Monday, July 20, 2026

Handbook of critical studies of artificial intelligence - brief overview

This book, published by Edward Elgar provides an academic discussion on the various influences on AI including political, economic and social structures. A book preview provides the first chapter which has summaries of each of the chapters in the book.

The book is organised into 7 sections, each with many chapters. The sections are:

- AI and critical theory: conceptual discussions

- Imaginaries and discourses

- Political economy of AI: datafication and surveillance

- Transparency, ethics and regulation

- Bias, normativity and discrimination

- Politics and activism in AI

- AI and the automation of society

A book to dip in and out of. Chapters highlight the many implications of AI on society, work and human being. Hence, deploying AI in education is a double-edged sword. When (perhaps best beyond primary schooling), how (perhaps only when there is a good case that AI WILL support learning), what (with pre-requisite of strong underpinning critical thinking skills and perhaps some disciplinary foundations), and why (to support and enhance but not replace human thinking).



Monday, July 13, 2026

Unesco - Integrating AI into TVET

 Following on the heels from a recently released OECD report  on developing VET with AI, is the UNESCO work on integrating AI into TVET. This is a useful guide of institutions.

The guide hinges on: Human-centredness; equity, inclusion and non-discrimination, pedagogical purposedfulness; transparency, accountability and data protection; safety, sustainability and resilience; and critical engagement with AI. 

A relatively short report (just under 100 pages) but with good generalisable recommendations which are provided for policy makers, institutions, and teachers and trainers. There is a strong direction to ensure teacher professional development are provisioned, along with ensuring the voice of teachers is heard and taken into account. 

The annexes provide 'check-lists' for AI self-reflection and planning; AI risk register; and indicator framework to monitor and evaluate AI integration into TVET.




Tuesday, July 07, 2026

NZVETRF - master class #2 - Apprenticeships in Australia

 This morning, a webinar, hosted by the NZ Vocational Education and Training Research Forum (NZVETRF), facilitated by Josh Williams (Skills Group, NZ and Global Apprenticeship Network (GAN) with Gary Workman ( Executive Director, Apprentice Employer, Victoria, GAN Australia ) and Peter Canavan (Senior Policy Officer, Australian Industry Group).

Josh began with introducing himself, then the speakers. 

Josh presented following comparisons: NZ has 3.7% of employed workforce in training, 108,000 == in training, 2.9 million in workfo5ce. Australia, 2.1, 300000++ and 14.7 million in workforce. 27% of NZ school leavers into training and 40+% mature entrants, but in Australia, 51% do so, with 30% mature entrants. More females in NZ - 23% with 15% in Australia as new entrants. Both countries have decline of apprentices and trainees, with trend still going down. In NZ 25% decline between 2024 and 2025 :( Completions in NZ across 6 years 62% to 50%; for Australia 56% to 58%. 

Gary presented on the 'Return of Investment  (ROI) in supporting Australian Apprenticeships' (see report). When through definitions of ROI and also the reasons for the importance of ROI. Generally tries to measure and evaluate whether the time, financial investment, and resources dedicated to training result in tangible benefits. All of these are very variable across industries, businesses etc. both from government and wider community, employer and apprentices. Encourage audience to check through the report which provides link to online tool/calculator to try to work out the ROI. Shared examples provided through the calculator. In general, by the beginning of the 2nd year of the apprenticeship, employers start to even out and ROI rises for employers.

Summarised the key messages on ROI. Longer apprenticeships provide better ROI. 93% of apprentices who complete find full-time work in the same occupation. Group Training seen to provide good ROI. If apprentices change employers within the Group Training, there is a need to rotate the apprentices equitably so that employers are not always taking on novices and not obtaining the ROI. 

Peter then presented on the employer perspective on apprenticeships and traineeships. (see report). Australian Industry Group is an employer collective which also has a Centre of Education and Learning. Survey of employers finds 8 out of 10 employers see the importance of apprenticeships. 96% face barriers hiring apprentices. Around 1/2 indicate that they will employ apprenticeships if financial incentives were available - reduction of this will lead to less apprenticeships.

Therefore, employers weight up the economic equation, as per the ROI presented by Gary. Summarised barriers for hiring apprentices and the larges challenge was finding suitable candidates. Electrical and Plumbing have less difficulties but manufacturing has major difficulties. 1/3 indicate difficulty in training, and costs too high. Then shared how financial incentives are used for apprentices - mostly to offset costs/ reduce productivity associated with employing the apprentice. 

Warned that declining apprentice/trainee commencements are a lead indicator of future shortages. 

Discussion followed with questions around the employer/apprentice match. Why some apprenticeships struggle to attract apprentices? and trades are not promoted much at school as the general direction is still to prepare students for university. Better recruitment practices need to be supported with small businesses. Many do not have the resources to recruit and then have difficulties provisioning the training required. Chat also provided for interesting conversation within the Aotearoa context. 




Monday, July 06, 2026

Developing VET with AI - OECD report

The OECD has published their report on VET and AI - Developing VET with AI.

It is good to see a VET focused report on AI. This is especially given the role of VET in preparing people for the workforce, where occupations are incorporating AI into work tasks.

The main principles underpinning the report are: Human-centred use; ensuring diversity and inclusiveness; maintaining accountability; being transparent in understanding how, when, and for what AI is used and its limitations; and the importance of data quality, security and protection.

Policy considerations following on the principles are introduced, and discussed. These include: establishing strategy with clear purpose and support; managing risks through human-centred approaches; balancing diverse perspectives while ensuring equal access to AI; co-creating guidelines and building capacity for AI use and VET development; and strengthening data infrastructures and governance. 

The second chapter details the potential of AI in VET. In particular, to address the unique context of VET; the complexities of VET with multiple stakeholders; and to use AI to support VET development. A comparative study is undertaken across mainly EU countries with Australia data being also included.

The third chapter provides current and emerging use case studies. Policies and curriculum revision are compared across mainly EU countries. Chapter 4 then discusses the barriers and risk of leveraging AI for VET. The last chapter spells out policy considerations.

Overall, a macro/meso approach, especially comparing policy approaches across many countries. There is always much to learn from how countries handle the challenges of rapid changes as they impact on important social provisions, of which education is one of the main sectors.