APAC TVET forum - China-NZ Higher vocational education summit - DAY 2

 Today the session is MCed by Will Tregidga from NMIT and  begins with opening addressed from Dr. Leon Fourie - CE for Toi Ohomai and Chair of the International working group Te Pūkenga and Li Yunmei, Vice President of Tianjin Light Industry Vocational Technical College. Leon introduced Te Pūkenga and its draft international education strategy for 2023-2028. Went thorugh the rationale for the formation of Te Pūkenga and introduced the location of the 16 ITPs and the 11 ITOs now merging into Te Pūkenga. Key areas of provision are in engineering (11%), society and culture (12%), architecutre and building (11%), management and commerce (17%), health (16%). Goals for the new International education strategy include preparing global learners, adding social, cultural and economic to NZ, employers, internationally preferred by partnerhsips and to give expression to Te Tiriti excellence framework. Te Pūkenga able to leverage off size and scale, recognised as future focused leader in work-based skills education and training both in flexible delivery and sustainable practice; act as one with unified systems, practices and behaviours to create highly functional network, developing flexible mixed delivery model, greater mobility for learners, new targeted products and servers and greater diversity of experiences for domestic and international learners. Outlined the way forward for moving forward with regards to collaboration agreements; positive outcomes and contact points.Current agreements continue with new agreements will also be pursued. Sino-NZ model programme continues.)ff-shore campuses continue and increased. Transition wil take 1 - 5 years. 

Li Yunmei conveyed thanks to NZ and Te Pūkenga and reiterated support for collaboration and cooperation. Shared the way forward for Tianjin with internationalisation and cooperation (10 models) - their evolution and progress. Detailed many examples to provide for authentic VET learning across many technical/specialist jobs. 

Thematic sessions follow:

Meeting Employer needs

Warwick Quinn, Te Pūkenga's DCE for employer journeys. Summarised the apprenticeship model for workplace learning with its many advantages. Overviewed the NZ experience with apprenticeships. At one time the post-school destination of choice but now seem to be of lower status. However, the vocational pathway is just as complex/challenging etc. leading to sustainable careers. In NZ, BERL research shows people completing trades qualification and people completing a bachelor/above reach parity when they reach their early 40s. Employers, communities and learners aim for the right skills, place, time and numbers. All three need to play their part - Te Pūkenga to support strong VET system, employers to contribute, apprentices to learn. Important that employers is part of the teaching team as well and support required for them to provide effective training and learning - to help novices become experts. Macro level industry (set qualifications and national requirements) inform the meso level at the employer/business level leading to effective learning for apprentices (micro level).  

Han Zhen, Vice President for Rizhao Polytechnic (Shandong) shared their employer-orientated approach for joint development of college and enterprise. Provided an overview of the polytechnic (10 teaching departments across disciplines similar to polytechs in NZ) and their achievements in curriculum development, research, online learning etc. Provided examples of how the insitute and industry provide learning opportunities across many industries. Each works slightly differently in how consultation and cooperation is effected to fit in with the industry context, employer needs and logistics of the insitutional programme.

Workbased learning

Kaarin Gaukrodger, Director of Workbased Learning, Te Pūkenga. Shared how WIL in NZ works. Began with the qualifications on the NZ Qualifications framework. Used Connexis examples. WIL either on-job, but also may be campus based and/or online. Programmes developed with employers and technical experts. Connexis assessors work as contractors or are in-house. National field team (customer service account managers) are multi-industry and support and guide learners with enrolments, learner goal setting and have check-ins with learners every 12 weeks. Large organisations have key account manages so there is consistency nationally. Detailed support for international learners - from the Pacific and skilled migrants (usually come in a cohort to complete 'equivalency' training). Provided examples of career and qualification progressions for civil, water, energy and telco. Shared initiatives to increase student knowledge of infrastructure career opporunities including Gateway programmes with schools, Girls with Hi-Vis/Ultimit ambassador to increase female participation

Zheng Yi, Vice President of Jiangsu Agri-animal husbandry vocational college. Began with overview of the college and the discipline areas it provides VET in. Detailed the many organisatins the college works with and the process for collaboration and cooperation. Described various programmes and ways WIL organised. Also the many ways learning support including online especially due to pandemic.

A virtual vineyard experience with Belinda Jackson (Marketing) and Marcus Wright (wine maker) from Lawson's Dry Hill Vineyard in Marlborough, provides an example of how WIL is enacted  in NZ. Q & A anchors the presentation with discussion on quality systems and their connection to training requirements. 

APAC TVET forum - 2021 China - NZ Higher vocational education summit - DAY 1

 This afternoon, the first session of the China-NZ higher VET summit begins. I hop in and out of sessions to fit the presentations in with other work commitments. Realtime translations of presentations are availble to all participants.

Notes taken below:

Peter Richardson from Skills Consulting Group begins amd MCs the session.

The session opens with welcome from Lisa Futschek, General Manager International for Education NZ and Xu Yongji, Deputy Director General, Department of International Cooperation and Exchanges, Ministry of Education China. Lisa summarised objectives of the conference as a means to share learning on Aotearoa NZ's RoVE (review of vocational educaiton) and the increased status and prominance of TVET in China. Lisa overviewed briefly some of the presentations today and tomorrow. 

Xu Yong Li reiterated Lisa's welcome and the objectives/goals of the summit. Summarised the evolution of the cooperation between China and Aotearoa on TVET policy/systems and for continuance of the initiative, leading to benefits for both countries.

Then opening addresses are made by Tony O'Brien, Director SINO-NZ programme at Wintec and Xing Guanglu, Vice President at Qingdao Technical College. Tony provided details on the NZ-China programme which has been going for 7 years. Acknowledged the key China and NZ partners who have been involved and for their work and fellowship. Summarised the achievements which now provide the base for further work. Many exchanges have occurred with many teachers and educatiional leaders participating in workshops, seminars and professional development. NZ and China share common challenges of an aging workforce, and swift changes in types of occupations, work and organisations. NZs contribution is as a contributing partner with an innovative culture. Argued that there is a need to ensure future learners are able to use both their brains and their hands. The duality of mind and 'learning by doing' will provide sustainable skills /expertise going into an uncertain future. Summmarised the aspirations of RoVE. Presentations from Te Pukenga provide detail on the future of VET in Aotearoa. 

Xing Guanglu began with a welcome and the Chinese perspective on the collaborative project. Overviewed the Chinese version of how the project was set up and progress to date since April 2013 when it was discussed and the official MOU in 2014. 2 colleges (Qingdao and Tiantsin) and Wintec began the programme. Each year, a summit has been convened to share learnings and renew relationships. Detailed various projects with teachers, educational leaders, student exchanges etc. including opportunities for Chinese students to attend courses in NZ which include work integrated learning to assist them to attain greater awareness of international workplace culture. 

Thematic session follows on meeting learner needs:

- Tania Winslade, Deputy Chief Executive - Learner Journey at Te Pūkenga and Debby Preston Learning Innovation Manager. Shorter but similar presentation to one provided at the NZ VET research forum. Tania began with a karakia to wish all well going forward. Shared how Te Pūkenga is working towards ensuring learner wellbeing and success. Te Pūkenga is shifting to a collaborative organisational pathway to leverage off the size of Te Pūkenga. Tania shared the findings through Te Rito on perspectives from learners. For learners to achieve sense of purpose, get a good job, provide for whanau, complete post-graduate study, obtain apprenticeship, grow confidence, give back to community and return to work or study. Debbie shared insights into learners (both local and international) as this feeds into informing the construct of 'a world-class' TVET. Provided  background and detail on the personas developed of learners and staff - to help provide guidance going forward. Used th persona for international learners as an example. Tania then went through how learners will be supported through the draft operating model. Outlined some of the 'gaps' in the current network and how Te Pūkenga plans to address these. Closed with a karakia.

Q&A with Tania - reiterated that learners wanted support beyond just the teaching/content/ skills learning. 

- Chen Hairong, Vice President at Jinhua Polytechnic. Began with introduction of the polytechnic and the disciplines students learn at the college. Summarised the cooperation projects with Wintec and the programmes jointly offered. Detailed how these programmes are managed and learner outcomes, advantages and approaches. Summarised the application of learning/learner centred pedagogy to increase learning efficacy. Outlined the many ways teaching and learning shared across the two institutions using digital technologies and including exchange visits. Detailed example of programme structure and outcomes including aspects of entrepreneurship in technical courses. Practice based scaffoled learning through project-based learning adopted to engage students. Detailed outcomes for students. Expressed keeness to share the model with other instituions across China and to extend the reach of the dual international/Chinese programmes of learning. 

Digital and remote learning

- Shelley Wilson, Executive Dean Wintec began with welcome. Presented on how Wintec designs digital/remote learning to help learners attain technical content and work readiness skills but also ensuring the learning is accessible and engaging. Traditional distance learning content focused and therefore there is a need to shift to a focus on learning and the learner. Graduates need to not be only technically able but also communicate, work in a team, present well, have confidence, be able to think critically. Students need flexible and engaging (authentic, motivating, interesting, relevant) learning but also have work/family commitments. Delivery needs to be learner centred, authentic and inquiry-based. a holistic approach also includes pastoral care and support through the course. Blended learning includes block courses and industry placements. Discussed challenges and the solutions including the formation of community, communication, collaboration, creativity and critical thinking, 

- Li Bin, President for Changsha Social Work College. Shared the practice and online space at Chansha used since 2010. Traced the ways the platform is used to support teaching and learning. Included are MOOC supported by a 'micro' knowledge library. A 'smart campus' provides the environment for distance learning - this has an online learning space, provides resources to 'reform teachers, teaching materials and methods' and helps process solutions. The courses are able to draw on professional database (2 national, 1 provicial) for resources, MOOC used for professional development and network to share practice. Stressed importance of professional development for teachers.Across the pandemic, all courses could continue due to available infrastructure and capability. Proposed future developments with 5G capabilities including 5G holograms, live streaming and VR/AR to support on the job training. This year Chansha selected as naitonal vocational education demonstration virtual simulation centre. All students offered common foundation course on information literacy, have opportunities to participate in national competitions. Extrinsic motivation for students include credit banks, earning of coins and redeeming these for learning products. 

The day closes with session wrap-up and networking session. Some obvious synergies between the two systems and much to learn from each other. 

Sino NZ TVET educational research forum - proceedings

Proceedings, edited by John Clayton, from this year's Sino NZ Vocational Education and Training (TVET) conference are now available via this link to my paper which provides access to the entire document as well. The conference was held in Tianjin at the Hai He educational Park, visited last year.

I was unable to join the contingent this year but paper on using video to improve learning of skills and dispositions was presented by Debby Taylor, the hospitality tutor who has worked on honing the process over the last 3 years. Debby presented a 'demonstration workshop' of how the process worked, using videos of hospitality students learning how to check-in guests, the app coachs' eye and the feedback cycle.

The papers in the proceedings provide a good overview of adult educators' and vocational educators' work, with representation from across the NZ institutes of  technology and polytechnics (ITP) sector.

Papers cover a range of pedagogical approaches applying learning centred teaching across a range of discipline areas. Of note are:
- Project / problem based learning (PLB)(Mary-Jane Duffy and Richard Finn; James MacKay and Clifton McKenna)
- related to PLB are papers on role play (Richard Finn), using videos (Selena Chan et al.), self-review (Kaye Jujnovich et al.), learning contracts in the form of 'living consensus' (Julia Bruce) and reflective frameworks (John Clayton and Sarah-Jane Saravani).
- On-job training had papers from Jenny Gibbs and Competenz (William Wang et al).
- technology enhanced learning featured in papers by Competenz on case study of elearning programme design with engineering apprentices, using videos (Selena Chan et al.), and reflective frameworks (John Clayton and Sarah-Jane Saravani)

Cath Fraser provided an overview of the excellent Ako Aotearoa resources Signposts and Goalposts pitched at beginning ITP tutors and also the posters produced by the South Island Educational Developers group.

Important topics on cross cultural education (with Brenda Saris and Deb Donnelly) and sustainability (Mary Panko and Rashika Sharma) round off the selection of papers.

In all, a worthy collection of papers, showcasing some of the best of NZ VET practice.

ako aotearoa academy symposium - day 2

Day 2 begins with a breakfast session with Aka Aotearoa director, Dr. Peter Coolbear. Peter runs through 'what's next for the Academy' by setting the current tertiary education scene. With policy, items include new tertiary education strategy, public service success targets, parity of success for priority learners, foundation and transition, increased accountability for universities and strengthened quality assurance processes. For pre-degree level impacts are from TRoQ, more learners in STEMs, MOOCs, capability of teaching teams, professional accreditation of tertiary teachers and protection of academic standards. A challenge to the academy to become a 'go to body' for advice on tertiary teaching or learning issues.

First presentation of the day is a sharing session from academy members of vocational education research forum held recently in Qingdao, China. Kelly Pender and Sam Honey share photos and highlights and a question and answer session follows with Julia Bruce and myself assisting.

The student's perspective follows with presentations from 3 students. Rachel Cahir nursing student from Massey University, Jarod Burl a carpentry student from United and Natalie Frew studying Science at the University of Waikato. The students provided their impressions on their learning. Of note, the strong contribution of work placement and work based practice. These are opportunities for consolidating theory and obtaining experience with real and pragmatic actual practice. A rewarding frank and candid question and answer session followed.

A dialogue space precedes morning tea to unpack the morning's activities.

Parallel sessions commence and I attend Peter Mellow's on 'MOOCs and learning with digital curation'. Presented on varieties of MOOCs from no lecturer presence to some and a lot of lecturer presence, taster to full accreditated course, large numbers or just several hundred, structured or semi-structure constructivist. university of Melbourne MOOC Coursera-based learning analytics presented. Discussed possible shift of MOOCs to become digital duration with social media like Facebook and scoop.it.

Then Professor Eric Pawson's 'creating sticky campuses' presentation on 'what makes good student campuses'. Importance of informal learning spaces (indie, outside and virtual) to provide space to learn, interact and socialise. Literature on student engagement by George Kuhn and 'sticky spaces'. Summer student project derive through focus groups was for spaces to be comfortable, have different or flexible function (subject specific and general), amenities (PowerPoint, WIFI and catering options) and management of access at appropriate times.

After lunch, we have Gordon Suddaby continuing the update on 'national accreditation scheme for tertiary teachers', work completed the Alison Holmes. Provided overview, context and suggested process. Arose out of Aka Aotearoa 'taking stock' project to try to rationalise the large number of qualifications for tertiary teachers. Currently awaiting outcome of Australian initiative to meet similar goal. Any accreditation needs to involve process and confer added and sought after status. In general, tertiary institutions have code of ethics for research but not for teaching although many ITPs and some universities have codes of conduct. Suggest investigating Canadian example. Good discussion ensued with regards to the why, how, what and advantages and disadvantages of a proposed accreditation process and designation.

The academy executive lead the session on 'future of the academy'. A discussion on role of academy and how to move forward.

A poroporaki and wrap up closes a busy but pertinent symposium.

Inaugural Sino-NZ Vocational Education Research Forum - Qingdao 23 - 24 September

Day 1
In Qingdao for the inaugural Sino-NZ Vocational Education Research forum. Opens with formal welcome from Professor Qin Chuan, President of Qingdao Technical College.

Then a short speech from the vice-mayor of Qingdao Municipal Government, Liu Mingjun.

Followed by a series of speeches from various signatories of the MOE between China and NZ.

Alexandra Grace, Education NZ Regional director in China.
Gao Yong, deputy director for Central Institute for Vocational and Technical Education (CIVTE), China and Shao Wei, secretary general of China International Association for International Exchange (CEAIE).
all provide background on the formalised relationship between China and NZ to share knowledge on Technical and Vocational Education (TVET) and to learn from each other. China is placing priority in TVET due to its potential to increase economic and social levels. There are over 14000 TVET colleges on China with over 10 million students. it is important to improve teaching and learning in TVET to enhance student learning and in turn contribute to China's progress.

After morning tea, two keynotes.
one from Liu Yufeng, director of comparative education research, CIVTE on 'building a modern vocational education: China's path selection. goal of china to become more competitive, as measured on global competitiveness scales. China is on second stage of development but NZ in stage 3. TVET seen as one way to lift competitiveness through improving science, technology through improvement of human capital. Path for constructing modern VET include connection between secondary and higher VET, cooperation between school and enterprise, and improving social justice.
Then Prof. Qin Chuan from QTC with 'learning teaching and doing in one: let every student be the best of him/herself'. Students in VET weak in abstract and logic ability but good at operations, imagination and other intelligences. Move to supply appropriate learning resources, guide students to learn, motivate students to be the best. learning, teaching and doing need to become integrated.

Third keynote from Mark Flowers, CE of Wintec on 'internationalisation of vocational education and training - learning from each other'. Need to change teaching practice, meeting needs of employers / industry, and focus on our students. Skills of workforce need to lift to cope with China and NZ becoming exporters and the process of internationalisation.

Last keynote with Dai Yuwei, President of Tianjin Light Industry Vocational  Technical College, speaks on 'relying on industry guidance and innovating educational system to achieve effective vocational college education of school enterprice cooperation. Three strategies used. Understand and form a school and enterprise cooperation system, derive a model to improve and evaluate the school and enterprise cooperation system, and effective personnel training through and by the system.

After lunch, two streams present around the theme 'excellent vocational teaching'.  I present in the 'science' stream. Summaries of presentations follow. Other NZ educators present in the other stream, including Aidan Bigham, Peter Bilious, Sam Honey, Dr. Karen Vaughan, Adrian Woodhouse and Dr. John Clayton.

I am first up to provide a quick overview of the 'learning through apprenticeship' project. Basically, how to assist apprentices to become more metacognitive about their learning. Learning as becoming through learning how to do, be, feel and think like a trades person.

Zhang Yi from Baotou Vocational College on 'strengthening knowledge application by inverted teaching, improving cognitive competence by innovation of evaluation system. Focus on introducing authentic learning in the form of project based learning. Steps include introduction (connecting theory to practice, working out learning objective), exploration, practice (through project based teams where students play actual production roles), assessing (teacher, self and peer).

Jo Thomas from Wintec with 'English language teaching for a changing world' two concepts, what English should be taught?' and the learnings from a case study. Important to recognise English learning needs of students, what are they learning English for? Task based learning important. shared experiences of a blended distance learning programme for English teachers in Kwangtung.

Shao Ningping from Ningxia Vocational Technical College of Industry and Commerce on 'applications of various teaching methods on logistics management courses'. A practice / task based approach with problem and case study based learning. Requires teachers to take active role in preparing appropriate resources to support the various learning activities. Role plays often used to replicate real world practice to enhance other approaches. Modelling used to help students learn complex tasks. Enterprise cooperation (often work placement) and competition orientated learning also used.

After morning tea, Kelly Pender from Bay of Plenty Polytechnic shares 'empowerment and compassion,enhanced through experiential learning'. Shared approaches used on Certificate of Fitness (level 4). Importance of teachers setting an example. Learning concepts made easier by applying learning through 'learning by doing', improves empathy with others (clients) and understanding why they have to learn certain things.

Chen Xiaofeng from Xinjiang Institute of Light Industry Technology, on 'the teaching innovation of the chemical engineering unit operation and maintenance'. Went through understanding of curriculum planning using a job orientated curriculum. However, employers found graduates to still be under prepared. Therefore, shift to development of students' 'personality' development. Undertook an analysis of the curriculum to increase emphasis on students' 'professional' development. included practising through use of simulation software, then students discuss operation, school competitions motivate students, theory and practical now integrated, use of formative assessments and content extension becomes students' responsibility.

Julia Bruce then presents on 'engaging challenging learners'. Described her work with hairdressing students using a 'living consensus' model. Process of teachers and students sharing responsibility for creating learning environments through group agreements, on-going discussion and shared understanding. Teaching and sharing strategies include ongoing ethical practice discussions, discussions on shared cultural practice (culture share activity), shared group management. Code of practice and shared ethics understandings form the basis of the living consensus. Video diary used to record the evolution of the living consensus so teachers and students are able to reflect on their transformation. Project based learning is the underpinning learning approach.

Malcolm Doidge from Wellington Institute of Technology on 'collaboration as a teaching tool'. Mahi tahi - working together. Provided an overview of work with level 1 - 3 design programme over 3 years. Learning how to help oneself leads to helping others. Used 3 Maori principles, family (whanau), working together (mahi tahi) and principles / guidelines (tikanga) to follow. Using technology (evernote) to record project based learning (developing a board game).

A panel closes the day, followed by conference dinner.

A very packed day but heartening to see the similarities and aspirations between Chinese and NZ current teaching practice and learning focuses.

Day 2

Today there is a series of 3 class room demonstrations.beginning with Du Xiao Ni teaching a session on 'primary hall sensor'. A lesson plan provided in Chinese and the 40 minute session is to showcase 'problem based' teaching approach. the class views an introductory video and then answer a series of questions (in groups). Individual students answer questions using flip carts or diagrams. the teacher clarifies points and revises main features of the lesson. Lesson is teacher directed but good teaching shown in how the teacher draws the aswers out of the students, reinforces correct answers and using 'teaching moments' where appropriate to clarify understanding.

Second demonstration lesson is with Li Qin and a lesson on 'group analysis and modification on the draft of particulat commodities display'. A retailing course whereby students design a display and substantiate their choice. Teacher and other students provide feedback and critique. Questions are mostly from students and team members take turns to answer. Teacher provides a comprehensive critique.

The NZ contribution from Julia Bruce with a group of volunteer students. Julia based her session on helping students understand their learning style preference through completing a short questionnaire. Then discussing ways in which to enhance their learning through the understanding of how they preferred to learn.

Two Chinese and two NZ representatives provided feedback / critique on the three sessions.

The forum closed with short speech from Professor Qin Chuan.

Day 4

Five of us (Jo Thomas, Julia Bruce, Adrian Thomas, Kelly Pender and myself) along with Stewart Brougham (Wintec Offshore project manager) take the fast train (travels at 300km plus an hour) from Qingdao to Tianjin on Day 3. A chance for us to see some of rural Shandong and to debrief the experiences of the previous two days.

On Day 4, we visit the Tianjin Light Industry Vocational  Technical College which is one of 8 educational institutes that make up stage 1 of the Haihe Educational Park. When completed, the park supports educational and residential needs of over 300,000 people!! The physical spaces are impressive and we have another opportunity to observe a few classes in the engineering, art / design, commerce and electronics areas.

Overall, a good experience to observe the challenges China faces and their focus at developing infrastructure and human capital through TVET. There is support from the highest officials for vocational learning to become more learning focused. The sheer numbers of vocational educators to shift from content to learning focus is a particular challenge. However, there are movements from 'sage on the stage' to 'guide on the side' from the presentations and class observations. Small steps in the right direction, although the Chinese will need to contextualise Western models of learning to their culture and social needs.

Link to newspaper article on the conference published late October.