Notes taken at FLANZ (Flexible Learning Association NZ) - innovating pedagogy - presentation

 A presentation by Dr. Simon Atkinson on future opportunities for flexible learning. Based on a recent Open University Innovation Report #10.

Summary of the report found here. 

Presentation discussed the report on innovating pedagogy with the assumption that participants have read the report before attending.

Overview provided – quite conservative actually!

Proposes a range of approaches – hybrid models, dual-learning scenarios (connecting classroom and work), pedagogies of micro-credentials, pedagogy of autonomy, watch parties (watch videos together), influencer-led education, pedagogies of the home, pedagogy of discomfort (emotions as powerful tools of learning), well-being education and walk-and-talk (combining movement and conversation).

Categorised these into ‘context-aware curriculum design’; skills-orientated curriculum design’ leveraging non-formal and informal learning and human centred learning design.

Discussion revolved around how some of the approaches are defined and categorised. Menti.com used to collate feedback and understanding from the participants. The voting tried to establish how impactful each approach could be and how much effort is required to put the approach in place.

Repair - a book overview

Repair: Sustainable design futures edited by Markus Berger and Kate Irvin and published 2022 by Routledge.

With the increased interest in repair as a means to increase the longevity of material goods, this book, written by researchers in the arts, built environment, and engineering disciplines, provides an academic study into the topic. The chapters draw on ethnographic, design and social theories and are written in the creative arts genre

Following the introduction by the editors, the book follows into a series of chapters, organised into 4 sections. Chapters vary in length and most contain photos to provide examples and support concepts.

The first section ‘reparative thinking broken worlds’ has 7 chapters.

These introduce the many ways ‘repair’ can be understood. Metaphors and frameworks/models are the lenses used to cast light on the many shapes ‘repair’ can take.

Section two ‘Reparative practices, wounds, sutures, and scars’ has another 7 chapters.

These chapters, provide examples of how ‘repair’ is actioned through creative arts. Various contexts are explored and the accompanying mix of research methodologies and ways to ‘report’ the ‘findings’ provide for an eclectic mix of chapters.

The third section ‘Reparative thinking - alternative ways’ 7 chapters.

These chapters have more of an discussive slant, challenging the ‘status quo’ and introducing many other ways to view ‘repair’.

The last section ‘Reparative practice- patched and reassembled’ has 8 chapters.

Here, the chapters report on studies which have more descriptive foundations across a range of contexts.

An epilogue by the editors and a lexicon of repair closes the book.

A Thousand Brains - book overview

 Picked this 2011 book up from the library and read it across the weekend. Written by Jeff Hawkins who founded the company that developed the Palm pilot and Treo. The book has had mixed reviews - see Forbes, Bill Gates, a range of reviews via Goodreads. Two long youtube videos on the topic as well - here and here. 

The book introduces and rationalises another way to understand how the brain works. The foreword written by Richard Dawkins provides background into the origins and substantiality of the book’s overall arguments (this foreword is worth working through). The author has a background in technology entrepreneurship. He set up the company which introduced ‘smart phones’ in the form of palm pilots and Treos. Using the resources gathered from his entrepreneurism, he has sat up a research lab, think tank and network to study how the brain works.

The premise is that all the cells in the brain work in the same way. The neo-cortext contains millions of cells, each dedicated to ‘storing’ and connecting information. The book proposes a different viewpoint on how these cells go about organising and interpreting information. Information is gathered in ‘cortical columns’ and the brain goes through a sequence of sieving through these when information needs to be drawn on. This sieving is proposed to be completed through a consensus like framework, providing some inkling as to why it is difficult for beliefs and concepts, once well embedded into individuals’ mindsets, to be changed. The brain uses frames of reference and relies on these to come to conclusions.

The second half of the book looks into artificial intelligence and the challenges of ‘replicating’ human thinking with technology. Currently, AI can only accomplish specific tasks. If an AI is ‘trained’ to play chess, it cannot drive a car and vice versa. Therefore, the versatility and agility of the human brain, is still not able to be replaced by AI. Brains are intimately connected to individual experiences etc. and having a brain without its organic sensory partner, is therefore difficult. We are still a long way off from AI replacing humans.

The book is short (200 plus pages) with a short list of suggested readings to follow up.

BWP - German journal on vocational training in research and practice

 I have been following this journal, off and on, for a couple of years. The journal is published by BIBB, the German Federal Institute for Vocational Education and Training. 

Journals from 1972 are archived and provide a good range of articles. Of note is the 'special issue' nature of the journal. For example this year, the topics have been on 'migration of skilled workers', digital learning' and 'flexibilisation'. 

Articles are 'open access', providing ready availability to the range and breadth of the German system. As most of the articles are written from the German context, a little familiarity with the system is useful but not a requirement.

Developing connectivity between education and work - book overview

 This book, developing connectivity between education andwork: principles and practices is edited by E. Kyndt, S. Beausaert and I.Zitter and published in 2022 by Routledge. Accessed via the Ara library as an ebook.

The book has 11 chapters plus a preface and a conclusion, collated into 4 sections.

Section 1 – setting the stage has 3 chapters covering the main theoretical frameworks on how education should be and can be connected to work.

Chapter 1.1 by Päivi Tynjälä, Simon Beausaert, Ilya Zitter and Eva Kyndt – connectivity between education and work: theoretical models and insights – overviews the main models informing the various authors.  These include the integrative pedagogy model which is modified from work (2021) by Tynjälä, Heikkinen and Kallio. This model includes “(1) application of theoretical (conceptual/declarative) knowledge into practice; (2) explication and conceptualisation of practical (experiential/procedural) knowledge; (3) problem solving; (4) integrative thinking; and (5)
socially responsible, ethical action and interaction”. These are facilitated by pedagogical tools provided by schools or work. The tools mediate between the different knowledge forms and there is an emphasis on the socio-cultural aspects of learning through guidance and feedback to support learning.

Summarised the various forms of curriculum planning used in VET – traditional, experiential, generic, work process model and connective model.; and in HE – science-based renewal model, specialist model, project-based integrative model, model of networked culture and the connected curriculum model (Fung, 2017).  Proposed the need to align, incorporate or hybridise as a means to bring both the school and the work context together.

Chapter 1.2 on ‘rethinking the connective typology of work experience: the challenge of learning through internship’ is by David Guile and Ann Lahiff. Introduces, rationalises and provides examples of the connective typology of work experience and how it has evolved through work activity, work experience and internship. Compares how various models of work activity (as per work from Leontev) have morphed into and match the models of traditional experiential, generic, work process, connective and internship as in detailed in the previous chapter.

Chapter 1.3 follow with ‘integrating workplace learning in formal educational programmes’ is by David Gijbels, Piet Van den Bossche, Vincent Donche and Jetje De Groof. Reviews the work on ‘the workplace as a formal learning context’ and reports on a Delphi study to better understand the organisation of workplace learning. A model of integrating workplace learning in formal educational programmes is then proposed. To begin competencies need to be specified through the development of an instructional line on how best to integrate workplace learning into the curriculum; competences can then be formulated; then the acquisition of competences requires alignment of these to the workplace and offering guidance in the workplace; competencies of learner, workplace and educational institute are then evaluated.

The next section covers ‘designing across boundaries’

2.1 is written by Ele Holvoet and Delphine Wante with a chapter on ‘teacher externships: designing a boundary crossing professional initiative in higher education’. A good example is presented, described, and evaluated in this chapter. The ‘designable’ elements in boundary crossing between ‘school’ and work are identified as the spatial (where is learning situated); instrumental (tools and instruments to perform the work); temporal (timeframe); and social (the actors in each context). These are then aligned through studying cases of learners in teacher externship to identify processes which support the boundary crossing effort.

2.2 ‘Learning at the interface of higher education and work: experiences of students, teachers and workplace partners is with Päivi Tynjälä, Anne Virtanen, Maarit H. Virolainen
and Hannu L.T. Heikkinen. Applies the 3-P model of student learning to workplace learning. The 3 Ps are presage, process and product. Each is ‘unpacked’ to inform better implementation and support of workplace learning for learners, teachers and workplace representatives.

2.3 with Niek van den Berg, Pieter Seuneke and Frank de Jong on ‘boundary crossing in vocational education and research: the case of regional learning. This chapter details a project to foster collaboration between a college and its regional partners (employers, entrepreneurs, city councils, local communities etc.). The journey from initiation based on ‘desk study’, through to what happened at actual implementation and practice, and recommendations for further development are presented.

Section 3 focuses on ‘boundary objects of connectivity’

3.1 is on ‘teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education by Nina Kilbrink, Ann-Britt Enochsson, Annelie Andersén
and Annica Ådefors. Reports on how an identification model of boundary crossing with boundary objects is used to move from coordination to reflection and transformation. Identification is used at each stage to help shift learning from one to the next. Similar to the SAMR model whereby each stage of support is enhanced and improved through reflective study and learning. Shifting from tools to communicate and standard resources to using interactive technology (chat, discussion forum) and then to applying technology that can change the way teaching occurs.

3.2 is on ‘digital tools as boundary objects to support connectivity in dual vocational education: Towards a definition of design principles’ by Alberto A.P. Catteneo, Jean-Luc Gurtner and Joris Felder. Uses the context of chef training and the use of ‘portfolios’ to illustrate design principles for using digital tools as boundary objects to support learning. Proposes design principles – trust-based systemic culture; reciprocal peeking into the neighbour’s garden; tripartite engagement; flexible defined access; and bi-located reflection in action.

The last section covers ‘guidance for connectivity’

Chapter 4.1 by Wendy Nuis and Simon Beausaert on ‘fostering students’ reflection and employability competences through a mentoring programme in higher education’. Defines mentoring, describes the formal and supportive processes and the need to develop strong mentor-mentee relationships and summarises various ways mentorship may be enacted.

4.2 is on ‘ collaborative communication between teachers and company supervisors for integrative teaching: an exploratory study in Australia, Germany and Switzerland by Viviana Sappa, Sarojni Choy and Carmela Aprea. Overviews the ways support is provided to learners in the workplace through collaborative conversations, and the design of arrangements to integrate learning at school and in the workplace. Covers the various ways each country offers support. Investigates whether the support,  collaboration and integration actually occurs. Found that in the main, this occurs but improvements can still be made, especially in more expansive coordination and cooperation to enhance integrative learning for students.

 4.3 is with Anne Khaled, Marco Mazereeuw and Machiel Bouwmans with a chapter on ‘pedagogic strategies at the boundary of school and work’. The pedagogical strategies for guiding at the boundaries of school and work are introduced and discussed. Uses the ways which teachers ;notice’ , ‘frame’ and then ‘intervene’ as ways to better understand what takes place when teaching and learning integrates learners’ experiences from work.

The Conclusion by the editors sums up ‘on principles for connectivity between education and work’.  The main principles across the book are summarised: design in collaboration with labour parties (stakeholders); develop a common language; prepare learners deliberately (to gather the learning afforded at work); make boundaries between education and workplace more ambiguous; provide students with guidance in professional growth; provide a variety of working environments and provide space for mistakes and repetition; provide space to discover professional culture; support the workplace mentor; organise reflection and feedback; and ensure the quality of workplace learning.

Written with the European context and perspectives but there are good summaries and discussions of relevance to inform practice and policy across other countries.

Skilling up: the scope of modern apprenticeship

 Here is a 2019 report from the American Urban Institute promoting apprenticeships. The topics investigated by the Institute, focus on equity and inclusion. Apprenticeship are a means to provide access to education and qualifications for large sectors of American society who are unable to afford higher education.

The report provides an overview of apprenticeships in the American context. After an introduction, there are six sections. These are: 

- economy and business - with emphasis on returns to employers and apprentices.

- education - provides examples across several stated of how apprenticeship are configured.

- preparing young adults for the world of work - highlights examples across retail, culinary arts, construction trades and workplace based mentoring.

- engaging the underserved - covers narratives from black male apprentices, rural health aides, disability inclusion, re-entry post-prison, older workers and veterans.

- public and private sector - summarises various initiatives including civil service, rural ambulance, beekeeping and primary industries.

- policy - looks into legislative trends across apprenticeship, competency-based occupational frameworks, and state efforts.

In all, a snapshot of apprenticeships across the US of A with its diversity, size, and multiple ways to provision apprentices.

Challenges and solutions in ethnographic research - book overview

 This is an open access book - challenges and solutions in ethnographic research - edited by Tuuli Lähdesmäki, Eerika Koskinen-Koivisto, Viktorija L.A. Čeginskas, and Aino-Kaisa Koistinen, all from or associated with the Finnish University of Jyväskylä. 

The 2020 book is published by Taylor and Francis and 14 chapters organised into 4 sections two of which are of interest and relevance to my work. 

Before the main chapters, the editors provide the 'Introduction: Ethnography with a twist' which covers the motivations and rationale for the book. These are mainly due to the movement to more social practices, globalisation providing an ever expanding and rich tapestry of human life to be investigated; and the importance of ethics and reflexivity underpinning all research.

The background to the book is summarised, being a conference held at the university in 2019. Short overviews of each chapter are then provided.

 Section one covers 'new collaborative practices in ethnography' with 3 chapters.

The first chapter is by Johanna Turunen, Viktorija L. A. Čeginskas, Sigrid Kaasik-Krogerus, Tuuli Lähdesmäki, Katja Mäkinen titled Polyspace: creating new concepts through reflexive team ethnography. The chapter writes on a collaborative effort, derived from experiences the authors had whilst convening at a heritage site. They define the distinctive elements of polyspace as being made up of an element of suddeness or surprise; a bizarre experience; requiring social agency and interaction; and something that draws on affect, emotion and empathy. The chapter details how the concept of poly-space was developed through the sharing of fieldwork experiences and sense making through intepretive reflexivity. Of importance is the development of a collaborative ethnography and collective interpretive reflexivity. 

Following is a chapter on 'embodied adventures: an experiment in doing and writing multisensory ethnography by Eerika Koskinen-Koivisto, Tytti Lehtovaara. This chapter details and describes sensory ethnography. The challenges include the interpretation of embodied experiences, the verbal expression of things that are often difficult to describe and then to communicate these in ways which will other people understand. The chapter uses the experiences of the authors as they navigate into the group as an example.

Chapter 3 is with Matthew Cheeseman, Gautam Chakrabarti, Susanne Österlund-Pötzsch, Simon Poole, Dani Schrire, Daniella Seltzer, Matti Tainio on 'Ramblings: a walk in progress (in the minutes of the International Society of the Imaginary Perambulator). Here, the authors experiment with a study on and responses to each other's walking practices. 

The next part focuses on 'Visuality and multi-modality in ethnography'.

Chapter four by Riitta Hänninen is on 'participant-induced elicitation in digital environments'. Draws on two studies by the author on Finnish lifestyle blogging and older adults as ICT users. Traditionally, photos or used to help draw out responses from participants. The photos may be taken by the participants, the researcher or selected to ground a topic. In this chapter, blogs and 'device use' were the anchors for participant induced elicitation. The advantages and disadvantages of each are presented and discussed.

The fifth chapters 'ethical challenges of using video for qualitative research and ethnography: state of the art and guidelines' is by Marina Everri, Maxi Heitmayer, Yamin-Slotkus Paulius, Lahlou Saadi. Undertakes a brief overview of the use of video in ethnographic research and the need to review the guidelines as technology and its ubiquity and range of uses, changes the nature of video ethnography. A literature review is undertaken to review the gaps and these are then discussed. Issues requiring update include the researcher-researched rapport; the complexities of informed consent; participant's rights including anonymity, confidentiality, data ownership and release. Solutions are discussed and examples provided.

Chapter six by Plhla Maria Siim is on 'drawing and storycrafting with Estonian children'. This chapter is based on a study of cross-border mobility and its effects on family lives, lifestyles and everyday practices. Proposes storycrafting as a method to engage with and provide a voice for young children.

The next chapter 'Sharpening the pencil: A visual journey towards the outlines of drawing as an autoethnographical method is by Marika Tervahartiala. The chapter details the methodology, motivation to use the method, discusses advantages and disadvantages, and sketches and narrates examples  to illustrate the concepts.

The next two sections are good references but less relevant for the moment to my work. The third section has chapters on 'ethnography of power dynamics in challenging contexts'.

Firstly, Marie Sandberg writes on 'Retrospective ethnographies: Twisting moments of researching commemorative practices among volunteers after the refugee arrivals to Europe 2015'. Then Laura Stark with 'Ethnographic challenges to studying the poor in and from the global South'. Last chapter in this section is with Lotta Lounasmeri who write on 'Elite interviewing: The effects of power in interactions. The experience of Northern women.

The last section has four chapters on 'embodied and affective ethnography'.

Chapter 11 is by Marija Dalbello and Cathering McGowan who write on 'Memory narrations as a source for historical ethnography and the sensorial-affective experience of migration'. The following chapter is by Sofie Strandén-Backa on 'The involuntary ethnographer and an eagerness to know'. Then a chapter on 'Ethnography, arts production and performance: meaning making in and for the street' by Jessica Bradley.

The last chapter by Tom Boellstorff with 'Ethnographic twists and turns: an alternative epilogue' overviews the main themes and closes the book. 

The book has mix of articles written and presented at a conference and collaborative works which were initiated and completed post-conference. It provides good examples of the ethnographical writing genre and proposes and examples contemporary ethnography. That is ethnography that is no longer a privileged researcher observation of the culture and practices of others, but deeper immersion, collaboration and co-creation, and acknowledgement of ethnography's important contributions but tempered by it's ethical emphasis and more future looking approaches. 

Guide to integrating problem-based learning programs in higher education - book overview

 This book, Guide to integrating problem-based learning programs in higher education: Design, implementation, and evaluation, is written by Pam Epler and Jodee Jacobs, both from Youngstown State University, USA. 

There are 12 chapters and each is summarised in the detailed table of contents. 

The first chapter introduces and reviews the history, and advantages/disadvantages of problem-based learning (PBL) and provides examples of the integration of PBL into HE.

The follow chapters on the use of technology with PBL, how to evaluate PBL in HE, and student perspectives about PBL.

Chapter five discusses the challenges inherent in designing, implementing and teaching PBL in HE.

Chapter 6 moves into the role of technology with project-based learning. Then Chapter 7 provides examples of PBL classroom models in HE.

Chapter 8 summarise emerging research on project-based learning. Then Chapter 9 discusses the use of groups and peer tutors in PBL classrooms. Chapter 10 traces the integration and support of PBL in synchronous and asynchronous online classrooms. Chapter 11 provides a project-based learning service delivery model case study and the last chapter discusses future trends for PBL in HE.

Overall, a useful guide to PBL, with the inclusion of project-based learning and technology-enhanced / digitally supported learning. The context is HE and American which privileges on-campus learning /instructional design. However, the principles provided throughout the book are applicable (with care and scholarship) into vocational education. The introduction, judicious and structured use of technology to support contemporary PBL and project-based learning is useful. 

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. 

NCVER 'no-frills' - DAY THREE

 Day Three continues around the theme of 'digital learning' and  begins with a plenary session on 'evaluating and enhancing digital readiness of Australia's vocational education and training products' with Erin Knudsen (Australian Industry Standards), Dr. Claire Mason (Data61 - CSIRO) and Michael Wyndham (Department of Employment and Workplace Relations). Began with the project background and rationale. The project is one response to the 2019 Australian Industry and Skills Committee to establish the Digital Transformation Expert panel. The report from this - the learning country - has recommendations for the development of a VET specific digital capability farmework, strategic review of training packages given digital transformation and to support VET practitioners' knowledge of digital technologies. Structure of the project was described including how the framework was reviewed as consultation etc. progressed. The accompanying review and modification of the existing digital capability frameworks in the existing training package now completed. Various complementarity of existing frameworks and taxonomies was undertaken. Five focus groups identified - info and data literacy, communication and collaboration, digital content creation, protection and safety. Each has digital focus area definitions and digital capabilities included. Proficiency levels of foundation, intermediate, advanced and specialised were adopted and explained. Alignment of this framework into other frameworks was also undertaken. 

Advantages of having a framework creates a common language, collaborate to implement digital skills into VET reform, and affords cross-sector, cross-region and cross-country comparisons. Shared the digital occupation profile (DOP) covers the mapping of digital framework to the tasks, responsibilities etc. of the job. 

Digital capabilities review of training packages carried using 'natural language processing' methods. Digital capability and unit of competencies/ performance indicators commonalities are identified and matched. 700,000 performance indicators covered AI and human input deployed across the process. Able to sieve through and find out the digital capabilities that are well covered and those that are not. Managing info and data is high but re-using digital content was low. Qualifications that cover all the 21 capabilities include graphic design, business, info tech etc. but some had zero or none (baking for example!)

Described the process of prototyping a dynamic online companion volume to support the application of the digital capabilities framework. Used a visualisation of demand and supply of digital capabilities by comparing the qualifications and digital skills mentioned in job ads. to identify capabilities not included in a training package. Potential for a crowdsourcing DOP to be used to continually up-to-date skill needs.  Next steps were shared to progress the ideas presented.

Then Professors Sarojni Choy, Stephen Billett and Leah Le on 'bridging life transitions: role of VET in supporting lifelong learning'. Began with a summary of the historical evolution of vocational education across working life. Then looked at why lifelong VET is important, the transitions across working lives and implications. The reasons for lifelong VET has become even more important given the rapid change and shifts caused by technology, changing job markets etc. Forms of purposes of VET include initial VET which is the main focus. However, continuing VET is now just as important to help people transition into new occupations or careers. This needs to include workplace based learning where people attain much learning but still neglected for accreditation.

Summarised the project - Practices and policies for sustaining employability through work-life learning (Billett, Salling-Olesen and Filliattez)

The work life history of 59 (older workers above 30) in Australia reported in this presentation. Identified 6 transitions. Maturation / life development, change of employment status, change in occupation (change in focus, change in skills or capacities, change through restructuring etc.), change in location, physical and psychological health challenges (personal or family), change in personal lifestyle choices.

The profiles of the participants summarised. Access to VET included entry into employment (the majority of the participants), upskilling and reskilling. Shared examples for VET providing entry to further education, change of occupation, for work life as work opportunities change. Ways that VET support lifelong education include accessible affordable and flexible (online/blended) course, retraining when occupations have to shift, courses aligned to different life stages, job preparation for working age people, guidance and counselling, processed to engage learners in development of courses and programmes, and employability support during transitions. 

Featured speakers include:

Hugh Guthrie on 'delivering on quality VET delivery' from his recent NCVER project completed with Melinda Waters. Summarised the project aims - defininitions and measure of quality, describe high-quality delivery, use of quality measures, perceived barriers to quality and how they could be supported to do better.

What does good delivery look for? to prepare students for work and life and sometimes preparing for life is important; develop occupational identities, meets needs and expectations of employers, results in employment or other outcomes, support personal growth and continually adapts to changing circumstances. The main messages - a definition of delivery quality was context specific; - their purpose, goals, student profile, courses programmes etc. type of training organisation, size, cultures breadth of profile, persons role in quality and the difficulties of sustaining high quality deliver in the current circumstances. 

Enablers of the quality of delivery include quality policies, frameworks and strategies, quality leadership and administration, quality teaching of learning experiences, and quality programmes and resources. Provided details of each of these enablers. Barriers include funding, compliance-driven regulation - leads to ticking boxes and not actual improvement, quality of training packages and the effort and cost of their updates. difficulty recruiting, retaining and development teachers, and limitations of quality metrics. Improvements suggested include a national VET to promote and support quality delivery (e.g. Centres of VET excellence (CoVEs) in Aotearoa), funding models to support and incentivise, trust and investment in professional judgement of teachers. 

Dr. Damian Oliver and Nicky Wonder from the National Skills Commission on 'pathways from VET courses: insights from the VET National data asset'. Outlined the mapping of VET pathways as there is not a neat match between qualifications and occupations - but this does not mean an unsuitable labour market outcome. VET equips for more than the outcomes of a qualification. Summarised the data sources - intended occupations data from training.gov.au; occupational post-training from NCVER student outcome survey; and occupational and education mix from the census. The VET national data asset (VNDA) helps to bring these data streams together for analysis. Detailed the methodology for pathways analysis. 

The results for the 2017-2018 data for the 2019 survey was then presented. Used a case studies  to provide show how the data sources were integrated and then analysed. Includes Certificate in Plumbing (high alignment); Cert 111 in Individual support (mid level alignment) and Certificate III in Business (with low alignment and is dispersed and less matched). Shared reflections on the process thus far and future plans.

I then present an update on Aotearoa NZ VET with 'Aoteaora NZ reform of VET: Te Pukenga's progress on meeting its aspirations'. This updates from the previous presentation in October 2021 at the AVETRA OctoberVET. There has been much progress but also much to be done. The operational model / structure is due to be open for consultation in a couple of weeks will provide greater clarity. Transitional industry trainining organisations (ITOs) and polytechnics (ITPs) are all transitioned into Te Pūkenga by January 2023. The Work Development Councils (WDCs) are forming and settling into developing their operational structures and plans. The Regional Skills Leadership Groups (RSLG) are in place and reporting to and working in collaborations with stakeholders and the WDCs and Te Pūkenga. The outcomes of the reform of VET (RoVE) are almost in place. So things are all starting up and forming but not quite all ready to go yet. 

Then a presentation from Kelly Milner, Yvette Vos from North Metropolitan TAFE and Dr. Charn Nang from Edith Cowan University on 'building bridges between allied health assistant and the allied health professional to meet workforce shortages: a university and TAFE partnership in WA'. Introduced the team and set the scene with how the project started - through work with allied health assistants in speech-language pathology. There was very little realisation of the role of health assistants in this discipline. 

Followed on with a definition for Allied health professionals (AHP - speech, occupational therapist, nutritional specialists etc. ) and Allied health assistants (AHA). There is high demand for both AHP and AHAs. AHA training is usually 6 months long and their role includes working with clients to work through the interventions developed by the AHP. 

Key areas of concern include the AHA role not being well-defined and not widely recognised. Work needs to be undertaken to formalise the role through training and recruitment, collaboration with relevant communities and industry to improve standards of training and employment outcomes. Interprofessional collaboration may be one avenue to help students understand the range of possibilities. Students in speech pathology and AHA students could then see how the work could be undertaken. Survey of students indicated the usefulness of the session. Then shared plans for the future in particular to expand to other AHP programmes. 

Closing keynote is with Simon Walker from the NCVER on 'data's role in transforming the future'. Covers what big data is in the context of VET; big data and NCVER, applications in VET and the future of big data. Big data is now important to help understand the complex challenges and to respond and adapt to meet these challenges. Big data includes large amounts of complex data from multiple sources that can be assessed, stored, analysed, and reported - volume, veracity, value, velocity and variety.

Summarised the benefits is to provide an accurate and complete picture of a situation. Able to gain insights more readily, especially using AI. May be useful to predict future needs, target rapid interventions, assist businesses to understand their markets and clients and has potential efficiencies in time and cost. An example is how OECD uses to emphasise the important role of well-being and health.

In Australia, there is data from the Australian Bureau of Statistics, National Skills Commision, VET National Data Asset, Australian Skills Classification etc. Strict protocols cover the ethical use of this data. Shared examples from NCVER current projects as to how big data is used. New data directions include predictive analytics, longitudinal data, data linkages and data-driven user interface to access secure data products. Current projects on completion rates, pre-apprenticeship behaviours, indigenous learners, longitudinal TVA dataset and datahub to provide access to NCVER data. Detailed the VET data streamlining project seeks to update and enable real-time VET activity data. 

Future of big data to work towards include real-time data, cloud platforms and storage, predictive analytics, data sharing and context-rich analysis. 

Overall, another good range of presentations. The platform used is rather didactic. Videos are recorded and played back for each session. This means that reference to and connection to the keynotes or other presentations is not possible. Slides in standard mode often difficult to see and expanding the video causes the live chat to disappear. It is difficult to participate in the chat, when watching the presentation and taking notes. Having to move to the next presentation without a break means little interaction actually occurs in the chat. The advantage is that the recordings are not live which minimises technology issues and other glitches. The recordings are archived for 3 months for viewing and later follow up.

NCVER 'no-frills' - DAY TWO

Day two begins with a  a welcome back from Phil Loveder and a promo from axcelerate a student management system. 

The day's keynote is with  Alex Jackson, executive designer with ThinkPlace. He presents on 'Game on! How to integrate gamification in VET'. Covered behavioural design. Gamication is a way to also apply social psychology to bring about behaviour / attitudinal change. Used the example of changing the stairs coming off a subway into a keyboard, to encourage people to use the stairs instead of the escalator. 60% more people used the stairs :) The underlying 'fun theory' is framed in self-determination, motivation, engagement etc. 'nudges'  used in marketing can be used both ways, to encourage purchase of 'junk food' or 'healthier choices'. The FitBit is an example of a personal motivational tool and duolingo of 'reward' and speed cameral lottery to prevent speeding. Collaborative problem-solving example with fold.it  to motivate citizen science to work on DNA. 

Important in gamification is 'who are we designing for?' Demographics, challenges/painpoints, job-to-be done, target behaviours, motivations and goals. Or apply the 7 needs model - purpose, cognitive, affective, relatedness, mastery, autonomy, basic needs. How do people interact - achievers, explorers, socialises and killers. The building blocks of gameplay include motivations, win states, mechanics of the game, and narrative. The design process includes identifying intent, explore - users etc, design, launch, and evolve/evaluate. 

Gamication concept should be fair and genuine, transparent and have checks and balances so people are 'gaming the system'. Gameplay experience include balance of he design, playtesting and accessibility and appropriateness. At the end, games are designed for people. 

How can gamification be used to solve problems? Provided examples including  Air and Space Power Centre (ASPC) game (using cards) to engage staff in strategic conversations. A paper based gamification of innovative practice for teachers. Gamified/digital professional programme for Australian Research Centre (ARC) to improve engagement with PD. Gamified education on biodiversity and Australia (interactive website - Kanga Zoo) for Department of Foreign Affairs. Each required intensive user / intention identification before game design itself began. 

Case study - gamification of how agricultural systems can be transformed. Need to communicate complex systems and scientific information in an engaging way to ensure there is action not just talk. Used  'crowdsourced' feedback to refine the game. Started with a simple sketch and shared the many steps taken to refine the design. Applied to an interactive game (using cards and digital platform) and concept similar to SimCity to create a food supply system. Described the various components of the game and how they interact and cause gamers to learn, think, judge and shift their thinking (the final transformation score). Participants' feedback indicate that the intention of the game was reached.

Closed with the advantages of design processes and gamification and its contribution to engaging learners, and creating lasting and transformative change.

I miss the 3 concurrent sessions as I have another meeting. Over the weekend, I will catch up on these , and other sessions which ran whilst I was viewing another presentation and post the summaries next week.

Featured speakers are up next.

Firstly, Kira Clarke from the Brotherhood of St. Lawrence (has publications) on 'key lessons from a systemic change approach to strengthening skilled pathways to work for disadvantaged young people'. project link. Began with an introduction to the Brotherhood of St. Lawrence. Summarised the rationale for the study and the guiding philosophies. The definition of systemic change as a form of social policy work that intentional disrupts and re-aligns human systems that also is equitable. Detailed the methodology to create opportunities for change, specify the change agenda, develop adaptive evidence making and develop better systems. Applies this to helping to develop better ways to support youth unemployment. In 2019, the 1st phase to understand the structural problems was initiated. Through the National Youth Employment Body, 'stakeholders' were consulted. In 2020, with Covid, an high increase in youth unemployment occurred. Followed through by co-designing a training pathway for young people to work in the aged-care and disability support sector. 

Found that local initiatives required strong support and provided opportunity to better understand the drivers and inhibitors. In early 2021, an adaptive evidence making agenda was developed. There were siloes between education, training, employment and youth support. Barriers were complex and diverse. Funding was sporadic. Career access and mobility limited reliance on narrow occupational pathways. There was a lack of clarity and consensus on work-relevant and assessable skills.

Structural problems around funding, existing training design mechanisms which did not include local voice, occupationally narrow qualifications, siloes and current entry level pathways focused on technical skills but generalisable skills would be more useful. These informed Phase 2 at the beginning of 2021, to build change momentum. Engaged with primary industries to develop better systems. 3 workshops convened to work out ways to work through the structural problems. Adaptive evidence making agenda being developed. To clarify what employability looks like for youth; widening employment-based opportunities; prepare clean economy jobs; and fit for purpose adaptive credentials for young people These help to create a learner-centred training system that adapts to career development needs of young people. 

In late 2021, work began to specify a change agenda. Building relationships, networking and building of trust takes time. Goal to build a sustainable and generalisable model. Emerging principles include problems existing both at systemic and programmatic level; creating conditions for sustainable innovation requires strategic governance structures; fit for purpose VET is designed to enable the co-development of technical, industry specific transferable skills and general employability skills; transformational educational pathway is one that gives young people direction.

Phase 3 on driving a policy change ambition has now started to develop better systems. 

The next featured speaker is Ian White, data analyst from NCVER, on Upskilling and reskilling: the impact of COVID-19 on employers and their training choices. Publication on student outcomes. Began with overview on why employers train, types of training, and employer contributions towards the training. Employers train to improve quality of products/services; meet regulatory and licensing requirements; and to support the adoption of new technology. Training undertaken through accredited and unaccredited training and 'informal' training. Employers likely put in funding but this is not recorded - estimated to be 7 billion in 2014. 

The impact of the pandemic and employers was due to the COVID-19 restrictions; the need to have to leverage new technology and the shift to remote working. There was wide variance across industries with some (hospitality, tourism etc.) severely impacted and others much less so, leading to a range of responses. 1/3 of businesses adopted new technology -to stay viable, maintain market, deal with skill shortages etc. Working from home occupational and industry dependent.

During the pandemic, employers' engaging with all types of training increased between 2019 to 2020. This may be due to the new training requirements due to impact of pandemic; key areas were health and safety; infection control; and also computer skills/data literacy and customer service. Training predominantly in-house due to situation, online, and need for rapid response. 

Summarised future training priorities. 20% indicated that training needs are now different then before pandemic, 1/3 need to increase training due to expansion, replacement of staff etc. Digitalisation has been increased to allow businesses to deliver products and services. Urgent need for digital upskilling - basic, cyber security and data analysis. Adaptability a key and training helps businesses recover and flourish. 

A Q & A session with both Kira and Ian is then facilitated by Steve Davis.

The next session is with Dr. Geethani Nair, Sharon Robertson and Phil Clarke from IBSA Group. They present on 'imagining digital skills for manufacturing sector: an industry case study'. Sharon introduced the presenters and questions were used to ground the presentation. Geethani observed how technology is now present across all industries and the pandemic has accelerated the rate of adoption. Technology and automation changes work and requires digital training solutions. A National digital skills priorities need to be identified and supported. Phil described how a qualification was developed which were different from the usual training package development process. Industry 4.0 demands digital fluency, not just digital literacy. Manufacturing requires upskilling due to increase in automation, AI. In Aotearoa, by 2030 manufacturing requires high levels of digital skills including coding, cloud computing etc. to use work tools and processes. There is more information on digital literacy but digital fluency is different. Digital fluency means they are able to create new tools etc. not just use the platform or tool. Digital literacy is the foundation. Need to move beyond novice, advanced beginner and capable to being proficient and lead.. That is, capable of understanding when and why to use various forms of digital technologies. 

Outlined the project  beginning with a literature review which informed a survey and interviews and the conduct of a pilot project. Findings include concerns expressed by employers (lack of training, inadequate focus on interpersonal skills, fear of interacting with digital interfaces). This work will help to inform the development of the development of a digital fluency framework/standard. Skill clusters involved include solution  collaboration/communication, information data and cyber fluency. Next steps are to trial the standards through a pilot. Collaborate with a university to contextualise self-assessment tools, conduct workshops and pilot employers to co-design an timely skills-based approach to upskilling, and encourage organisations with employees working in the higher end of digital skills to participate in the pilot.

Followed by Craig Poole from TAFE Queensland who presents on 'vocational higher education postgraduate pathways: short cycle upskilling for employed VET graduates'. Rationale for the project include social and economic changes requiring VET graduates to continually upskill. As with previous presentation, skills for the future include communication, digital literacy, and problem solving. Disciplinary depth, ability across occupation, flexibility to apply expertise across teams and broader range of skills, values and behaviours required in all work. In general VET graduates in work prefer short course, micro-credentials, professional / vendor credentials, skill sets and MOOCs. Not just T-shaped profiles but pi- or comb-shaped as workers move through several different jobs and careers. These provide motivation for graduate certificates which are short, on-line and cover specific outcomes. Listed GCs that are currently popular for career changes, career extenders, professional COVID responders and 'discretionary students' looking for personal attainment. Detailed examples of vocational - graduate certificate pathways and summarised case studies. Advantages and disadvantages of the various pathways discussed. Small number of students at the moment. What is currently known is that there is motivation to undertake this pathway as it is a 'learn while you earn' model; challenges are aplenty including cultural and academic transition and workload; but supportive workplaces promote success. Shared the strategies being used to gather 'future students' to the programmes. 

(Note to self - check slides do not have very small letters, making it difficult for audience to take notes - especially if they only have one small screen and have several windows open). 

Another busy day with good range of presentations. The 'fleshing out' of 'future skills' across several presentations useful. 

NCVER 'no-frills' 2022 - DAY ONE

 The annual National Centre for Vocational Education Research  (NCVER) 'no-frills' 31st conference  three day conference begins today. The event is online and is run on Australian Central Standard Time (ACST) which is 2 and 1/2 hours behind NZ time. All sessions are pre-recorded and run as each session comes up on the programme. Presenters answer questions that may come up in the chat. 

This year's conference begins with a welcome from Phil Loveder (NCVER). He begins with an overview of the conference platform. Simon Walker from NCVER then provides the opening address starting with a welcome to country. He summarises the reasons for the conferences' theme 'VETs role in transforming the future'. 

Hon. Brendan O'Connor MP, Minister for Skills and Training then officially opens the conference. The minister was also in office in the government 9 years ago and has returned to the position again. He outlines the government's strategies to ensure Australians maintain their skills across the many challenges of the present and into the future. Currently, there is (as with Aotearoa) a shortage of skilled workers in many industries. Detailed the areas with large demands and almost all require VET. 9 out of 10 jobs going into the next decade, requires post-school education. The current government is committed to restoring TAFE with large investments into VET. This is to ensure that skills training is availed to all and training and education targeted to the correct areas of current and future skill needs.

The day's keynote is sponsored by ADCET - Australian Disability Clearing House for Education and Training. 

The first keynote is with Sophie Renton, a social researcher and MD for McCrindle Research on the topic 'the future of vocational education: Now and towards 2032'. Introduced self, the organisation and what 'social researchers' do (i.e. telling the story of people). Went back to the year 2020 to set the scene and especially the effects of Covid-19 has had on the present and into the future. Within the edncation sector, shifting to online learning, having to 'learn/work from work' etc. have created 'change fatigue' and 'change apathy'. However, to move forward, we need to cope with, respond to, and move towards the future. Lots of topics in 'the future' and one way to try to move on into the future, is to understand better, our students.

Current students are digitally integrated. 75% of Gen Z check their devices 3 minutes after waking. Their greatest fears are now low wifi, low battery or slow upload! Gen alpha (12 and under) were born the after the iPad was released - will probably never use fax, GPS, credit cards, analogue clocks. 74% of Gen Z cares about global issues with the pandemic highlighting for them, many social issues. There are no limits geographically to opportunities and they have a 'global reach'. Post-school pathways are no longer linear and much more eclectic. Mobility is a given with social and digital literacy. TL:/DR - too long; don't read - is a mantra. Use Tik Tok (especially females), instagram, and YouTube (males) daily and then parents to learn things. 

Work is also changing. 1) Manual tasks are being moved (or have already move) to automating/digital. Jobs like blockchain developer, UX manager, cybersecurity expert etc. did not exist until recently. Lifelong learning required by all. 83% of students agree there is a need to engage with further study beyond graduation. VET programmes are shorter and require less economic investment. Micro-credentials proposed as required. 2) Technology has to be more human. Foundational literacies are still important by creativity, collaboration, critical thinking etc. important. But even more important now is self-awareness, adaptability, leadership, curiosity, collaborate. The most valuable skills will be human skills. 3) Fixed to flex. work from home has benefits and flexible working arrangements are now mainstream. 82% of students prefer hybrid working compared to 62% of current workers. This is also in for learning - 72% preferred flexible learning arrangements. Only 14% are looking for traditional.  working arrangements.  (not sure about this one as many occupations do not have options - nursing, aged care, trades, hospitality etc. etc.). 4) Profit to people. well-being is important, work is not just a job but a lifeline to social interaction, meaningful activity and challenge. People-centric approaches attract better, more committed workers. 5) Generational divide. Gen z currently 17% but by 2032 over 50% will be Gen y and gen z. Boomers are exiting the workforce and there is a need to fill the gap. Generational inclusiveness, valuing wisdom of boomers and intentionally creating inter-generational interaction is important. The 'apprenticeship' model is useful. 6) Security to purpose. not only job security but purpose in work, aligned to workers' core values. Not just endless opportunities but purpose, which drives engagement. More on 'equipping students for work of the future'. 

Concurrent sessions begin. I attend the session with Nerida Volker from TAFE NSW and Catherine Maloney, CEO for SARRAH, present on 'services for Australian rural and remote allied health (SARRAH) & TAFE NSW: a collaboration case study in rural allied health and vocational education'. Began with rationale of the project and the objectives of both TAFE NSW and SARRAH. Shared aspirations and responsibilities include the need to provide access to health and skills training services, meet rural services commitments and help people meet their potential and perhaps move to higher education. Defined the allied health professional, their role and responsibilities and diversity (25 health disciplines across healthcare, disability, aged care and mental health care. Allied health assistants support the allied health professionals including therapeutic programmes under delegation and supervision of the health professionals. Over 1 million jobs over the next five years in this sector. Shortage especially challenged in rural contexts. Provided details of the Allied Health Assistants in Cert III and IV. Shared case study to document the collaboration and the impact of the collaboration between SARRAH and TAFE. Explored the system enablers, training access, cross sector relationships and training quality. Closed with plans for next step. 

Then, with Professor Steven Hodge from Griffith University and Dr. Lizzie Knight from Victoria University on 'importance of relationships in creating and sustaining integrated VET-higher education qualification pathways' from a NCVER project completed last year. Began with the project background, then challenges of integration, characteristics of sustainable models, key findings and implications. The project examined the arrangements of integrated VET and HE qualifications and flexible entry/exit points in VET and HE to determine if and how these could be implemented more broadly. Challenges included curriculum mapping (but both VET and HE used different vocabularies and had different policies, practices and customs) which was resource-intensive; industry relevance; student acceptance; and relationships between and within institutions. Key findings include the need to ensure the integration makes sense, be complementary and non-competitive; continually work required to maintain relationships; managing the challenges from within the institutions; professional trust is of the essence; and moving from individual to institutional relationships to ensure sustainability of the integration. Timely advise for Te Pūkenga as ITOs and ITPs come together as one.

Featured speakers are next up. 

Megan Lily from the Australian Industry group on 'in 2022 Australian business leaders are turning to education and training for the solutions'. Data from annual survey of organisational CEOs. 73% difficulties in finding and retaining skilled labour. CEOs recognised there were no quick fixes and were willing to invest in training. 96% indicated willingness to put resourcing into staff training. What will businesses do in response to skill shortages. All indicated efforts to engage with training in some form. 61% training existing staff, 26% outsourcing and 21% looking overseas. Digital skills was highest need. from basic digital to advanced data security etc. Most taking longer term and strategic planning to invest in new skills and technologies. Building relationships with schools and tertiary institutes one way to help build relationships and promote industry careers. Digital transformation seen to be necessary and has to be resourced and supported. Businesses embracing upskilling and reskilling activities. Timely training is important. Young people need opportunities to attain skills in demand. The traditional learning pathway is no longer fit for purpose. Lifelong learning a must but relevance of training programmes required. Long term planning required to address the ongoing skill shortage challenges. Some solutions include closer collaboration between HE, VET and industry; higher apprenticeships, implementing review of qualifications, and the setting of digital literacy standards. 

 Silvia Munoz, SkillsIQ on 'the future of skills needs of service-based industries and VET's role in delivering the skills'. Introduced self and SkillsIQ, background on the service-based industries, the National Skills survey, key challenges - workforce challenges, future skills needs and priorities for the VET sector. The service-based industries include health-care and social assistance (1.4 million work force and largest in Australia), retail trade, and tourism and hospitality including accommodation and food services (severely affected by pandemic but forecasted to recover quickly). All have strong employment and presently have significant workforces supply and skills issues. 

National Skills survey to find out from industry their recruitment challenges and skill needs into the future. Workforce challenges for each sector detailed. Covid featured strongly followed by recruitment difficulties and skills shortage. Skill needs were sector specific but common themes of resilience, digital literacy, customer service, communication and teamwork. For VET, need to ensure industry engagement, increase in government funding, and clear employment pathways. Qualifications are up to date and meet industry needs is essential to ensure supply of a skilled workforce. 

A panel discussion with both the featured speakers followed.

The last presentation of the day is with Michelle Circelli and Zhenyuan Li from NCVER who present on 'journeying through VET: a case study of LLND/employment skills learner pathways. The project looked into 'who is doing foundation skills programmes?' and 'what are their further study and employment outcomes?' 'What does their journey through VET look like?' 'What are the completion patterns of those who undertake foundation skills programmes?' Overviewed the scope and aims of the study and the overall research method and analysis. The participant sample (2016 and followed to final enrolment event) was detailed. 4 categories of learners - foundation only (largest group - almost 1/2), foundation followed by VET, foundation plus VET concurrently  (1/4 of learners) and other VET followed by foundation skills. Foundation only and VET followed by VET were older, mostly born overseas with other languages spoken at home and 15% employed. The other concurrent and foundation followed by VET were younger, mostly born in Australia with English primary language at home and 36% employed. Foundation group only tended to stay in this group for several years. Other VET back to foundation programme tended to also stay in foundation skills. Foundation skills followed by VET moved on to other VET only. Concurrent foundation and VET tended to move to the same programme structures or move on into other VET.  Other VET followed by Foundation either stayed in foundation or moved to foundation skills. By 2019, 53% completed a programme. 1/3 of foundation only students had completed the programme. Foundation followed by other VET had almost 70% completion of at least one programme. Concurrent group similar. Other VET followed by foundation had just over 60% complete at least one programme. Learning journey complex with multiple enrolments across several years. Foundation plus a VET more likely to complete a programme. Important to consider the many challenges foundation learners face and understanding their motivations also important. Many foundation skills programme learners indicated personal reasons as main reason impeding their progress. 

A packed programme but a good range of presentations.

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.  

Australian perspective of vocational education and training (VET - NCVER 'landmark' series

 The VET Development Centre (VDC) based in Victoria, Australia featured and summarised Professor Erica Smith's 'landmark' look into the Australian apprenticeship system. 

In turn, the NCVER VOCED has collated a VET knowledge bank of the key policies and reports which impinge on Australian VET, which they call 'landmark documents'. A good resource for those wanting to understand the evolution of the Australian VET system. A good way into VOCEDplus  massive database is their 'special collections' site which has links to key topics including key research and policy by region (Australian), programme based collections, organisational based collections, VET/HE pathways, thesis and key conferences.

Other landmark documents include:

historical overviews of the place of VET;  research in the VET sector, overview of the VET workforce; reviewing aspects of skill and knowledge; and training and assessments. 

A few already somewhat dated and all are contextualised to the Australian VET context. However, they provide good summaries and recommendations and are useful as comparative tools to see how things have shifted (or not) and provide the historical background for understanding the Australian system.

Emergence and Innovation in Digital Learning (2016) - ebook overview

 This book, Emergence and Innovation in Digital Learning: Foundtions and Applications : published in 2016 by Athabasca University and edited by Dr. George Velesianos, is available as an open access ebook. 

I downloaded the book last year and a wet weekend provided the opportunity to read it more thoroughly. Although a relatively new book, some of the concepts have dated especially due to the rapid move to blended/ online learning due to the pandemic. The first few chapters provide good frameworks for understanding aspects of educational innovation and the emergence of 'new' pedagogies.

 The book has two sections. Part 1 has a series of chapters providing 'foundation' followed by the next section with 6 chapters as on 'applications'. Below are short overview of the chapters in the 'foundation' section.

Section 1 - foundations

chapter 1 by the editor, grounds the book's premises and concepts by defining the characteristics of emerging technologies and emerging practices in digital education. Of note is the 'fluid' and contextualised nature of 'emergence'. What is innovative in one discipline / sector may already be mainstream in another. 

The second chapter by J. Ross and A. Collier, continues on from the discussion in the first chapter. The contention is that 'innovative', 'new', and 'emergent' technologies for teaching online are complex, messy and often at a state of 'not-yetness' requiring careful, reflective, agile and sensitive (to learner perspectives) introduction, development and support.

Terry Anderson summarises the theories of learning pertinent to working with emerging technologies. His framework on learning interactions is introduced along with summaries, discussion and critiques of relevant theories of learning. These include social constructivism, complexity theory, net-aware theories of learning, heutagogy, connectivism, groups nets and sets, and threshold concepts. A bit of an eclectic collation!

Royce Kimmons and  Cassidy Hall then propose an 'emerging technology integration model. There are many examples of models including TPACK, SAMR, Replacement Amplification Transformation (RAT), Technology Integration Matrix (TIM), Technology Acceptance Model (TAM) and Technology Integration Planning (TIP)! Six criteria are important when applying and evaluating models - compatibility, scope, fruitfulness, role of technology, student outcomes, and clarity. The chapter provides good discussion and critiques of the various models.

The last chapter in in the foundations section is by Elizabeth Wellburn and B. J. Eib who propose ' multiple learning roles in a connected age' - when distance means less than ever. The chapter focuses on the perspective of learners and how their role has changed, from empty receptacle for 'knowledge' to be poured in, to active and co-construction partner. The chapter overviews various ways to understand how learning has been shifted by access to information and the need to provision learners with the metacognitive skills to navigate a complex and ever shifting environment. This especially important when distance learning is the major means by which learners access learning. 

All in, the foundation chapters provide good anchors to ground thinking on the introduction and implementation of technology into education. 

International Journal for Research in Vocational Education and Training

The International Journal for Research in Vocational Education is an open access journal with connections to the European VET research community through the  The European Educational Research Association (EER)). Vocational Education and Training is one of over 30 networks supported and networked through the EER. 

The IJRVET publishes 3 issues a year with a the addition of occasional special issues. The journal is open access and is now into it's ninth volume. The range of articles includes a small number of studies of workshop/classroom-based learning through to ones which discuss broader social/economic issues of VET.

I have dipped in and out of articles as they appear on my Google alerts but will need to do a concerted trawl through the journal to bring across relevant articles into EndNotes.

International Handbook on Education Development in Asia-Pacific

 This book, the International Handbook on Educational Development in Asia-Pacific, is another in the Springer 'Living reference' series. As with a previously blogged book - the Handbook of  Open, Distance and Digital Education, chapters are progressively uploaded, as they complete the final review and production process.

Caveat: I have a chapter, on Recognition of Current Competency/ Prior Learning, due to be published in this book :)

The book is edited by Wing On Lee, Philip Brown, A. Lin Goodwin and Andy Green. and will eventually be made up of 140 chapters across a range of adult and continuing education sector topics.

At present 7 chapters have been uploaded and going by the previous example (which increased from 15 to 25 chapters in two months, the chapters will take several months to all be uploaded into the volume. A major difference is that the Handbook on Open, Distance and Digital Education's chapters are open access and the International Handbook on Educational Development in Asia-Pacific are not :( 

Springer's official description of the differences between 'living and static' reference works is interesting, basically offering access to chapters in advance of the final printed version of the book. However, there is no mention of updates, once the book is finally published. 

Pedagogies for future orientated learning - a book overview

 This book edited by Helen Bound, Jennifer Pei-Ling Tan and Rebekah Lim Wei Ying, proposes some responses to the current challenges posed by the rapid changes wrought by the 4^th Industrial revolution.

It brings together two topics within my research sphere – pedagogy and identities. It’s a relatively short book – not quite 200 pages – with 10 chapters.

The book begins with an Introduction: Flipping the lens from educator to learner, written by Helen Bound. This chapter, along with the following chapter, introduces the book’s focus on learners as being at the centre of learning, instead of educators or teachers. The rationale is that work constructs will shift but it is the individual who has to adjust to these changes. Providing agency and opportunities for learners’ continued professional development, equips them with the skill sets and attributes to make choices and continue with ongoing employment.

The second chapter by the book’s 3 editing authors, introduces the key constructs: conceptions of learners’ future-orientation, identities, contexts, and practices. These three are interconnected. Learners embark on a continuous journey to become and be, meaning their identities shift as contexts of their work and occupational practices shift with time and future orientations.  

The next four chapters make up the section on ‘framing the issues’.

First up is Anne Edwards with a chapter on ‘rethinking learning for a high-skills economy: what a cultural-historical approach can offer. Uses Vygotsky ‘social pathway of learning’ as a means to explain how people’s agency are in turn supported by the various ways their learning environment, socio-cultural relationships, and work tasks. It is important to try to understand the multiplicity of paths individuals may select from and how these are impinged upon by many other factors.

Secondly, Roger Säljö writes on ‘learning in a designed work: symbolic technologies and epistemic practices in the evolution of professional knowing. Proposes that humans have always created artefacts (tools, machines, books etc.) to support their work. Intellectual activities also depend on symbolic technologies and these are much more prevalent now due to the advances in digital technologies. It is important to understand how we integrate these into our work as they assist as to think, problem solve and becoming competent workers.

The third chapter in the section is by Henning Salling Olesen. His chapter is titled ‘researching lifelong learning policy: concepts and tools’. Calls for the recognition of practical perspectives into how we understand ‘formal learning’ and ‘lifelong learning’.

The fourth chapter by Arthur Chia is on ‘future of work, transitions, and future-orientated learning’. Utilises a social economy perspective on work and poses the need to ensure there is a more equitable future that allows the needs and interests of working people’s learning are prioritised. Proposes future orientated learning as a means to enhance ownership and control of their work, labour and skills. This is supported through the ‘six principles of learning design’ to engender workers’ and learners’ agency, mutual exchange and interaction, participation and engagement in work. 

The next section covers ‘flipping the lens in practice’ and has 4 chapters.

First up, Christine Owen writes on ‘enhancing learning in the workplace’. Applies psychological and socio-cultural perspectives to argue that workplace learning is a two way process – between worker agency and workplace affordances. This chapter adds to the corpus of work on better understanding the complex nature of workplace learning.

Then, Rebekah Lim Wei Ying’s chapter ‘towards expertise: operationalizing identity development and considerations for the Singapore work-study programme covers how the growth of agency in workplace learners, is connected relationally to a complex web of ‘others’. These include the signs and symbols mediated by how people use these; and the identity positions assumed by people which augment or downgrade who they are. Proposes that study of work should include perspectives of the learner, the learners’ reflection of their growth, and how others view the learner.

Next up, Helen Bound and Seng Chee Tan write on ‘dialogic inquiry: a pedagogy for foregrounding future-oriented learners and their learning’. Argues for a shift from exploring ‘educator and content’ towards the dialogic processes of teaching and learning. There needs to be a stronger focus on learners and learning. Uses two case studies to illustrate the richness of data from applying dialogic inquiry to better understand learning.

The last chapter is by BiXioafang on ‘adult learners’ sense-making in blended learning environments: Healthcare and workplace safety and health’. Brings in the ‘blended learning’ environment into the milieu. Explores the sense-making features of individuals in two blended courses; and the impact of sense-making contributors (context, design and delivery).

Overall, good chapters to provide food for thought on the changes in how we understand workplace learning. Although a complex environment, context, individuals’ agency, and workplace affordances are predominate players. Ensuring learner support to understand better, their own motivations and learning trajectories; promoting better workplace understanding and support; and the provision of government policies to support seen to be the way to go.