readership and a sprinkling of citations :) 

The principles and concepts in the book arose from our work as we grappled with shifting the 'hands on' learning aspects of vocational education into 'distance education' across the CoVID years. One major pedagogical approach is that we must not only 'push' information out to our learners, but also 'pull' evidence of their learning from them to establish 'deliberate practice'. Both the 'push' and 'pull' resources can then be used in synchronous learning sessions to 'connect the dots', thereby encouraging and supporting both deliberate practice and reflective learning.

AI in Vocational Education

 My edited book "Artificial Intelligence in Vocational Education" Understanding learner and teacher perspectives on the integration of Generative AI through Participatory Action Research" is now published. 

Chapters in the book cover a range of disciplines and approaches to introducing and integrating AI:

- the participatory action research and case study analysis used in the studies reported in the book (Dr. Selena Chan)

- ethical issues surrounding the utilisation of Gen AI in VET (Dr. Rea Daellenbach)

- teaching (Information and computer technology) database topics (Dr. Amitrajit Sarkar)

- AI-assisted situational analysis in construction management (Sundeep Chowdary Daggubati)

- AI-assisted ideation in graphic design (Carl Pavletich)

- AI to support student research projects (Dr. H.M.R.S.S. Gunawardana)

- exploring Gen AI for developing reflective practice in nursing (Dr. Julie Bowen-Withington)

- perspectives of neurodivergent learners (Rachel van Gorp)

- Gen AI in craft/trades industries (Dr. Selena Chan and Alan Hoskin)

- guidelines and recommendations for integration of Gen AI into VET learning (De. Selena Chan)

The book records our nascent studies and our learning from the projects are now applied to the various projects recently completed (including this one with foundation/bridging learners) and in progress. 

Methods for researching professional learning and development - book overview

 This is a timely book published in the Professional and Practice-based learning series by Springer in 2022. 

The book is edited by M. Goller, E. Kyndt, S. Paloniemi, and C. Damsa.

There are 28 chapters, collated into 4 sections.

A good range of research methods are covered. Many chapters include exemplars, case studies and discussion on the relevance of the methodology to the challenging contexts which characterise learning and development - especially in the workplace.

The first chapter by the editors, does a good overview of  the challenges inherent in professional learning and development (PLD) research. Challenges include small sample size; the team/project/work tasks nature of PLD as opposed to individualised investigations in other teaching and learning contexts; the difficulties of carrying out traditional 'control group' type studies in the PDL context; the tacit nature of work processes and workplace learning; the complexities of workplace learning; the heterogenous nature of professional domains and workplaces; the impact of current technological changes which are often rapid; and the abundance of data but a lack of clarity as to the connections and longevity of these data.

The first section has 8 chapters covering data collection. These include chapters on experience sampling, diaires to uncover informal workplace learning, using the vignette method to increase insights; integration of self-reports and electrodermal activity; multimodal stress assessments; combining physiological and experiential measures; computer generated log data; and interaction analysis.

The next section covers methods for data analysis with 6 chapters. These include using Bayesian statistics; latent profile and latent class analysis; equation modelling; participant vidoe annotations; data mining and analytics; and visual analysis. These cover a range of quantitative and qualitative approaches.

Then a section on research methods which include the Delphi-technique; relational, temporal and dialogical perspectives on professional identity; virtual ethnography; video based interaction analysis; Q method; eye tracking; social network analysis; design-based research; change laboratory method; professional learning analytics; and longitudinal case study. A good range with coverage of multi-modal ways to collect and collate perspectives, use of digital technologies across various contexts, and both short and longitudinal studies.

The last two chapters end the volume with discussion and commentary. There is a good overarching chapter discussing the many approaches - researching PDL in complex environments, and a last chapter on 'how to deal with the complexity of research in workplace learning'.

All in, a good reference source for anyone investigating real-world, authentic contexts.

Can AI do my homework - CNA documentary

A wet weekend curtailed my usual outdoor activities. Browsing through Youtube, I chanced on this CNA documentary titled "Can AI do my homework" 

The documentary focuses on the Singapore school context and covers the pros and cons of AI use in education. The most important message is that we need to guide students on how to use AI to support learning. Otherwise, many will use AI to just provide answers, short circuiting the important processes of 'learning by doing' required for us to become proficient at various academic skills.

A post on "the Spinoff' offers similar observations from the Aotearoa NZ context. The post -'I wanted to be a teacher not a cop': the reality of teaching in a world of AI discusses the challenges and some possible solutions. Of note are examples of how 'policing' is a losing game as students circumvent every move to detect the use of AI. 

Hence AI literacies are important. However, working out when to introduce AI, especially to school students, is an important conversation that has to be undertaken. Too soon, and AI becomes the 'answer giver'; too late and AI is still perceived as a short cut to the actual hard work of doing the learning. Learners and students must therefore be guided to use AI as an adjunct or 'study buddy' and provisioned with the skills to interrogate and evaluate AI generated content.

AI implications on education

 A good overview and discussion of the impact of AI on education is provided by futuremakers.nz

Of note is the need to repurpose or review the focuses of education. Instead of facts, content, and 'knowledge', it is now important to ensure that education prepares learners for a future which is different from what has been in the past.

Futuremakers suggest the fullowing:

- complex reasoning focus

- ethics and responsibilities when using AI

- interdisciplinary education

- collaborative learning models.

To achieve the above, there is need for the curriculum to:

- integrate AI literacy across subjects

- redefine assessment strategies

- focus on human-AI collaboration skills

- prioritise ethics and responsible innovation

- address digital equity urgently 

- redesign teacher preparation programmes

- create project-based learning around real problems

-build adaptability and continuous learning. 

Vocational education aligns well with all of the above. The important direction is to ensure that graduates (although usually training towards an occupation) must also attain the skills to be agile/flexible and to move horizontally across occupations. as required when technological changes shift the labour market.

We are indeed living in a time of rapid and substantial change. Decisions made now, will have impact well into the near future. A studied approach is required, to ensure that humans are well prepared for work and learning, going into the future.

The future of jobs report for 2025

 The annual 'future of jobs report', published by the World Economic Forum at the beginning of the year, provides good updates on how various economic, geopolitical and social factors, affect the nature of work and the global labour market.

The survey undertakes to extrapolate the data across five years - 2025 to 2030. 

Despite the rise in digitisation, many jobs with the highest growth, require manual labour. These include farmworkers, delivery drivers (what has happened to driverless cars??), construction workers, salespersons, and food processing workers. As for many other predictions, care roles and education (both tertiary and secondary) will grow along with technology-related jobs.

The major decline is in clerical and secretarial roles. 

Tellingly, workers can expect to have 40% of their existing skills sets to be changed, with the need to upskill in digital/technology related job tasks. 

Therefore, no real surprises, but the need to be cognisant of the need to ensure humans maintain and enhance their contributions through creative thinking, resilience, flexibility and agility and continued curiosity across their life span. 

NoteBook LM - how to use for own learning / research

 Notebook LM has now been around for over a year. Many of my colleagues and research network have provided feedback on it's efficacy and its quirks. To date, I have dabbled with using it and found the user interface to be intuitive. The main advantage with Notebook LM is the facility to upload a range of sources - text (pdfs, .doc), multimedia (video, etc.) and websites. Curating a notebook takes very little time. The payoff comes in drawing on the selected material in the notebook, to provide answers/clarifications etc. to queries.

There are many resources on how to use Notebook LM - for example from androidauthority and a research slant with Andrew Stapleton, along with various blogs exampled by future learning and xda developers.  Xda developers also provide a good overview on how to use NotebookLM with Onenote as a study/ research buddy. 

However, as with most AI tools, there are caveats. For example, one NZ author's experience (from last year) on how the podcast generated on the book, missed important cultural nuances https://nzareblog.wordpress.com/2024/10/17/a-disconcerting-encounter-with-an-ai-doppelganger-of-my-work/

Therefore, as always, it is important to understand how the technology works and how it has influences/biases which arise from the app/tools' ontology. A reminder is provided through this article which proposes a manifesto for teaching and learning in the time of Gen AI. It calls for "robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education." 

Strengthening apprenticeship support

 Attended a webinar organised by ConCOVE to share the completed by Martin Jenkins consultancy, on issues and opportunities to support apprenticeship. Although the context of the study was based on participant responses from the construction and infrastructure sector, many of the findings and recommendations can be applied across other industries.

The webinar undertook an overview. The full report provides deeper coverage including the research approach - primary through literature scan and interviews with apprentices, (8) employers (6) and representatives from various government ministries, work development councils (WDC), NZ Construction Industry Council and other industry groups.

Notes taken from the webinar - 

Katherine Hall hosts the session, with Sarah Baddeley (Martin Jenkins consulting) and Alex Vranyac-Wheller (CEO Master Electricians).

Sarah provided a brief summary - apprentice completion numbers, diversity, fragmented system, complexity with too many parts, entry points, too many agencies involved etc. 

She also summarised policy changes required - clear vision and strategy, need to define and understand pastoral care (currently very mixed), provision for workplace learning also inconsistent.

Alex provided the industry perspective. Change has been disruptive. 80% plus of training/learning takes place in the workplace. Institutions are audited for work-integrated learning but there is no quality assurance. Employers play a critical role but are not recognised. Investment required for capability development for employers. 

At present, providers sign off apprentices. However, employers are not empowered by the process. 

Referred to another piece of research undertaken by ConCOVE to find out the workplace experience which found similar.

Employers need to be the driver of workplace learning. Industry perspectives required through the system, so that employers are greater buy in, recognised for their contributions, and provided support for capability development to support workplace training.

An apprenticeship strategy to define roles, responsibilities, funding measures etc. will be useful to bring clarity and improvement to the system.

Conversation continued to the apprenticeship boost to find out whether it has been effective. This was established as a CoVID action and was effective. At the moment, with different economic/social conditions, it is a good time to relook at it's efficacy. Boost has been good to bring people into industry however, there are challenges with bringing in the right people into industry. 

Sarah summarised apprentices' perspectives. The unique nature of apprenticeships. There are difficulties when apprentices first begin as access to support available agencies (Study Link). Matching employers and apprentices always also can be difficult. Continued devaluing of trades qualifications vs university not helpful. Older apprentices are usually more successful. 

Alex shared there is a 6000 worker requirement for the electrical industry. It is a world-wide shortage. In general, business are 5 -6 years behind new technology as it is introduced and has to be put in place! This lag seriously impacts on industry productivity.

Conversation moved to the importance of vocational education and its critical role. Partnership between all the stakeholders is crucial. Simplification of the system and clear direction for apprenticeship will help industries move forward.

Q & A ensued. 

Rethinking knowledgeable practice in education - book overview

This book by Professor Jim Horden summarises the author's many years of scholarship on educational knowledge, practice and curriculum studies.

The book draws on studies in the sociology of education and across philosophical studies. It introduces and discusses how practices in education can be better understood and defined and what is required to better understand and generate educational knowledge, expertise and sound educational judgement. 

The book's website, provides access to the first  and part of the second chapters of the book. Chapter one summarises the main argument and the various sections of the book and provides the rationale for the book. Chapter two undertakes the introduction to the topic, providing, discussing and critiquing concepts of practice.

Although the book focuses on educational knowledge and practice, to inform the ongoing scholarship on teacher education curriculum, the discussions also draw on the large and diverse corpus on practice, practice-based learning, learning through practice etc. 

Skill Standards - ConCOVE webinar introducing the Good Practice Guides for Skill Standards

 Skills Standards are an evolutionary next step in describing and assessing skills. The New Zealand Qualifications Authority (NZQA) has mandated that skills standards are to be used in all qualifications, replacing unit standards. Their guidelines for listing skills standards provide a definition of a skill standard and the criteria required to list them on to the directory of assessment and skill standards (DASS).

Last week, I participated in a webinar organised by ConCOve Tūhura to introduce the good practice guides for skill standards.  The webinar was hosted by Eve Price from ConCOVE and included Dr. Karen Vaughan (Hummingbird Effect) who developed the guides with Andrew Kear, Michelle Tiatia from Waihanga Ara Rau and myself, representing 'providers'. 

The recording of the webinar can be viewed here.

The good practice guides themselves is made up of six guides. The first, provides a background. The second, an overview of the system for skill standards - these two also detail the evidence-base for the move towards skills standards. The next three guides are for practitioners. One on assessment and consistency issues, one for industry stakeholders and one for programme development and delivery. The last guide goes through the project itself, the method for developing the guides. 

It is important to understand skills standards as they will be the way in which all qualifications will be enacted. It will be important to workshop and have conversations with our teachers, as each qualification moves from unit to skill standards. Assessments (especially in the AI world) will need to be thought through and the introduction of skills standards represent a good opportunity to open and continue the important  ongoing work on understanding the role of assessment of akills (along with the knowledge, attributes and contributions to occupational identity formation). 

AVETRA day 2

 A shorter day today, beginning with a welcome and recap of yesterday's programmed activities. Kira Clarke welcomes everyone back to the second day of the conference and Natasha Arthars introduced today's keynote. 

The keynote is with Claire Field who presents on AI. Claire is in Dubai and the presentation was recorded. Spoke on how Gen AI is changing the world of work so that what VET teachers and how VET is taught must also change. AI is changing work for many occupations, examples were provided, drawn from the literature and from her work. Also provided examples of tools used in business administration to automate workflows, coaching, construction management, consulting, creative industries (writing music), healthcare (medical imaging), law, marketing, meat processing, retail.

Future of jobs is being impacted as companies adopt AI across their business and there is a critical need for professional development is key. Jobs and skills Australia is undertaking a capacity study of Gen AI for the labour market and the education and training systems. The pervasive and speed of change as Gen AI develops requires shifts of how VET updates curriculums and pedagogy. ASQA has undertaken work on the risk and priorities of AI (2024-2025) on academic integrity! However, there are no resources or guides for the VET sector. 

Used the work of Professor Rose Luckin (University College London) who has worked with AI for 30 years on concerns with AI - not to use AI to provide answers only; the inequality on AI's being a consumer product; the majority of young people think AI will solve a lot of problems; and the capability gap in education between teachers and their learners (as there is a focus on assessment integrity). Ai 'detection' is inherently biased! False positive is a problem. Surmised that checking for whether students use AI is therefore challenging.

Shared a diagram of how AI can be used across the learning journey. Also a summary of personalised learning to improve student outcomes. Paper on AI in personalised learning - systemic review by authors from Hong Kong (Li & Wong, 2023). Deakin CRADLE provides guidelines for assessments in the worlds of AI. Digital Education Council has a good overview on 'best practice' on the dimensions for using AI - understanding AI, critical thinking and judgement, ethical and responsible use, human centricity, emotional intelligence and creativity and domain expertise.

Provided examples of best practice from Aotearoa NZ including Ako Aotearoa project to support foundation learners, UK (policy paper), EU (European strategy on AI) and CEDEFOP's focus on the impact of skill demands in the workplace); European Association of Institutes for Vocational Training - policy camp on applying AI for real-world impact; and European EdTech companies well-advanced with personalised learning (especially Ireland and Scandinavian countries). 

Identified research gaps:

- what are the experiences of Australia's dual sector providers in adapting to Gen AI?

- could Australian VET researchers partner with TAFE Directors Australia to examine difference approaches?

- what support do community based providers need in an era of Gen AI?

- what insights specialist private providers offering ICT/digital courses have on AI skills?

- How can RTOs best balance requirements of outdated training packages with the increased pace of change in the workplace?

- What assistance do RTOs need to be more nimble in the face of change?

I then participate in a panel session on AI and VET chaired by Natasha Arthars. The panel members are Don Zoellner, Thomas Corbin, Patrick Kidd and myself. We extend on some of the ideas from Claire Field's keynote and discuss the issues of keeping up with how quickly AI has developed and the strategies required by VET to keep up with the pace of change. 

After morning tea, the three streams of presentations/workshops begin.

First up, .Future-Ready Educators: Redefining PD for Behavioural Transformation in VET'  with Michele Tocci. Discussed how behaviours need to be changed to enable the outcomes of professional development workshops (or similar) to have impact. In many cases, attending PD is a requirement and a 'tick box' exercise. How can we do better, to bring into our practice, the learnings attained from PD? We lose much of new learning over time. To progress change, we need to engage with new information to ensure that the new information and ways of doing are more anchored. Long term potentiation (LTP) is more effective if there are more frequent touch points are undertaken. Rick Hanson 'encoding of lasting change' model involves encoding, consolidation, activation, installation, state and trait. We tend to not move from activation into installation. Learning is difficult and new learning, if brought back and washed over by a busy work life, does not have the opportunity to be 'installed'. 

Stressed the importance of educators to role-model the skills of learning and to action learning that is picked up through PD. The design of PD needs to be about transformational change and not just about content. PD with impact (behavioral change framework) need to know, understand, do, reinforce. Shorter sessions to allow for spacing and repetition, coaching-based delivery, learner-centred methods, and post-training support and reinforcement. As an example, a PD structured as 90 minutes once a week over 6 weeks, had know (workshops, resources, exposure), understand ( peer discussions, reflective activities), do (practice, implementation, coaching), reinforce (nudges, follow-ups, feedback) and sustain (community of practice, mentoring, review).  

Then, a presentation on 'From blind spots to bright spots: Filling the intelligence gap for VET recognition of prior learning (RPL) excellence' with  Deb Carr. Summarised the 5 blind spots with regard to RPL. 

RPL data not always easy to find and not always collected. A change in how data was collected and presently data collections are not capturing all RPL activity n Australia. Some types of RPL are also not recorded due to the many ways RPL is structured/delivered. Data collections do not capture demand as RPL candidates are turned away, dissuaded, diverted or ignored. There is also low awareness of ROL by individuals and employers. We don't know who pays for RPL Data on student outcomes is not available. Summarised a systematic review of the impact of RPL on individuals - high psychological impact and improved ability, good economic impact and some social impact. In Australia, there is limited visibility of RPL RPL data needs are different to that of training. Argues that RPL is an important part of any skills agenda. Data collection is an essential process to better understand how RPL is used, how can it be improved for people seeking RPL and to ensure that RPL is a viable and supported. Suggested the data needs to help inform RPL processes and systems. Shared a list of research required to address the challenges faced by RPL

After lunch, I facilitate the annual workshop on 'publishing your article in the International Journal of Training Research. As per usual an overview of the journal is provided, along with processes to get an article published. Also workshopped how to build an effective abstract.

A panel on 'Lessons from the AVETRA/VSA partnership (moderated by Andrew Williamson) is the last session for the conference. The project commissions work that can be useful to inform policy makers in Australia. 

The panel participants were Craig Robertson, Kira Clarke, Deb Carr adn Seth Brown. Craig provided the background for the importance of VET research through the VSA projects and their contribution to policy development and other decision making withing the sector. Kira discussed the rationale for the partnership, to raise awareness of what is VET, how the system works and what are its challenges. The partnership also draws on the expertise available. Seth was the researcher in the first project - the student voice - which was on the student experience from the macro and meso levels (see the report). Deb is at the start of her project and provided a background on progress on the project and why the partnership approach/process is important and of relevance. 

Discussion ensued as each shared their experiences, learnings and progress. Craig provided good background on the relevance and importance of the process, to bring the right people to create/develop current 'state of the play' records that can be drawn on to inform policy development. Craig updated on potential projects and updated on current projects outside the AVETRA/VSA partnership. Deb noted that the current economic climate, with flux in the employment supports her project's profile, so timing is important in what topics are selected. Andrew thanked all the supporters of the project from AVETRA and from VSA and welcomed questions. 

Overall, a busy but effective conference. A smaller number of conference participants, but this made it easier to touch base with both established and new AVETRA members. 

AVETRA - Day 1 afternoon

 After lunch, I attend a session with Steven Hodge and Reshman Tabassum on 'provider practices to enhance curriculum relevance in dynamic industries. Reshman set the scene with a scenario. The project was to explore RTO methods of interporeting and translating training packages. Conruses were in vet nurising, agriculture and rural operations. Did the RTOs approach qualifications with different intended outcomes and purposes? Posited that learning qualifications lead to a specific occupation, is for multiples occupations and have cross or multi-sectional interest. Process on interpretation goes from pre-translation, to translation and then mobilisation. Pre-translation requires understanding VET system, provider organisation, students, industry, training context. Translation involves interpreting, organising, elaborating, framing and structuring (through the quality assurance processes). Mobilisation is a continuum between educator and resource 'delivery'. Used a series of interview vignettes to unpack the processes of interpretation. What is important here is that no matter how detailed or prescriptive a standard is, currency of the standards and how they may align with diverse contexts are not guaranteed. Educators will use agency to work with, around and outside of standards, as required, to bring about learning. 

Following is Karl Hartley from Epic Learning reporting on the ConCOVE funded project 'AI-generated assessments in vocational education: enhancing quality and accessibility through cognitive design'. Customisation of assessments is one way to meet individual learners' needs. Assessment writing is complex work and manual assessment development is slow, consistent and inequitable. How can AI be used with safety and integrity to assist. Use a case study of developing assessments for a 'trades essentials' micro-credentials. applied cognitive science, ethical AI and educator validation. Began by selection of GPT-based model. Prompt engineering informed the working memory theory. 3-rounds of subject matter expert review process, and stakeholder consultation. Gen AI can generate multiple-choice and short answer quesitons, adapt the tone and language complexity, contextualise questions by trade/experience and enable personalised based learner profile. Personalisation features include literacy-adjusted versions, industry-specific variants, support for neurodiverse learners (format, language). A robust AI workflow to develop generic base assessment, then use base assessment and use AI to apply customisation. Prompt engineering strategy included the use of chain of thought prompting, using variables around writing style. providing example questions, assessment guides and for Gen AI to produce in batches of 5 assessments. Development loop was taking too long and involved too much time. Now development 5 assessment in batches. Seek rapid initial feedback for a 'go or no go' call to do a full review. Flip the feedback from 'what is wrong' to 'what is good'. Provided example of how the process looked, prompts and outputs. 

Challenges include AI constantly evolving, AI have been heavily trained with US of A assessments and are biased and AI will make mistakes. Risk and mitigations of Ai hallucinations by using structured prompt design and ensuring a human view is added. Cultural bias with ethics review and co-design with Māori and Pasifica advisors. Need to be wary of over-reliance on AI and issues of privacy. Benefits include the ability to have more inclusive and relevant assessments for learners; reduced workload to get to a quality product for teachers; and an opportunity for greater consistency and innovation. Plans for the next steps are to seek learner feedback and validation; finalise an ethical framework, expand to writing assessments for other microcredentials and disseminate findings and guidance.

The project demonstrates viable use of AI in assesment design; establishes moderation alignment proof of concept; builds foundation for personalised learning, and aligns to system transformation. 

Then a session on 'Planning and Actioning VET Research Studies: issues to consider' with  Llandis Barratt-Pugh. Shared 10 'critical incidents' that have informed his research practice, each supported with the narrative of how these came about. Used autoethnography, critical incident technique, reconstructive memory theory and the experiential learning cycle. 

The pointers include: tell industry what you can do for them then listen to what they want doing; start with the end in mind and plan toward it with frequent monitoring; seek out lions in the field and engage them as mentors; gain top commitment or the project may be swept away; publicise research studies to gain collaborators; collaboration is the key to multiple publications; a research proposal should be developed by serendipity as we don not know what lies ahead; when confronted with data collection dilemmas the options are to change the plan, call for support and the wisdom to know which is best; the research plan should include resources and action to use the finding constructively; taking a framework from a close discipline may shed unique light on the data in a wat that has not be done before; and the only certainty about a research project is that it will not progress as planned!

After afternoon tea, Craig Butler presents on 'Uncovering the Complexity of VET Teacher Identity' which is part of his PhD study. Summarised his background and his interest in the topic. Provided a overview of the study, with a theoretic framework of 'funds of identity', the research methodology, participants (25 VET teachers) and analysis method. Shared some of the findings around practical funds of identity resources (experiences, across many specialised contexts within and without a field) of vocation focus, VET practitioner, learner (life-long learning), expert performer, mentor, non-vocation (hobby , community work etc.) and institutional funds of identity through organisation role, employment type, and employment status. 

Shared framework to visualise how participants, across their life-course, had at a point of time (the interviews) had a particular role identity. Implications include a need to better understand the integration of vocational and VET identities; and recommendations for further study. Shared how study could inform VET support of teacher identity and limitations of the study.

I offer the last session of the day, providing an update on our Gen AI projects with ' AI in Vocational Education and Training: Progressive learnings on the integration of Gen AI into vocational programmes'. The primary purpose was to provide an overview of the projects to date, the challenges and learnings and propose a way forward as to how VET can use AI to support learning and teaching.

AVETRA AGM is conducted and the conference reception and awards round of a busy day.