Notes taken on the second day of the conference, a full day of activities.
In the first session of the day, I chair the 'VET and sustainable development stream.
- Harald Hanke (University of Bielfeld) and Stella Heitzhausen present on 'didactic framework of a train-the-trainer concept for sustainability-related continuing education. The context is in the electrical industry. Began with the challenges and likey solution. Introduced the transformation competencies in the context of vocational action. Shared the cases participating in the project and the didactic framework that was developed.
Made connections between the economy, society and the biosphere with regard to the streams of sustainability that run through and interconnect these. Education is an important focus as learning how to conduct work in a sustainable way. Workplace learning on sustainability is mandatory in Germany (from 2020).
Competences for work include professional, self-competence and social competencies. Transformational competencies are well connected to these and sustainability can be integrated across to ensure that they are addressed.
Provided an overview on the project - sustainability at work. The sub-project is collaborative development of sustainability-oriented train the trainer concept for metal and electrical industry. Project offers workshops and develops resources so that trainers can guide their apprentices to attain the necessary sustainability practices. Design-based research is used - analysis and exploration (document analysis and scoping workshop - to derive topics from industry participants), design and construction and evaluation and reflection (trial and feedback/self-assessments). Through these, concepts were generated - creating new values, balancing tensions and dilemmas and assumption of responsibility.
Described and connected the framework - the didactic-methodological design.
- Followed on with Marilisa Ohlwein (Leibniez University) who presents on 'integrating sustainability into vocational training: exploring approaches and challenges in the construction sector (wood technology, interior decor (painters etc.) and construction (roofers, bricklayers). Stressed importance of focusing on sustainability in construction as it is one of the most impactful industries on sustainability. There is high potential for the industry to improve - for example through energy efficient buildings, construction life cycles etc. Some crafts have educational regulations requiring sustainability to be integrated.
Shared the vocational training profiles (learning outcomes) include elements of sustainability - for painters and varnishers. However, resources to support these are still emergent and insufficient.
Her study involved a literature review to find examples and resources. There was a large amount of literature (2015-2015) and a flowchart was developed to evaluate these for relevance to the study. Identified small number of articles that corresponded to requirements. Summarised these articles through thematic analysis. Drew these into some guidelines for designing VET learning environments to support the integration of sustainability. Approaches to support these were also shared - teacher engagement and involvement and structure (in the curriculum, lessons, outcomes).
- Then Annabell Albertz (PhD student at the University of Cologne)shares work on 'implementation of green skills at industrial training institutes in India. Provide a background for the project - bearing in mind that India has a high number of industries that are connected to the green-skill workforce. Overviewed the VET system that is central to training the workers at the intermediate level who are the ones who integrate and implement the processes. There is a research gap in the area.
Perspectives of teachers on how to best integrate and implement green skills is studied based on Bronfenbrenner (1979) ecological system theory (exo (external landscape), macro (social), meso (institute) and micro (classroom) systems). Used group interviews of teachers from New Delhi and Bangalore.
Findings indicate that green-skills are rarely implemented in teaching, although there are some extra-curricular opportunities to introduce and practice. Teachers did not have the knowledge or skills to teach, there was limited time in the curriculum and some saw it as being outside their job scope. Teacher training on the topic is not adequate, little cooperation between local community and national scheme, local institutes and industry. There is no overarching government guideline or policies so they are not included in curriculum documents. Some teachers do not see relevance as industry is not demanding that the skills be included.
The absence of exo system - i.e. government policies and its impact on curriculum is a key requirement. Without this, there is no direction for it to be integrated. Shared the implications for practice and for research.
After morning tea, the second keynote with Professor Sharon Gewirtz (King's College, London) is on 'half our future: can we address cumulative injustices and improve support for young people taking non-university routes into work?'
Reported on the near end of a six year study (young lives, young futures study) the common and diverse perspectives of young people who do not go down the university route. Began with a series of vignettes to provide an overview of the participants - many from socio-economical backgrounds, with challenges through school, neurodiversity, difficulties to move into work, some with successful transitions into apprenticeships.
Overviewed the longitudinal project with quantitative and qualitative strands. Participants were young people 16-20 and followed across 3 surveys and semi-structured interviews. The presentation draws on the first two quantitative surveys with 10 thousand + in the first and 6000 + in the second.
For many of the participants, school was something to be endured, feeling unheard and unseen, and skewed careers support. Therefore, large group of young people disadvantaged by the school curriculum, where their interests and aspirations are less valued and there is recognitional injustice, participatory parity, and injustices of distribution.
Then shared the different experiences of differently positioned early school leavers - leaving school at 16. In the UK, NEETs = 28% (16-18 year olds - over 1/2 a million). Type A - high-need stalled transitions (high unmet needs due to working class, SES and adverse childhoods); Type B - non-linear precarious transitions (difficulties finding work - precarious, part-time, low paid work); Type C- relatively privileged transitions (secured apprenticeship, on track to career aspirations, at least one parent in a professional or intermediate occupation). Inequalities, SES, ethnicity, family backgrounds see to be significant barriers.
Barriers at school included unrecognised/unsupported SEND and difficult up-bringing. Experiences of bullying and poor relationships with teachers, prolonged periods of no education. Career guidance was unequal. Type A did not attend or had missed. Type B - some attended but found teachers dismissed their interest. Type C usually had social and cultural capital through families and could draw on their knowledge and social social networks, parents actively brokered and supported apprenticeship applications.
Findings indicate the existence of a 'class ceiling' (Friedman & Laurison, 2019) preventing those who are most disadvantaged from accessing high quality manual and technical employment, apprenticeships and training aligned with their interests and passions.
Proposed recommendations - a broader 11-16 curriculum, redressing funding disparities and raising the status of technical routes in career advice; redefining 'social mobility', changes to school and workplace cultures, erosion of occupational hierarchies, creating more opportunities and fairer recruitment, and more joined up thinking across policies.
After lunch, I attend the sessions in the 'TVET regulation and assessment stream' - presentations from the English OfQUal (the qualifications authority)>
- Here, the first presentation is with Steven Holmes and Fiona Leahy who present on 'assessing behaviours in apprenticeship end-point assessment. Started with providing the background and assessment processes for assessments in apprenticeships in England. Apprentices standards are interprested into assessment plan and there is an 'end-point' assessment, taken at the end of an apprenticeship. It usually has 2-3 assessments which may include project, observations, product etc.
Since 2025, assessments are more streamlined and flexible - assessments now more continuous, not just end point, can take place on programme and training providers are able to complete some of these.
Defined behaviours as - mindsets, attitudes, approaches needed for competence, whilst innate or instinctive, they can also be learnt.
The study wanted to understand what does competence look like and the evidence required to support this judgement. Worked with 3 programmes - customer service, data technician, operations or department manager with a range of assessment methods, 2 experienced assessors.
Each assessor watched recordings of 2 apprentices and retrospectively think aloud to express their assessment decisions/judgement etc. discussion undertaken and also a follow up interview.
Findings indicate high level of skill and experience required of the assessor, especially questioning techniques and learner-focused strategies. Examined how decisions made about candidates meeting assessment criteria - weighing up the evidence. Decisions were made through strength of evidence presented - high frequency of examples provided, evidence of meta-thinking and self-reflection., verification of the authenticity of the evidence and the format (multimodal/observed) of the evidence.
Alignment between written and actual criteria used for jusdgement - holistic criteria, placing the behaviour in a single context-bound criteria and challenges when trying to narrow towards the behaviour as not always easy to distinguish between skills and behaviours, and overlaps which can lead to duplication. Challenges also with how the criteria was written, and consistency within awarding organisations.
Recommend attitudinal behaviours assessable through context-independent, holistic assessments which can be more subjective and harder to judge and standardise. These need to be observed across a longer term, not only through 'end-point' assessments. Suggest some items to inform assessment reform - reframe some behaviours as skills and incorporate into existing skills standards.
- Then, Catherine Large shares work on 'qualifications reform as a policy instrument in English vocational education'. In England the assessment systems functions to measure competence, competition, content and control. Based on assumptions that skills, leads to ability to work, which in turn contribute to the economy of nation states. Therefore, if qualifications are changed, then the various other functions of qualifications are impacted on, therefore qualifications reform must be carefully considered.
England has a 'market'-based economy, with qualifications being a form of 'currency'. Programmes of learning become the means of attaining the currency. This all leads to learner, user, stakeholders, industry etc. each considering qualifications in difference ways, but the commonality is that they are a way to further the marketisation of education.
Between 1990s to present, school and post school qualifications evolved. The technical qualifications shifted from NVQs to Tech Levels, T levels and technical occupational qualifications. Apprenticeships have also shifted to align with the qualifications - from modern, to frameworks, to end point assessments and apprenticeship assessments.
Qualifications change process begins with identification demand, then qualification content and occupational standards are set. Qualifications design principles and design of assessment instruments follow and the approval process than occurs before it is rolled out.
Qualifications reform is seem to be a appealing - it is inexpensive, can be externally mandated, rapidly implemented and the results are visible. Effective educational change can happen if pedagogy, assessment processes and curriculum are understood and the impacts of qualifications are realised.
- Followed by Paul Newton on 'what is an 'outcome-based' TVET qualification? Explained why OBQs matter in England. OBQs have learning outcomes, assessment criteria etc. However OBQs have been criticised for many reasons. Discusses why is the OBQ approach flawed? The previous NVQs were epecially stringent - this could be because NVQs revolved around assessment of occupational competence and the link between the training process and the qualification was severed. OBQs therefore removed control of the currilum from providers to employers; they defined learning outcomes separately from bodies of knowledge and skill, solely what the learner can do, usually narrowly conceived activities.
Traced the historical evolution of OBQs. They replaced a complex multiple of qualifications in existence across to the 1960s which often had poor completions. The Tech awards OBQs broke assessments into smaller parts, made qualifications consistent so that they had the same framework etc. and reduced qualification numbers. Also they were more authentic to occupations, flexible, had a unitised structure and had standardised quality assurance systems (moderation etc.) Presentation of syllabi was clear and included the depth of topic which provided a better guide for teachers.
Therefore an OBQ has design principles - teaching, learning and assessment plans must all be based upon the same explicit statement of intended learning outcomes - with alignment of curriculum, pedagogy and assessment.
Afternoon tea is followed by my presentation of 'reform in vocational education in Aotearoa NZ'. I cover the before, during and after reform and the implications at each stage.
This is in the 'TVET policy and practice' stream.
I attend the preceding two papers in this stream before my turn comes up.
- First up are Daniel Lascarez Smith (Univsidad Tecnica Ncaional - Costa Rica and presentation via TeamsVC) and Johannes Karl Schmees (University of Derby) who present on 'unions as burden? dual apprenticeship transfer to Costa Rica and the consequences of missing labour representation'. Started off the context, the Costa Rica political background. Costa Rica experiences many social problems - youth unemployment, poverty, informal labour) and apprenticeships have been seen as a away to combat youth unemployment. In 2015, dual apprenticeship model was introduced with support from the German government and in 2017 a tripartite roundtable discussion moderated by the ILO, launched the design of dual apprenticeship into law.
The presentation arises from studying the 2017 event (3 papers published). One on the business sector, another on the state actors and the third on unions. The first two papers briefly summarised before the presentation focused on the third - union perspectives. The roundtable discussions were anchored in rational rules of communication.
The role of unions in Costa Rica was then explained. Unions are only in the public sector, not in the private sector. Unions also say apprenticeships as a means to address the growing social inequality in the country. The dual apprenticeship principles were shared - with its social, organisational and individual philosophical and educational principles to contribute to the underlying decent work principals. Union and employer/state perspectives were summarised. There were differences on various aspects. However, when the dual education law was passed, not all the differences were resolved and many items did not make it across from the roundtable discussions! Since the law was passed, only 100 apprentices have been enrolled. There have been no modifications to the law :( therefore, the tripartite governance model for dual apprenticeships in Costa Rica was not carried through,
- Secondly with Associate Professor Asa Broberg and Professor Ali Osman (both from Stockholm University) on 'competence demands and organisation of VET in times of rapid change: automotive education in Sweden 1950-1960. Presents part of a larger project to understand VET development in relation to society changes and immigration in a historical perspective. There are 3 sub-studies on historical developments and 3 on migrants experiences.
Went through the reasons for studying the automotive industry between 1950 to 1960. There was rapid economic expansion at this time with SAAB and Volvo and accompanying increase in private consumerism including car ownership. Educational expansion was also taking place.
The question is 'how did VET respond and what enabled/restrained the responses?,' The study used document/desk analysis.
The study is grounded in curriculum theory and conceptualised through notions of frames, steering and arenas. Provided overview and examples of each of these and how these applied to the study being presented.
Findings qualitative and quantitative were detailed - whereby more classes and specialised programmes were developed. New pedagogy was instituted, exchange classes and resources /materials and teaching plans accompanied these.
A connection between VET and migration closed the presentation.
A 'Lorna Unwin remembered: transforming JVET and the field of VET' follows.
The day closes with the conference dinner.
A longish day but a good variety of presentations.
