Notes from this afternoon's presentation by Professor Antje Barabasch, head of research at the Swiss Federation University of VET who is currently in Aotearoa NZ for several months. She has been exploring the NZ VET system and presents on work undertaken to study VET attitudes of enterprises (business entities); innovative approaches to apprenticeship; and conditions shaping innovative learning culture (processes, strategies in training, forms of work organisation).
Began with an overview of the Switzerland, the Swiss education system, the various pathways through the system from school into tertiary/VET and how the dual track VET works. 73% of each school leaving cohorts enter apprenticeship. Explained how apprenticeships work. Firstly, the apprentice needs to find the position. A contract is set up and the apprentice is paid by the company. Training occurs on job with a competency orientation. In general, 3 - 4 days work in the company and 1 - 2 days at VET school. 'Branch course' also may occur in specialists occupations (equivalent to block courses).
Funding comes from the federal government, the cantons (regions) and private sector.
Rationale for studies include external competition leading to structural and cultural innovations. Work organisation changes and innovation evolve in apprenticeship traning due to changes in the organisational culture. Study undertook 10 case studies across 6 industries - telecommunications, public transport, postal service, pharmaceutical industry, retail, and machine-engineering).
Learning culture - learning is embedded in cultural settings.
Shared one major move to 'transversal skills' critical thinking, creativity, teamwork, communication, flexibility etc. Apprenticeships also need to be supported to attain and maintain motivation and enthusiasm. Motivation can be supported by providing opportunities to increase competency and confidence; provision of autonomy is important; and the work in different teams and be open to new team members etc. (i.e. teamwork skills).
Reported some findings. Used the fitness training enterprises as an example. Then shared a collation of the 'innovations in workplace learning' which help enhance apprentice learning. Themes include mobility and exposition, take over responsibility and entrepreneurship, preparatory courses and special training, and supporting creativity.
Closed off by summarising how to translate industry expectations into workplace learning. Innovative ways to extend and augment apprenticeships lead to increased attractiveness of the industries and better recruitment. Commitments required from enterprise management to allow for success in innovations. Important for VET teachers and trainers have sufficient skills to ensure coaching and teaching is also able to be flexible to support innovative approaches. Also shared the challenges as it takes time, effort, commitment and good systems to support innovation.
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