The Australian vocational education and training Association's (AVETRA) conference is held later this year. Here are notes taken on day one of the two day conference held at the University of Technology Sydney.
Welcome from country with Michael and from Steven Hodge who is standing in for the AVETRA president Kira Clarke. Michael provided us with the significance of indigenous places and fauna in Central Sydney, the history of indigenous peoples with their long association with the Indonesian archipelago, along with the brutal and sad history and impact of colonisation.
Steven thanked the conference committee and went through the various conference items.
First keynote is with Professor Barney Glover, Commissioner of Jobs and Skills Australia. Overviewed JSA's capacity studies with several big reports about to be disseminated. All part of the emphasis by the Australian government to upskill Australians. JSA involved in several including qualifications reform, stewardship of the tertiary education and encouraging industry to be more proactive in informing skills development. Establishment of JSA part of the larger reform of understanding the role of skills. Objectives of JSA include addressing issues of equity so all Australians are able to gain the relevant skils; understanding the current Australian labour market; shaping the future of the labour market (including Gen AI in the labour market); how to optimise the national skills system; and activating the 'dailogue' to engage with government, industry, and unions. Summarised several recent and up and coming reports. - Clean energy workforce capacity; Skills misalignment data - over the last decade qualification levels of Australians lifted, higher education completions higher than VET but there is a shortage in many VET-qualified occupations. By 2050 80% of population must have tertiary qualificaion. More work on the preparation and support of apprentices required as many drop out in the first year. Skills shortages most frequent in technicians, trade workers and professionals. Gender skewed occupations more likely to have shortages. Shortages are not about supply!! gaps are created by longer training, shorter training!, suitability and retention. Better understanding of workplace culture and how toxic work practices can be ameliorated (funding/procurement standards).
The second keynote is from Dr. Bob Boughton who presented on First nations communities. Began with acknowledgement of the Gadigal people. Has worked since 1974 with First nations communities, where many were not well-served by the education system. In 1998, returned to Alice to take on a post-doc research which he provided details on. Explored the impact of poor outcomes from education on the health and well-being of first nation communities. Three pieces of evidence, collected over the last three decades. 1) Scale of challenge was large. IN 1996, over 45% at level 1 and another 35% at level. Unfortunately, since then no distinct data available via international surveys (PIACC). Resorted to localised collection of data. 60% of first nations people through household survey have low literacy. No real change seems to have occurred over the years! 2023 research premised that schools have not made sufficient difference in the English language literacy for first nation students. 2) VET system actually has the capacity to make a difference! but the challenge is large. In an example from 2022 - 2023 data, only small numbers of learners identified with literacy needs participate in programmes, withdrawal rates are high (over 70%) and actual completion very low (0.28%). 3) Provided a case study in Timor-Leste which has successfully created good outcomes. Literacy for Life in Australia provides a good example of something that works through community involvement, with first nations teachers supporting their people using the adult lliteracy campaign model. Communities can solve the problem if provided with sufficient resourcing. Shared hypotheses as to why things move so slowly and why resourcing is still difficult. Acknowledged the many first nations peoples who have worked on these initiatives over the years.
I chair the a stream in the first collection of presentations. There are 3 presentations before lunch.
First up, Eve Price with Brenden Mischewski on their degree apprenticeship project in NZ. Pathways to success- unlocking the potential of degree-level apprenticeships in Aotearoa NZ. Covered the context and gap in educational framework. There is growing need to align education with industry demands; skills shortages in key sectors; and gap in higher level apprenticeships. Defined career apprenticeships that combine undergraduate education with on and off job training, leading to a bachelor's degree while learners are employed and earn while they learn. UK has 70,0000 enrolments. NZ has one degree and small scale pilot programmes at the moment. Overviewed the project to define the principles of degree apprenticeship, running pilots - architectural technology, civil engineering, construction management, surveying (casdral, and quantity). How can the tertiary education system change to better support the uptake of degree apprenticeship, in relation to scalability, quality assurance, and long term stability. Current challenges include policy gaps, structural barriers, cultural and preception challenges, industry engagement and institutional. Summarised the method - see ConCOVE project website
The UK rapid growth supported by employer levy. Other ways to fund it being looked at as the current is at capacity. Benefits included increased produectivity, enhanced employability, and greater employer engagement. Challenges include complex regulatory structures and accessibility barriers for smaller/medium businesses. Time consuming programme development. The comparative pilots selected for occupations with a critical mass. Pathway from level 5 through to 7 useful. Professional registration requirements can be covered during the apprenticeship, saving time and other resources. Summarised the main benefits for learners (earn while learn), employers (greater influence on education) and economy (supporting social mobility). The role of industry in VET (January, 2024) report good resource to draw on. Ended with a summary of policy recommendations, industry and government partnerships and pilot programmes.
The second presentation is with Julie Edwards with work with Josephine Price and Taha Chaiechi who present on 'vocational to higher education pathways - the students' transformative experience. Qualitative phenomenological study, exploring the lived experiences of 10 participants who moved into post- graduate degrees from a vocational pathway. Thematic analysis based on Mezirow's transformation theory. Focused on pivotal points during the post-graduate journey. Not much done of transitions into undergraduate but not for later enrolment into post-graduate. Similar for first in family, academic writing, role of parents, academic research, juggling work, family, study. But main difference with role of partner, working in senior roles with significant responsibilities. Participants experienced a transformative journey, increased self-efficacy, increased confidence, exploration of alternative, lifelong learning, and potential for educators to prepare and support.
I then present the on 'Generative AI in VET: Guidelines derived from integrating Gen AI into foundation to degree level programmes. The presentation summarised the ways used to support VET learners. In the degree programmes, the emphasis has been on enhancing critical thinking and reflective learning skills. For the foundation programmes, using AI as a 'study buddy' to support academic learning scaffolds the learning without replacing learners' effortful learning. Focus of using AI can be decided by mirroring industry practice, supporting pedagogy or enhancing academic literacy developments.
After lunch, an AVETRA life membership award was presented to Berwyn Clayton (who dropped in via zoom).
Following on, there is a panel session on 'VET in the age of AI: What and how we teach and assess' The panel moderated by Dr. Natasha Arthars included Claire Field, Sally Browner and Dr, Suneeti Rekhari.
Began with a question to Suneeti, how is TAFE NSW incorporating Gen AI into their curriculum. Need to look at it from a systematic and holistic perspective for governance; create Gen AI action plan; and capability development of all educators.
Then asked Sally how Gen AI is being included into qualifications. Work now being undertaken to find out how Gen AI affects work in the finance and business sectors. Development of a priority framework - which qualification should be reviewed. Four qualifications in finance and business prioritised. NCVER about to release report of effect of Gen AI in the finance, information technology and business sectors.
Claire presented on what is AI. Reactive machine AI - able to analyse large amounts of data and produce intelligent output - e.g. Deep Blue. Limited memory AI - Gen AI - generates words, phrases and visual predictions. Virtual assistants and chatbots used natural language processing, understinding questions, take actions and compose responses. Presonalised learning (RM AI) AI to accelerate learning, increase student engagement, reduce workload, target student interventions. RPL in real time! competency based but not time-based progression. Examples include Century for school and further education.
How can Australia stay ahead- Claire composed that some countries and institutions have started personalised learning years ago. We should not think that the way we deliver on-line education but to ensure that we keep up with how AI may be useful and not just worry about the academic integrity challenges presented by AI. Australian schools have collaborated and produced a national framework for AI in schools. Tertiary institutions have resources on AI through TESQA. VET in Australia behind on this front.
Sally answered a question on how current training packages stay ahead. Still important to work through the evidence and consultation and analysis is undertaken to inform the changes in the training packages
Q & A ensued. Sustainability in AI is addressed by the AI selecting the most efficient way to generate the response, even though each response can use large amounts of energy. Warning on the future of AI especially as it is owned by corporates. Kinds of AI knowledge also discussed.
Suneeti summarised the challenges involved with working with the issues of compliance and accreditation bodies. The new revised standards are more flexible :) The intention of the standards is to ensure learners receive quality education. There is now opportunity to incorporate AI into contributing to supporting learning. Academic integrity has been picked on but AI can design formative steps and to rethink assessments.
I then facilitate an interactive session with Associate Professor Teressa Schmidt, who is co-editor with me for the International Journal of Training Research. The workshop covers summary of the journal's objectives, the submission process and activities revolving around writing a good journal article abstract.
The AVETRA AGM is then folllowed by the conference reception. All in a long but productive day.
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