Driving Workforce Success: Solutions for Apprenticeships -

Notes from Webinar - on how training advisors can transform outcomes for apprentices (in the construction and infrastructure industries) using the six conditions of systems change. 

Summarised the comprehensive information and findings from the report- investigating training advisors in work-based learning in the construction and infrastructure sector.

The ConCOVE funded project conducted by Allen +Clarke covered the following: 

- Mastering the six conditions of systems change

- Uncovering the challenges hindering apprenticeships

- Applying the six conditions methodology to ensure effective, lasting changes.

- Targeting changes to enhance apprenticeship outcomes.

Katherine Hall, the Executive Director of ConCoVE, Tūhura hosted the session.

A panel - Stuart Beresford, Georgia Jackson and Sean Stack presented the study. 

To begin objective of the study was introduced - to explore the support provided by training advisors to apprentices in the construction and infrastructure. Training advisors are employed by training providers and the study also explored what sort of training was provided to advisors for their roles.

The six systems conditions (policies, practices, resource flows, relationships and connections, power dynamics and mental models) used to understand the structural (the first 3), relational (the next two) and transformational change (the last one) required to bring about system change.

Began by understanding how training advisors could be trained - literature review included review of 72 papers and understanding the 2022 training provider data. Primary data collection from 235 survey responses, 5 focus groups (plust 2 interviews) and 10 key informant interviews.

In general, the system was working well but 7 key challenges were identified. Training advisor roles, responsibilities and scope was varied. Numbers of apprentices supported ranged from 30-40 to more than a hundred. Some also covered large geographical areas and diversity of apprentice needs was also varied.

The tripartite relationships between apprenticeship, training provider and training advisor and the employer is a common structure. A consolidated approach across these relationships is important. 

The conditions for system change were matched to 10 recommendations. Discussion followed on two of these recommendations:

- use the title 'learning navigator' for the training advisor role.

- enable transfer of apprentices across different trades and training providers.

All recommendations summarised in a table on page 6 of the report.

Q & A followed.

Built to last: Apprenticeship vision, purpose, and resilience in times of crisis - CEDEFOP working paper

 From this morning's Google Alerts comes this working paper from Cedefop on 'Built to last: Apprenticeship vision, purpose, and resilience in times of crisis'. 

Across 120 pages, the working paper, published this month,  reports on the experiences, through apprenticeship experts from 11 European countries. An introduction and a comparative analysis fronts the paper, providing context and overview of the challenges.

In general, each chapter covers an introduction, then analyses how and why participation has changed in times of crisis (for Europe, this includes the 2008 financial crisis and the present pandemic), and details the work being undertaken to encourage 'company' participation. 

As apprenticeship is a social-economic and politically driven enterprise, each country has approached the challenge with pragmatic policy 'solutions', often backed by monetary incentives to employers. How sustainable this approach is, in the long term, needs to be investigated.

The working paper provides a good 'state of play' across European apprenticeships systems and approaches. Given how many countries look to Europe for direction in how to structure, support and sustain apprenticeship, the report is a timely contribution. 

NCVER 'no-frills' - catch up on presentations

 Summary of presentations which I missed or were presented during concurrent sessions. 

First up with Dr. Zuleyka Zevallos (NSW Behavioural Insights Unit), Michelle Pisano (Centre for Educational Statistics and Evaluation). Michael Lau and Derek Hennessy (Training Services, NSW) on 'using behavioural messages to retain vulnerable apprentices and trainees. Report found here. Covered an overview of the problem, the solutions and findings. Non-completion a perennial challenge, completions has been around 40% for many years when the ideal should be at least 65%. The study utilised a digital support and outreach solution to try to engage with apprentices early as most who terminate, tend to do so at the beginning of their apprenticeship. Detailed how behaviourial prompts via SMS could reduce the drop out rate.

Evidence from international research shows behavioural messages prompting at the correct time is effective as educational interventions. Sought to change habits and to assure apprentices seek help when required, rather than give up and leave without seeking support. SMS sent at pivotal point of apprenticeship, beginning at sign up and continuing every two months. Used to improve apprentices' self-efficacy and included messages on apprentice rights, reminders of milestones etc. Example messages detailed where user name is used, purpose of training services introduced and followed through, and call for action to follow up through links to websites.

Solution tested with 3 variants. Control group received no SMS, and other two groups received 6 SMS across the year - as 'fair-go messages' and 'incentive and control' messages. Results indicate short term outcomes. SMS well received by learners with those who would have not sought help, engaging with resources and conversations. Significant reduction of learners dropping out from the two groups receiving SMS after 12 months. 'Fair go' group seemed to have better retention.

The interventions now adopted across NSW and  the 6 messages implemented as business as usual. April - what to expect of workplace learning; May - reminder to have training plan; June - reminder of how to 'keep on track'; Sept - checking to see if progressing to more complex skills; Oct - making sure not being asked 'over-work'; Nov - congratulations on completing first year, reminder to log changes in training contract. All have links to relevant resources and contacts for follow up.

Tips to implement similar interventions include: emphasising behaviourial principles to boost proactive self-help behaviour; include personalised message; optimise links to ensure they are mobile friendly and possible for completion 'on the sport' i.e. NO long messages; consider timeliness of messages (during breaks - 11am to 12 pm); decide how replies are responded to; have a dedicated phone number which is 'manned'; implement a process for how to manage support.

Good, pragmatic and impactful project.

Followed by Associate Professor Tim Corney and Dr. Fiona MacDonald from Victoria University on 'there has to be more to it: supporting young people through VET to successful completion of apprenticeships in traditional construction trades'. Related papers - on youth transition.

Another presentation on the challenges of increasing completion rates especially amongst younger apprentices, and women in male dominated apprenticeships. Provided an overview of the projects to find out how to support young people as they transition from school to work; what support structures work; how the culture of male dominated workplaces. Data gathered across several streams including NCVER data, surveys and interviews. Looked into pathways from school, choice of occupation, and the stigma of VET. 

Employers often place the onus on young people to work through challenges, however, initial transition into a workplace presents considerable challenges. Findings from the two projects reveal the importance of the 'informal' support beyond the workplace as being important to resilience. 

Integrating innovations at work and learning with Professor Stephen Billett (Griffith University). In this presentation, the argument is proposed that workplace learning and workplace innovations are often addressed separately, but both are interdependent and should really be looked at integrated. Used a project in Singaporean SMEs to provide context. Identified 3 kinds of innovations - strategic, work practice, and procedural. Each provides specific ways of thinking and acting through which workers are able to engage with the process and learn. Procedural innovations are especially thought of as coming from worker initiated actions. 

SMES included precision engineering, aged care and a range of service, distribution, finance and educational enterprises. Overviewed the work undertaken and premises informing learning and innovation at work and why both are intertwined. Of interest is the process of employee-driven innovation. Summarised the ways workplace innovations arise through the conduct of work. Argued that innovations did not arise through start-ups, incubators etc. but are actually day to day processes to keep enterprises viable in competitive market driven society.

Used PIAAC has a base of data to identify prevalence of problem-solving and how this occurs regularly across all occupations with no real difference across cohorts on the basis of educational level. Although life long learning etc. focuses on individuals, all workers are expected to innovate and much of this is carried out in work teams. 

Summarised the studies' contexts and findings. The importance of dialogic interactions was identified as a key process for innovation to take place and continue. The 3 distinct kinds of innovation were also identified - strategic, work practice and procedural. Each had a different pattern of initiation, approval, and implementation. Strategic and work practice tended to be top-down but procedural (which was the most common) were bottom-up with support from the workplace. Then presented the zones of employee-driven innovations and learning as individual innovations will not have impact unless supported by workplace approval and promotion. 

International Labour Organisation (ILO) resources to support apprenticeship

 Two useful guides produced by the International Labour Organisation (ILO) to inform apprenticeships.

1) A guide for policy makers and governments (2017): Titiled ILO toolkit for quality apprenticeships: Volume 1: Guide of policy makers. Covers the overarching mechanisms which allow apprenticeships to flourish. Firstly, the rationale and advantages for apprenticeship are summarised. Then the key 'building blocks' for quality apprenticeship are introduced and discussed. The keys are to ensure there is social dialogue between the parties administrating and supporting apprenticeship; the regulatory frameworks are contextualised to carry weight and provide the necessary protection for all involved; roles and responsibilities of all parties are summarises; funding arrangements are introduced and discussed; the need to align apprenticeships to labour market skills needs are detailed; and a call for ensuring access to apprenticehships are inclusive of all (i.e. gender, vulnerable groups etc.)

2) The guide of employers, practitioners, apprenticeship trainers, supporters (2020)  This guide covers the various aspects of developing, implementing, monitoring, and evaluating apprenticeships programmes.

Seven modules are offered: an overview; the quality apprenticeship training life cycle; development of apprenticeship programmes; preparing quality training places; organising apprenticeship training; post-training transitions and evaluation; and innovations and strategies in apprenticeship.

A range of 'tools', frameworks, models, resources etc. from many countries are presented as examples, making the guide accessible and applicable.  

INAP 2019 conference - DAY 1 Afternoon

After lunch, I chair the sessions on teaching and learning. First up, Professor Zhiqun Zhao from Beijing Normal University, on ‘application of the COMET competence measurement in the evaluation of work-based training programmes at vocational college in China’. COMET projects carried out in China over the last decade with several pilots. Provided background on VET in China with over a million students going through each year. The context is evaluation and many teachers have negative experiences as evaluation is top down requirement. This project aims to design a unified national evaluation project with regional and sector-specific organisation. Data collected through information platform and outcome-orientated competence diagnostics. COMET concept selected for adaptation for programme evaluation. 2017 trial evaluation conducted to verify appropriateness of tool. 4 areas – toolmaking, logistics management, nursing training and horticulture. Tests tasks and pretest testing undertaking with ‘expert workers’ and tests modified based on analysis. Trial evaluation in 3 provinces in 26 colleges and over 2000 students of online tool. Results are promising. Indications that nursing training has good development with Zhejiang (a relatively economically well developed province) achieved highest level of competence. Generally, competency of students was slightly higher than theoretical average. This could be due to all students having to have completed national exams. Toolmaking presented weaker level of competence. This could be due to weaker support for practical training. Horticulture was relatively highly developed. Surmised this was due to strong pedagogy. Concluded COMET test results being valid and reliable. Open test was welcomed by students especially when they are interesting and challenging. The evaluation will now be used by Ministry of Education and will now be evaluated by provincial educational authorities.

Second presenter is Dr. Ursel Hauschildt, from UBC GmbH in Bremen on ‘Teachers, trainers and their students’ skills development. Interim results from a competence diagnostics project’. Provided an overview of COMET, the instruments and tools, and the context – South Africa in the engineering and manufacturing sector. Important with COMET is that it is not only used to measure or evaluate, but also to develop competence further. This project studied the stagnation of competence development and how changes in pedagogy and support of learning can overcome this. Stagnation referring to no increase in competency through years of training progression. Possible if learners received feedback after each test, to help learners move forward. Teachers and trainers need to ensure their own competence is also at the right level so they are able to guide the learners. Evaluations of the test show learners are motivated by the test methodology due to its problem solving nature.

Thirdly, presentation with a group from the Swiss Federal Institute for VET with ‘Apprentices’ perceptions of teachers’ and in-company trainers’ competences at the core of training quality’. The team include Matilde Wenger, Florina Sauli, Valentin Gross and Jean Berger from the Swiss Federation VET. Presented the rationale for the project with quality of initial VET (IVET) being a key focus. IVET quality is complex and debated topic. Definition defers from perspectives of learners, employers etc. has to be fit for purpose and connected to personal expectations and needs of the key stakeholder. One aspect is teacher and in-company trainers’ skills contributing to quality dual IVET. To what extent are teachers and in-company trainers perceived skills are important and relevant to training quality. Survey of 320 engineering and retail apprentices with questionnaire. In schools, teachers skills, intrinsically motivating classes, educational system, time management and relationships with peers. For in-company, it was trainers skills. In-school and trainer pedagogical skills were important. Provision of pedagogical skills to teachers and trainers requires adequate pedagogical preparation. Teachers need to have recent meaningful trade-specific experiences, not just academic but practical. Limitations of the study detailed and potential future steps include observations and to have the survey also supported with interviews.

Then, ‘work and school related profiles of apprentices’ learning resources’ with Fabienne Luthi and Barbara Stalder from the Institute of Upper Secondary Education, Bern University of Teacher Education. Used the job-demands- resources- JD-R model (Bakker & Demerouti, 2007). JD-R has strain and motivation to meet organisational demands. Job demands include mental, emotional, physical and job resources include support, autonomy, etc. Resources can also be categorised as workplace (functional, stimulate learning, task and skills variety, learning climate etc.) and school (support, coaching and mentoring and instructional quality). Demands include potentially stressful aspects of the work and need to motivate young workers. Development vocational competences and the establishment of vocational identity essential goal of apprenticeship both at school and at work. Hypothesis is that learners with high resources at workplace and school will have higher satisfaction, lower risk of termination. Used the data subset from a larger study on transitions from school to work. Resources identified were autonomy, instructional quality, learning opportunities, climate and demands. Resources at work seem to be better than at school. At risk learners seem to find resources at work to be lesser than at school. Perhaps identifying possibilities of these learners not completing their apprenticeship. Conclude current and future job satisfaction and occupational commitment is highest when resources in both learning locations are high. High work resources are more important for satisfaction commitment than school resources.

After afternoon tea, 3 streams commence. I attend the two presentations in the Future of Work: Industry 4.0 stream. Firstly with Dr. Valerie Taggart from Sligo Institute of Technology with ‘Business process re-engineering: thinking outside the digital box’. Presented her reflections on how students applied class learning in real life industry practice in a 3^rd year of degree apprentice programme. 70% of the final mark for the innovation, creativity and critical thinking module in a business process engineering course. Qualitative research to find out challenges faced by students, how they overcame these challenges, the lessons learnt and whether the learning through the previous years, support the requirements of the project. Completion rates were good. 

Lastly, Milagros Gimenez from the University of Birmingham on an Argentinian based study ‘Building strategic relations: linkages between the IT sector and the secondary school technical education in Great Resistencia (district in Argentina)'. Provided context of the Argentinian educational system. VET schooling (secondary) is for 6 years. There are 1455 VET schools focused mainly on the industrial and agricultural sectors. Rationalised project with the adoption of a local economic development approach. Shared the way articulation can occur. Found there was low quality and low / medium frequency if articulation, little coordination and not much evidence of strategic direction.

A busy day with a good range of presentations. Good to meet familiar faces and catch up with the focuses and changes occuring with various international systems. The challenges posed by the presently murky future of work is a common thread through all VET systems.  

NCVER no frills and NZ VET research forum day 3 afternoon

Four concurrent session themes today, apprentices and trainees, young people, policy and skills needs.

First up, I catch up with Kylie Taffard’s (BCITO) women in trades project. Project funded by Ako Aotearoa and came about due to high demand for trades people. Covered how women have succeeded in non traditional trades. Focused on the women supply scope and undertook to understand how women engage in trades. Presented rationale, background and the qualitative research process. Interviewed 34 women across industries and at all stages of training and work. Thematic and inductive analysis to identity themes. Characteristics of women entering the trades included range of ages, ethnicities, location but the main similarities were affinities to active and physical work and job satisfaction. Many fell into the trade, had to do their on research to find out about the work. Many experienced low pay or poverty and trades provided good income. Some followed a passion and male relatives were role models. Schools not always supportive of trades pathway. 

Need to make trades training more visible to young women. Pre trade programmes were useful as a start. Mixed programmes provided initial introduction to work in male dominated work environment. Work experience especially important to consolidate career paths. Finding work post pre trade programme was a challenge. On job support from employers and ITOs similar to other apprentices. 

Recommendations were shared. Developed persona to help characterise the women. 

After lunch. I present, with  Cheryl Stokes from Ara Institute of Canterbury, the guidelines from the eassessment project. In essence, summarised briefly the project rationale and underpinning framework of connecting graduate profiles to the aspect of becoming. Overviewed the importance of feedback in contributing to vocational education and the  affordances conferred by digital tools to assist with the process. The guidelines that are distilled from the project also presented. In particular, the need for digital fluency from both tutors and learners and to make learning overt in the learning activities.

Stayed  in the same room with Deniese Cox, Griffith University, on  pedagogically framing VET online. Started with personal background and presented on PhD study. Provided rationale including VET not having much research on online learning. Teaching online is different from teaching f2f. Defined teachers, online learning and pedagogy. Project investigated how online VET teachers teach and if knowledge of online pedagogy will support developing of improvement strategies. Pedagogical orientations are from teacher to student centred. Often pedagogical orientation may not align with their pedagogical practice. This gap may occur for many reasons including logistical, organisational and technological. Shared findings including participant demographics, personas developed to illustrate the pedagogical approaches and survey showing actual pedagogical practice. Used Berge’s model of instructor rules and Bain’s what the best college teachers do, as questions to establish participant pedagogy. Influences on matching pedagogical orientation to practice include class size, units of competency resources which are not developed for online and workload. Teaching seen to be sidelined to assessments. 

After afternoon tea, with Geoff Crittenden from Weld Australia, on the future of technical training focused on Augmented reality training for welding. Explained link between TAFE and Weld Australia and the importance of VET. Welding learning similar now as 100 years ago. Video of Boxford augmented reality welding simulator. Specifications for Soldamatic augmented reality training. With AR, learners can do 10 tries compared to 4 in a TAFE welding workshop. Gamification element in the exercises based on analytics from each run. Health and safety not an impediment. Learning from mistakes also less costly as no physical materials used. Peer learning possible as peer can watch process on the screen to provide feedback. Advantages are accelerated learning, savings with consumables and higher completion rate. 

Last presentation with Dr. Karen Vaughan from the NZCER and Andrew Kear from the Building and Construction ITO, on Analytics and insights: developing a tool to support building and construction apprentices’ completion. In conjunction with the BCITO, a tool is being developed to provide predictive analysis on apprentices’ completions. The presentation focuses on the identification of factors influencing non-completion and evaluative data from apprentices, employers and training advisors, used to improve each iteration of the tool. Karen provided context and information on NZCER and Andrew on the BCITO. Shared statistics on completions and withdrawals and non-completions. Large numbers of withdrawals are in the first year. The learner success project is to develop a health profile tool to focus on likelihood of completion. Needs to also allow for different ideas of success and provide advise for learner support. Project seeks to identify influences, collect data and refine and calibrate. Discussed challenges including methodology, ethics and data integrity. 

A busy but informative conference. Official sessions closed with award for best poster and handover to the 2019 hosts in Adelaide - July 10 - 12. 

INAP conference day 1 - 1st September 2015

Last week, was at Ballarat for the bi-annual innovative apprenticeship (INAP) 2015 conference. link to conference page. Some introductory activities on the Monday afternoon with opportunity to look through the trades facilities based at the Federation University SME campus. Several brand new facilities with modern equipment. Apprentices from almost to south Australia border and east to Gippsland supported with day release, block courses and some pre trade training. In the evening a welcome session with drinks, finger food and welcome speeches from University, city leaders and region's political representatives. 

Tuesday Morning (1st September) of the first day conference dawns fine and frosty as we are bussed out to the mount Helen campus where the rest of the conference is situated. Day begins with conference opening  and a poignant welcome to country introducing the Worrarong perspectives of sustainability and the need to take care of the land for our descendants.  Professor Phillip Gonon provides background of INAP and its role. professor Erica Smith who is conference chair starts off with general introduction to facilities and programme. 

First keynote is from Senator Simon Birmingham, assistant minister of education. Spoke of revival worldwide of support for apprenticeship systems and role required into the future. Apprenticeship completions, quality of outcomes, status of apprenticeship compared to higher education and support systems to be funded for mentoring. An apprenticeship reform panel to be formed to strengthen apprenticeship systems to maximise apprentice numbers and completions (sitting at 50% for many years). Area to explore include 'incentives' to apprentices and employers, pre-apprenticeship prospects - how can they be successful? and alternative models including greater flexibility for provision and support. 

The mornings second keynote is with Paul Comyn from the international labour organising (ILO) based in Geneva. The topic is 'can traditional apprenticeships in the informal economy of least developed countries be integrated as legitimate pathways in formal skills development systems?' Or 'quality apprenticeships: can the informal become formal? Covered global apprenticeship trends, quality apprenticeship design, informal apprentices and formalising apprenticeships with examples from South Asia. Recommends need to understand how the informal system functions and progressively link the informal and informal.

After morning tea, concurrent presentations begin. First up, select a session with Phil Loveder from NCVER Australia on 'why apprentices drop out in Australia and policy implications'. Presented on importance of continuing work on trying to understand the ongoing challenge of completions. Australian completions still static 52.4% with many completers also not working in the trade on completion. Lower level quals even lower! Main reasons were personal, redundancy, job mismatch, relationship issues at work and unhappy with training. Employers contributions still important. Most apprentices leave in first Year to second year. Recommends investigation of alternative models including RPL, split on job and off job half for each, accelerate time, reduce costs to employer, early sign off allowed etc. 

Second session with  group from  University of Melbourne with Dr. Gosia Klatt and others on 'working their way to school completion, school based apprenticeships and traineeships for young Australians'. Provided overview with 20,000 young people engaged and little longitudinal evidence to gauge effectiveness. Especially no evidence school based track effective in leading to employment for dis-advantaged kids. Challenges include usual suspects - low completions, school capabilities, student readiness, objectives unclear and lack of support system. Overview of research approach and findings presented. Strong correlation between low SES and low quality levels, segregation of gender and high uptake if supported by state incentivisation. 

After lunch, I present on some of the findings from out project surface tablets. 'Improving dynamics of feedback through deploying mobile technology enhanced learning during pre-apprenticeship'. Go through rationale, projects, findings and recommendations. Emphasis on use of videos and peer feedback and role in assisting accelerated learning, feedback loop and learning of judgment to provide peer feedback. Stressed need to have confidence in staff by supporting digital literacy attainment with staff. Students also need preparation with feed back skills and digital literacy. 

Stay in the same room to attend James Canaan's from Manukau Institute of Technology presentation on 'pre-apprenticeships towards apprenticeships using practice focused learning'. 

Overview of part of PhD study, focused on understate pedagogy of practice based learning principles and styles. Investigates benefits of practice focused learning for students, employers and industry. Predominantly to look at practice based learning before and during work and in work of practice focussed learning in institutions. Automotive and electrical students form ample and Initial findings presented. 

Then paper by Professors Thomas Deissinger and Phillip Gonon on 'stakeholders in the German and Swiss systems role in innovating apprenticeship'. Applies the 'justification' approach to VET to address various issues including revitalisation of VET. Begin with description of Swiss and German VET. Employers' and trade unions' roles as key stakeholders listed and discussed e.g. The conflicts and consensus between the two. Therefore compromise required for VET policy including hybridisation of qualifications. 

Afternoon tea followed with session with Magnus Fjellstrom and Per Kristmansson from Umea University in Sweden on 'learning as an apprentice,  comparative study on affordances for vocational learning in school and work life apprentice education'. Compares employed construction apprentices (12) with business admin students (15) in upper secondary school who spent part of time at work. Based on concepts of workplace curriculum (Billett, 2001). Similarities and differences identified. Apprentices could not identify curriculum goals as they related completion of time sheets as main goal. Students were able to as they were being assessed to goals in course syllabi.  

Day closes with keynote with Raymond Patel from MerSETA, South Africa. The presentation focused on 'developing T-shaped people to comply with needs of a 21st century education, training and workplace demands'. MerSETA is the sector education and training authority for manufacturing, engineering and related services. Discussed differences between skill and  skilfulness. Presented future challenges skills development will need to meet. Global warming and impacts on social structure brought about by water shortages, social inequalities etc. Means VET has to train for a 'greener' future. Skilfulness implies nimbleness and dexterity with the ability to apply knowledge across various contexts in a lively manner. Uses Worldskills as an approach with TVET whereby international curriculum can be developed to address challenges in a holistic manner. 

Conference dinner follows back in town, closing a longish but informative day. Good to meet up with familiar international friends and meet and discuss shared interests with other apprenticeship researchers. 

Remaking apprenticeships - report by Lucas & Spencer (2015)

A new report from Lucas and Spencer - funded by City and Guilds Alliance for Vocational Education with an overview video available on the reports official website.

Although long – a very pertinent and cogent update on apprenticeship. Where it has been, where it now is and how to improve into the future.

The report brings together work accomplished in the previous few years and incorporates work reported in other publications including the 'vocational pedagogy' report summarised last year. 

A shorter summary is available but the longer report is worth the time to read through as it details, succinctly, all the various aspects impinging on apprenticeship.

The report provides a 'one stop shop' with regards to updating the historical evolution of apprenticeships into the current times (albeit with a UK perspective); discusses the various theories and practices and pedagogy of apprenticeship and offers recommendations on how to proceed.

Of importance is the distilling of the many outcomes of apprenticeship into SIX - routine expertise, resourcefulness, craftsmanship, functional literacies, business like attitudes and wider skills for growth. The recommendations are generalisable across to many apprenticeship systems but are most pertinent to the UK context.

15 pages of references bringing together the pertinent literature on apprenticeship learning.

First year apprentices' experiences in the workplace - report now out

The official output from the Ako Aotearoa National project funded "Belonging, becoming and being:First year apprentices' experiences in the workplace" now available on the Ako Aotearoa website.  This project began early 2010 with focus groups and interviews carried out mostly in the middle of 2010 with first year apprentices, pre-trade students and discontinued apprentices.  First year apprentices interviewed were re-contacted at the beginning of this year to find out how they were progressing and the few who had discontinued were then also interviewed.  In all 251 apprentices/students participated with 56 first year apprentices and 34 discontinued apprentices interviewed.  My thanks to all of these apprentices and the Industry training organisations (ITOs) for their support. The seven ITOs, presented various sectors of industry with the AgITO for the primary sector, the Building and construction - BCITO for infrastructure, NZ Marine, Competenz and Joinery ITO for manufacturing and Hairdressing ITO and hospitality standards institute representing the services sector. Apprentices were dairy farm trainees, Gateway students on building sites, building apprentices, boat building and marine engineering apprentices, fitting/turning, fabrication and refrigeration engineering apprentices, joinery apprentices, glazing apprentices, hairdressing apprentices, front of house trainees and cookery apprentices. So some diversity and a wide range of workplaces from small one employer, one apprentice, to large factories employing hundreds and training dozens of apprentices.

The project was an ideal one for me, incorporating and building on some of my learning from my PhD and extending my research skills with a larger cohort of research participants and amount of data. The data collected was extremely rich and much of the raw data was collated into individual reports for each ITO.  Each ITO had developed systems suited to the context they worked in, with many meeting the needs of their apprentices and their employers. As always, there is room to learn and some ITOs had very good practices that could be worthwhile sharing across to other ITOs,

The final report is largely a consolidation of the many themes emerging from the data. The main ones are 'common sense' but are crucial in helping apprentices make sure they have made a studied choice of occupation, settle into the workplace learning environment and maintain resilience and motivation to complete their qualifications. For in completing an apprenticeship, many opportunities for future career development and individual achievement are then made available.

My thanks to Ako Aotearoa for supporting this project as it has provided apprentices with an opportunity to voice their perspectives. The apprenticeship journey is viewed by many as being a 'rite of passage' and for many young people, it is an exciting and rewarding experience. However, for some, workplace and occupational mismatch mean that they discontinue. One interesting finding has been how people who are really interested in an occupation display persistence in trying to meet their 'vocational imagination' goals. So although some discontinue as apprentices, they still maintain connections with the trade either by enrolment in a full-time training programme or by obtaining work in another workplace. Helping people to 'become what they want to become' is an important outcome of this project. As the Chinese saying goes "Choose a job you like, and you never have to work a day in your life" :)

Research projects for 2010: Ako Aoteoroa National Project funding & CPIT Foundation funded research projects for 2010

Looks like a busy 2010 will be coming up.

I have had the good fortune to be one of  the projects to be awarded funding for the 2010 round by the Ako Aoteoroa National project fund. The collaborative project involves Nicholas Huntingdon from the Industry Training Federation as research mentor (overall reviewer of data analysis), seven industry training organisations (ITOs), Dr. Robyn Chandler from CPIT as research mentor (data analysis & report collation) and myself as project leader and researcher.


The ITOs involved cover a range of industries in NZ including primary industries (Agriculture ITO), manufacturing (Boating ITO, Building and construction ITO, Competenz – engineering & Joinery ITO) and service industries (Hairdressing ITO & Hospitality Standards Institute). The topic builds on some of the findings from my PhD and revolves around investigating the ‘experiences of first year apprentices of workplace learning’. The main research questions are to find out what are the main influences on young peoples’ decisions to enter into an apprenticeship, the support factors which support their initial experiences in the workplace and mechanisms and personal agency factors which help young people engage with belonging to a workplace and becoming trades people.

I am really looking forward to getting this project underway as there is so little research in the area of apprenticeships in New Zealand. Having the opportunity to be able to access apprentices employed in a diverse range of industries will help provide depth and no doubt bring forth important learning about the challenges facing young people as they embark into an apprenticeship.

This project complements my other research project for 2010 which is part of a larger research programme ‘studying the learning of trades students using multimodal discourse analysis’. The first project will be on ‘learning a trade @ CPIT: learning welding’ which will work through the logistical issues of gathering data using videos, voice recorders and mobile phones of students learning ‘How to adjust their welding equipment (to suit different mediums)? So besides learning the technicalities of multimodal data collection and analysis, I should pick up some learning on welding as well!!

ITF research forum day 2

Day two began with a presentation by Dr. Karen Vaughan on conditions & strategies for making the most of workplace learning. Understanding challenges presented by workplace learning presents the opportunity to work on strategies to improve learning in the workplace. Workplace learning defined as on the job + off the job + integration with business strategy. 21st century workplace learning needs are impacted on by speed of adoption of technology, globalisation etc. challenges include the tensions between knowledge & skill, hierarchies & roles, and learners & motivation. Others include how workplace interactions are enacted, the complexity of the task, what regulations cover the business, how much technology needs to be introduced or utilised, how market forces impact, the workplace culture, suitable learning strategies, involvement peers, mentors & learners in goal setting, availability of feedback & knowledge sharing (reflection) and opportunities to practice & take some risks.

Concurrent sessions follow the rest of the day. First one I attended is from Helen van der Werff, from the Horticulture ITO on increasing the impact of industry training investments in the horticulture industry. Based on qualitative nation wide survey of 19 businesses & interviews with 4 ITO training advisors. Harvey & Harris (2008) 7 drivers of productivity used to access productivity & learning to performance process (Brinkerhoff, 2002), logic of training, a high impact learning management (Brinkerhoff, 2001) used to inform the study.


Second presentation from the Department of Labour on skills in demand: past, present & likely in the future from Dr. Ram SriRamaratnam, Richard Manning and Xintao Zhao. This covered brief overview of skill concepts (types & measures), employment skills (their mix & content), high level skills categories and skills demand (2003, 2008 & 2013). Demand also include additional / expansion demain, replacement / retirement demand. In summary, still a need for ‘skilled workers’ into the future due to forecasted replacement & retirement demands.

After lunch, first session up was from Paul Mahoney from the Ministry of Education on factors associated with success in industry training and modern apprenticeships – what the data tells us. Over 180,000 industry trainees / apprentices in 2008. Analysis at the moment focuses on credits & national qualifications completed as proxies of success. Two reports, one of industry training & one on Modern apprenticeships just produced. In industry training, 35% of students entering complete their full course within 5 years. Similar levels of completion to polytechs / private providers & rates in UK (27 – 40%) & Australia (45%). Females more likely to complete than males. Some industries in NZ have higher levels of workplace based training completions for both trainees & modern apprentices. Older workers more likely to complete.

Then attended session on a comparative analysis of stakeholders’ evaluation of NZ industry training strategy within the tourism & public sectors from Lois Parkes of Victoria University. Lit review reveals, interest in skill from publick policy & business perspectives, assumptions that skill = qualification, investment = outcome, many economies have fallen short of the high skill = high wage vision. Evaluation was based on a positivist bias therefore stakeholders perspectives & experiences are not taken into account. There is a research gap as not the whole range of stackholders perpectives have been collected, collated & compared.


Last session of the day was on embedded workplace training: benefits for the health & disability sector by Liz Stephenson from Careerforce & Rose Ryan from Athena Research. Embedded model of training is defined. Features of how organisations obtain maximise, support & evaluate cost effectiveness. Learning and assessment were part of workplace practice, support provided by Careerforce workplace advisors to assist trainees in using workbooks, learning resources & trainee verification. Embedding requires a high level of commitment & resourcing but costs are offset by reduced turnover / recruitment & improved quality of service. Embedded model helped to overcome barriers to learning amongst non-tradtional learners.

The conference ended with a plenary session for questions & answers facilitated by Jeremy Baker & with questions from the floor to the three keynote presenters, Professor David Ashton, Dr. Johnny Sung & Dr. Karen Vaughan.