INAP 2019, DAY 2 afternoon

After lunch, I return to the teaching and learning stream.

Firstly with Dr. Christoph Nagele from the University of Applied Sciences and Art, North Western Switzerland and Professor Markus Neuenschwander on ‘preconditions of learning at work and its impact on occupational and organisational satisfaction’. Began with context of the Swiss VET. Generally, Swiss students complete baccalaureate to progress to university or 60% of students complete initial VET, then work and either engage in continuing education OR proceed on to higher education at vocational pathway or to applied university. Therefore, work after initial VET is important in preparing / informing people on possibilities beyond their current work. So, are learning opportunities contributed through personal growth, job control, workload, social support, occupation satisfaction and organisational satisfaction? Data from 2012 – 2019 of educational pathways of 800 + young people. Data collected at end of compulsory school, initial VET and at work. Participants differentiated by whether they stayed on in work or sought job change. No effect from growth need but contributes to positive impact on job control. Workload and social support (slightly) positive. Learning opportunities are affected by occupational and organisation satisfaction.

Then, Dr. Bill Esmond from the University of Derby with ‘apprenticeship teaching in England: new practices, roles and professional formation for educators’. Covered international background on educator roles in apprenticeship; origins of competence assessments in England; updated on contemporary policy change; the study method and findings. In general, apprentices assisted by academic teacher, vocational teacher and workplace trainer / mentor. Assessors are not usually associated with a workplace or training organisation. There has been a removal of qualifications from apprenticeship, so assessors may now not be required. Therefore, some assessors move into training roles. VET educators are continually being de-professionalised. Traditional apprenticeships had about disappeared in the late 1970s / early 1980s. Modern apprenticeships introduced in the 1990s and they were not so much market driven but policy driven. There was a focus on assessment rather than on the actual learning and training. Now, a shift back to workplace training rather than assessment. Therefore, assessors move into training roles. Interviews of 16 assessors to see how this change was occurring. Studied ‘how new set of practices was being adopted’; differentiation of other educator roles; contested learning locations; and firm-based or industry-based knowledge. Therefore, a shift in roles, leads to confused but pragmatic adjustments.

Next, with Simon Whatmore, Nicolas Wyman and Andrew Sezonov from the Institute of Workplace skills in Innovation in Victoria, Australia on ‘ the creation of the Australian industry and skills committee, the governance and operational reform lessons of the new Australian training package development model’. Overviewed Australian VET and challenges including gap between knowledge generated by training system and skills demanded by employers. Additionally, there are chronic skills shortages and structural issues although there are strong job outcomes and employer satisfaction with the outcomes of training packages. Training packages are set up as a ‘list of ingredients’, not a recipe. There is variability in outcomes as the competency assessments are subject to interpretation. Described the rationale and details of shift from Industry setting councils (ISC) to Australian Industry and Skills Committee (AISC), tasked with industry leadership, high quality training and flexible delivery models. Discussed whether the new system is effective after running for a few years. Minimal impact although there have been improvement in outcomes in sectors which had weaker pathways.

After afternoon tea, a plenary on the conference summary and outlook with Professors Erica Smith and Philipp Gonon. Professor Thomas Dessinger then closed the conference.