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.
No comments:
Post a Comment