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. 

INAP conference - DAY 2 morning

Late finish last night from the conference dinner, held at a traditional German beer house, and earlish start today.

The first keynote is with Professor Dietmar Frommberger from the University of Osnabruck, on ‘apprenticeship comparison – differences, trends and challenges. Covered the different manifestations worldwide of apprenticeship. Reasons for these and further development of apprenticeship systems. Began by re-iterating the long history and longevity of apprenticeship and the current interest and revival. Degree of standardisation and formalisation of apprenticeship varies across countries. Informal apprenticeship where there is no certification, ‘exam’ etc. exists in all countries. Target groups comprising apprentices varies from adult / employees to junior / school leavers. There is a difference between ratio of school / workplace learning and whether these are mandatory or voluntary. Curriculum approaches range from fragmented modularisation, competency based to no modularisation, not competency based and final assessment completion only. Management models vary from no direct public or legislative intervention to public control by ministry / ministries / national training agencies. Stakeholder involvement from none to strong alignment and funding models also vary. Standards for trainers range from none to legislative standard requirement.

Reasons for the above variances are often historical with adjustments made as national systems develop. Economic considerations often inform how apprenticeship systems evolve. Provided the example of the UK, whereby early industrialisation changed the nature of apprenticeship / employer relationships. Apprentices were exploited as ‘boy or cheap labour’ and because of this, unions did not support them, especially when apprentices wages drove the pay rates down within industries.UK therefore, has a different trajectory to other European countries, which retained apprenticeship and tweaked these as industrialisation progressed.

Then covered the further developments of apprenticeship systems. Costs tend to now be distributed among many – public, employers (i.e. via levy), apprentices. Curriculum development usually in the form of competency based approaches, modularisation and qualification frameworks and systems. Qualification of teachers and trainers taken to be the norm.

As a summary, there is a balance between company interests / HR development and standards exist in all apprenticeship systems. For successful change, a balance is still required. The balance is challenged through many reasons, apprentice poaching, company difficulties in meeting standards, rigid curriculum, funding complexities etc. Development of a ‘theory of change’ is a next step.

Through questions, other factors include how apprenticeships fit into the broader VET and education systems. The range of occupations covered and number of apprentices present, in comparison to other tertiary education options, also impact on how apprenticeships are viewed. Especially their attractiveness as post-school destinations.

3 streams of presentations begin after the keynote. I stay with the Future of Work: Industry 4.0 stream.

Professor Philipp Gonon presents on ‘learning skills in the digital age: in schools or in the workplace?’ Covered digitisation as having an extensive impact on apprenticeship. Part of a larger study focused on how VET is impacted by digitisation. Summarised recent paper ‘times of uncertainty’, a literature review of the mainly European literature on digitisation. Digitisation in VET may be viewed as affirmation, disruption or as provision of alternative option. Rise of the distribution of learning – at school, at home, in the workplace. Provided examples of distributed learning occurring with apprentices in workplaces situated in different countries (polysynchronous), ‘smart’ manufacturing. Detailed the project objectives and longitudinal (3 years) study areas. Evaluation of integration of tablets into VET reveals mixed results – challenges include logistical and technical and learning approaches. Proposed changes will include displacement, drift, layering or  conversion rather than exhaustion (i.e. collapse of the dual apprenticeship model).

Then, Dr. Ludger Dietmer from the Institute of Technology and Education in Bremen, on ‘studying the relationship between quality of apprenticeship and the in-company work environment’. Summarised the current key challenges in German VET; quality of apprenticeship and in – company work environments; quality tool to be used in the case studies; and some results. Challenges include recruiting sufficient number of VET teachers; weak cooperation between schools and training companies; improving quality apprentices; and provision of VET teachers able to provide quality training. Cooperation across learning environments is important, weak cooperation weakens work process learning. Continuum of cooperation from information sharing, coordinations, shared projects, cooperation, and ‘learning field team’ to work on curricula – there is institutionalised didactical – methodological cooperation. 60% of schools are at the bottom end of continuum and not many at the higher end. Summarised the role of VET teacher ‘queriensteiger’ who has higher ed qualification, high domain vocational skills and experience, vocational practice and pedogical skills and ability to integrate practical knowledge with vocational scientific knowledge. This VET teacher is able to straddle both learning environments and may shift cooperation up the continuum. They should be able to apply knowledge and experience to implement and assess quality of company VET; able to plan tasks; access tools and instruments to study learning; and ability to evaluate the data to inform innovation and improvement. Shared several projects completed, using spider diagrams to illustrate the quality points being met (or not). 

Professor Pan Haisheng from Tianjin University presents on ‘an empirical study on motivation and policy validity of Enterprise’s participation in vocational education’. Began with the rationale for the study. Mainly due to increase in demand for skilled workers driven by rapid shifts into 'intelligent manufacturing'. Competences required of social, technical and occupational specific. At the moment, competence demand ratios are not matched to course supply rations. Therefore, need to match as students are not prepared sufficiently work-ready and one important factor is a lack of support and involvement of companies to better inform curriculum and training. Has to be balanced as enterprises tend to be willing to pay for technical skills but not for general skills. Summarised hypothesis for the project, context of research, findings and conclusions. Used 'international comparative research for employers' scale - preference scale for enterprise partipations in VET' as a tool to tease out technology preference and cost preference variables. 

INAP 2019 conference - DAY 1 Afternoon

After lunch, I chair the sessions on teaching and learning. First up, Professor Zhiqun Zhao from Beijing Normal University, on ‘application of the COMET competence measurement in the evaluation of work-based training programmes at vocational college in China’. COMET projects carried out in China over the last decade with several pilots. Provided background on VET in China with over a million students going through each year. The context is evaluation and many teachers have negative experiences as evaluation is top down requirement. This project aims to design a unified national evaluation project with regional and sector-specific organisation. Data collected through information platform and outcome-orientated competence diagnostics. COMET concept selected for adaptation for programme evaluation. 2017 trial evaluation conducted to verify appropriateness of tool. 4 areas – toolmaking, logistics management, nursing training and horticulture. Tests tasks and pretest testing undertaking with ‘expert workers’ and tests modified based on analysis. Trial evaluation in 3 provinces in 26 colleges and over 2000 students of online tool. Results are promising. Indications that nursing training has good development with Zhejiang (a relatively economically well developed province) achieved highest level of competence. Generally, competency of students was slightly higher than theoretical average. This could be due to all students having to have completed national exams. Toolmaking presented weaker level of competence. This could be due to weaker support for practical training. Horticulture was relatively highly developed. Surmised this was due to strong pedagogy. Concluded COMET test results being valid and reliable. Open test was welcomed by students especially when they are interesting and challenging. The evaluation will now be used by Ministry of Education and will now be evaluated by provincial educational authorities.

Second presenter is Dr. Ursel Hauschildt, from UBC GmbH in Bremen on ‘Teachers, trainers and their students’ skills development. Interim results from a competence diagnostics project’. Provided an overview of COMET, the instruments and tools, and the context – South Africa in the engineering and manufacturing sector. Important with COMET is that it is not only used to measure or evaluate, but also to develop competence further. This project studied the stagnation of competence development and how changes in pedagogy and support of learning can overcome this. Stagnation referring to no increase in competency through years of training progression. Possible if learners received feedback after each test, to help learners move forward. Teachers and trainers need to ensure their own competence is also at the right level so they are able to guide the learners. Evaluations of the test show learners are motivated by the test methodology due to its problem solving nature.

Thirdly, presentation with a group from the Swiss Federal Institute for VET with ‘Apprentices’ perceptions of teachers’ and in-company trainers’ competences at the core of training quality’. The team include Matilde Wenger, Florina Sauli, Valentin Gross and Jean Berger from the Swiss Federation VET. Presented the rationale for the project with quality of initial VET (IVET) being a key focus. IVET quality is complex and debated topic. Definition defers from perspectives of learners, employers etc. has to be fit for purpose and connected to personal expectations and needs of the key stakeholder. One aspect is teacher and in-company trainers’ skills contributing to quality dual IVET. To what extent are teachers and in-company trainers perceived skills are important and relevant to training quality. Survey of 320 engineering and retail apprentices with questionnaire. In schools, teachers skills, intrinsically motivating classes, educational system, time management and relationships with peers. For in-company, it was trainers skills. In-school and trainer pedagogical skills were important. Provision of pedagogical skills to teachers and trainers requires adequate pedagogical preparation. Teachers need to have recent meaningful trade-specific experiences, not just academic but practical. Limitations of the study detailed and potential future steps include observations and to have the survey also supported with interviews.

Then, ‘work and school related profiles of apprentices’ learning resources’ with Fabienne Luthi and Barbara Stalder from the Institute of Upper Secondary Education, Bern University of Teacher Education. Used the job-demands- resources- JD-R model (Bakker & Demerouti, 2007). JD-R has strain and motivation to meet organisational demands. Job demands include mental, emotional, physical and job resources include support, autonomy, etc. Resources can also be categorised as workplace (functional, stimulate learning, task and skills variety, learning climate etc.) and school (support, coaching and mentoring and instructional quality). Demands include potentially stressful aspects of the work and need to motivate young workers. Development vocational competences and the establishment of vocational identity essential goal of apprenticeship both at school and at work. Hypothesis is that learners with high resources at workplace and school will have higher satisfaction, lower risk of termination. Used the data subset from a larger study on transitions from school to work. Resources identified were autonomy, instructional quality, learning opportunities, climate and demands. Resources at work seem to be better than at school. At risk learners seem to find resources at work to be lesser than at school. Perhaps identifying possibilities of these learners not completing their apprenticeship. Conclude current and future job satisfaction and occupational commitment is highest when resources in both learning locations are high. High work resources are more important for satisfaction commitment than school resources.

After afternoon tea, 3 streams commence. I attend the two presentations in the Future of Work: Industry 4.0 stream. Firstly with Dr. Valerie Taggart from Sligo Institute of Technology with ‘Business process re-engineering: thinking outside the digital box’. Presented her reflections on how students applied class learning in real life industry practice in a 3^rd year of degree apprentice programme. 70% of the final mark for the innovation, creativity and critical thinking module in a business process engineering course. Qualitative research to find out challenges faced by students, how they overcame these challenges, the lessons learnt and whether the learning through the previous years, support the requirements of the project. Completion rates were good. 

Lastly, Milagros Gimenez from the University of Birmingham on an Argentinian based study ‘Building strategic relations: linkages between the IT sector and the secondary school technical education in Great Resistencia (district in Argentina)'. Provided context of the Argentinian educational system. VET schooling (secondary) is for 6 years. There are 1455 VET schools focused mainly on the industrial and agricultural sectors. Rationalised project with the adoption of a local economic development approach. Shared the way articulation can occur. Found there was low quality and low / medium frequency if articulation, little coordination and not much evidence of strategic direction.

A busy day with a good range of presentations. Good to meet familiar faces and catch up with the focuses and changes occuring with various international systems. The challenges posed by the presently murky future of work is a common thread through all VET systems.  

INAP - International Network on Innovative Apprenticeship 2019 DAY - 1 Morning

Notes taken. I will tidy and add links etc. when I get back to work in May J

The International Network on Innovative Apprenticeship (INAP) is holding its biannual conference at the University of Konstanz. Konstanz is a picturesque town on the shores of Lake Konstanz which is on the German / Swiss border. A small conference of just over 100 participants, mainly from Germany with small contingents from Switzerland, Estonia, Italy, China, Ireland, India, Austria, Australia and Canada.

The theme for this 8^th conference is ‘Contemporary apprenticeship reforms and reconfigurations’.

Conference begins with welcome from the Conference committee chair, Professor Thomas Dessinger. Followed by welcomes from the vice-rector for research at Konstanz University, Professor Dirk Leuffen and Professor Philipp Gonon, President of the INAP board.

The first keynote is with Professor Lessa Wheelahan, now based at the University of Toronto, who presents on ‘The relationship between vocational education and the labour market in Australia and Canada – a comparative perspective’. Professor Wheelahan moved to Toronto 5 years ago and shifted there from an illustrious career in Melbourne. Presentation builds on 10 years of work in Australia and Canada. Question was ‘why are qualification in vocationally orientated tertiary education in Anglophone countries have weak links to occupations’. Most of explanations are not in vocational education’s role or employment and educational pathways but a consequence of structures of the labour market and the way employers use qualifications to select graduates to enter and continue. Tighter links important but governments do not do this due to philosophy of letting the market find its place. Presented on the similarities and differences between the two courntries; and understanding what each has done. One major difference is Canada does not have a federal system and each state ‘self-govern’. Obtaining national data is a challenge. VET has higher esteem in Canada when compared to many other Anglophone countries. Canada has VET as part of the higher ed. Sector, whereas with Australia TAFE is not HE. Similar issues – skills mismatches, weak VET in schools, pathways, and weak links between qualifications and work. Canada has a high number of people who have completed Diploma level type qualifications and in total has the second highest percentage (70% - Korea is slightly higher) of people 16 -64 with qualification. In Australia, the short cycle vocational programmes tend to be together with VET / with training the objective. In Ontario, short cycle is still Higher Ed / with emphasis on education.

Presented on varieties of capitalism. Liberal market economies use market to match graduate and jobs. Coordinated market economies used social partnerships. Tight links between ed and work in coordinated market economies, loose links in liberal market economies. Transition systems are important. Coordinated market economies – strong links to work, weaker connections with HE, value outcomes / employment logic. Liberal market – weak connections to work, signal ability – educational logic. Warning – employment or educational logic does not dictate curriculum and assessment. Northern Europe ‘employment logic’ apprenticeship system has strong ed. Component. Liberal market economies use qualifications as a sieve.

Proposed all qualifications should support entry to and progressions in the labour market; further study and lifelong learning; and social inclusion. In unregulated occupations, prepare students for a wider field of practice. ---- Many points here which need to be thought through in relation to the NZ Reform of Vocation Education.

The paper presentations begin and there are 4 streams. I present in the ‘teaching and learning’ stream and stay with the stream through to lunch.

I am first up and present on the findings from one of the eassessment for learning sub-projects – supporting the learning of the sociomaterial: Novices’ perspectives on virtual reality welding simulators. In summary, presented on the precepts of sociomateriality and its importance in trades teaching and learning. The pros and cons of VR welding simulators are discussed based on perspectives from novices. Important sociomaterial aspects of welding are not replicated on the simulators but the opportunities for feedback from learning analytics and accompanying peer learning effects are important positive contributors.

Next, Aine Doherty from the Institute of Technology, Sligo (Ireland) presents on ‘reflective learning is a two way street: using student feedback to improve teaching, learning and assessment in online apprenticeship’. Context is apprentices in the insurance industry completing a 3 year degree apprenticeship leading to a Honours Bachelor qualification. Students work 4 days and meet one day a week online using Adobe Connect. E-diaries were one aspect of reflective learning. Programme now in the third year. Student perspectives were collated and reported in the presentation. 300 word reflective essay every week / every other week in year 2, worth 20% of final mark. Online survey with just over 50% completion of first and second year students. Lowering requirement to a diary essay every other week assisted and student satisfaction improved. Good to see update of this programme which was presented at the last INAP conference.

Then, Dr. Silke Fischer, from the Swiss Federal Institute for VET, Switzerland, shares the principles for ‘The effectiveness of further teacher education (FTE) in Switzerland’. Outcomes from a small part of her thesis. To begin, introduced the VET Swiss system and the school intern further teacher education programme. FTE is a required part of Swiss teaching. VET teachers generally have a discipline specific degree and many teach only part-time. School-intern FTE is where the entire school staff are involved in further learning processes to improve teaching. Generally, a once a semester activity (one day) with expectation teachers will implement the approaches into their lessons. Topics (since 2005) include blended learning, school improvement, videos and numeracy deficits. Sample of 240 plus participated (almost 50%) with most having taught at least 9 years. Results indicate significant discrepancy between knowledge framing the topic between part-time (less) and full-time teachers. Effectiveness of FTE doubtful and lack of transfer in to practice. Topics often not strategically selected and organised.

The final presentation in this session is with Dr. Martin Berger, from the Department of VET, University of Teacher Education, Zurich, on ‘Teacher credibility at vocational school’. Based on his thesis. Defined teacher credibility as the good sense (subject credibility), good moral character (trustworthiness) and goodwill (care of students' learning) which is conferred by students. Image of the teacher, provides an effect of 'an image transfer mechanism (Kopperfield, 2007), helping students' learning through improved engagement to the subject. Quantitative study with VET students. Asked if in assessing the credibility of their teachers, do VET students distinguish between competence, trust and caring; do students assess the credibility of teachers of different subjects differently; and does teacher credibility have an effect on students' subjects perception. Sample of over 600 students between 16 - 21 across 41 occupations covering two subjects - language, communication and society (general education) and vocational subject. Used McCroskey and Teven (1999) three dimensional structural model of teacher's credibility. Extended with instrumental and affective dimensions as well. Found students assessed teacher credibility globally (simple heuristics) rather than separately. There was no difference between credibility of teachers across subjects. More important in general education than the vocational. VET have to cover all the bases of good sense, moral character and care to have effect. More important in general education than in vocational subject. 

INAP conference - Day 2 - 2nd September 2015

Day day begins with announcements for best conference paper awards and short presentation from AVETRA to garner more members. Four awards: best paper English speaking author and best paper non-English author, plus highly commended for each category as well. Best paper English to team of four (Kira Clarke, Malgorzata Klatt, Nicky Dulfer and Emlyn Cruikshank) from University of Melbourne on school based apprenticeships and traineeships for young Australians. I win the  award for highly commended English speaking authors' paper!! Best paper non English speaking to Ursel Hauschildt (University of Bremen) on governance and financing in the dual systems and highly commended to Magnus Fjellstrom and Per Kristmansson on learning as an apprentice.

Professor Stephen Billett provides the day's keynote on 'reconciling two distinct conceptions of apprenticeship: guidance and learning'. Need to remember the learning aspect of apprenticeship, not just as a system of education. Individual's learning the main key to human development. When we learn, we remake and transform practice. Learning arises through experiences but education is the provision of experiences. Overview of how apprenticeship became a model of education through importance in preparing young people for occupations. Listed current models and characteristics of apprenticeship as educational model. Dual in Germany, Austria; 3rd space in Switzerland; school based in Sweden etc; work based in Australia, NZ;  2 + 2 in Norway and ad hoc in UK and USA. However first model is across human history, with only a very small time in human history when learning is schooled. Learning occurred through mimesis, including imitative processes and active engagement. Root of apprenticeship is 'apprehending knowledge' and learning is 'stolen' (see Downey). used China as an example of long period of innovation whereby production moved from craft to mass production without formal learning for occupations. Much not capable of being captured through declarative knowledge. Learning is embodied, need to be attuned to haptic qualities and dispositional influences etc. apprenticeships models include curriculum where apprenticeship is a way of life, deliberate access to /structuring and ordering of experiences. Curriculum models include foe learning, pathways, parallel practice and as work conditions allow. Pedagogic practices include story telling, verbalisation, pedagogically rich activities, guided learning/proximal guidance, direct instruction, indirect / distal guidance, heuristics and mnemonics, partially worked examples etc. pedagogically rich activities examples include nurses' handover, doctors' on mortality and morbidity. Personal epistemological are important, how they view themselves and how to act in their own context. Finished with reconciliations and implications for school based and work based models. Important to view apprenticeship as primarily learning supported by educational processes. 

First concurrent session with Professor Bonnie Watt from University of Alberta with 'skilled trade worker to a teacher of high school youth: a little bit of luck and a lot of courage'. Provided overview of context. Each year people with trades qualifications embark on BEd to become school teachers in area of careers and technology Studies (CTS). Used Bourdeiu's habitus as grounding concept to understand the persistence, resilience and optimism required to complete.  Social, vocational (not the same as occupational) and occupational identities involved. Need for people from non-academic backgrounds to negotiate classed occupational and educational structures. 

After morning tea, at presentation by Nicholas Wyman and Joanne George from Skilling Australia Foundation on 'associations between adaptation of German style vocational education models and impact on apprenticeship pathways in regional American labour markets'. See book Jobs U for more details - need for apprenticeships in USA. Innovative apprenticeship.org a resource on apprenticeship from Dr. Bob Lerman. Currently a prime time to revive apprenticeships in USA. Compared the capabilities which are outcomes of German vocational education system and how USA needs to ramp up quality and spread of apprenticeships to stay competitive in high technical level manufacturing e.g. Cars, machinery etc. companies have had to work with schools and communities to train to the skill levels required. 

Another presentation on informal apprenticeship with Ansa Liebenberg from MerSETA presenting on 'a quest for social justice: exploring the possibility of expanding the South African apprenticeship system to allow for informal apprentices'. South African constitution and Bill of Rights 1996 set up values for transforming society to achieve social justice and social inclusion. 20 years hence still work in progress. Challenges include high unemployment (25%), poverty, rural migration, shrinking mining and manufacturing etc. the informal sector recognised as a job creator and represents opportunity but also difficulties in corralling. To bring things together, people, policy, planet ( sustainability), profit need to work towards sustainable social justice. Need to contextualise national systems to ensure social justice goals are reached.

After lunch, a plenary session on World Skills with apprenticeship ambassadors. The panel included Troy Bennett, Jyothi Forman, Ashlee Hodson and Patrick Janes facilitated by Mark Callaghan. The theme was 'beyond the classroom: promoting apprenticeships as viable career pathways to industry and society. All panellist were members of Australian Worldskills representatives ( the skillaroos) and Australian apprenticeship ambassadors. Each presented on their pathway into work, apprenticeship / traineeship experiences and future aspirations. Great to hear viewpoints from a personable group passionate about their work and keen to promote the advantages of apprenticeship. Worldskills standards now regarded as goals to aspire to for increasing standards world wide. 

Then two papers centred around COMET (see book) with presenters from MerSETA. First up, Patricia Jacobs on 'creating pathways to enhance college to work transition using COMET.' Linked needs for 21st century conceptual age work requirements with a way of assessing the competencies. cOMET allow a range of outcomes to be recorded on spider diagrams, allowing tracking of progress as outcomes are reached. A dynamic tracing is therefore possible providing trainers and learners with information on aspects to be worked on. Conceptual age workplaces require design not just function, stories, symphony, empathy, play and meaning (Pink, 2005). Offered a rework of the traditional COMET diagram to layer on the conceptual age approaches. 

Next, Helen Brown with 'competence measurement in South Africa : teachers reactions to feedback on COMET results'. Objective to assist TVET teachers to understand their status in moving from educational to vocational pedagogy. Focus groups with 14 teachers of over 800 students, across 5 occupations. Teachers also took the test. Teachers' and students' radar graphs were compared in each occupation revealing similarities between teachers and students. Themes were teachers could not identify their best student problem solvers, there was teaching to the test, practical mastery was diluted I favour of theory and vocational identity of VET teaching was identified. Teachers recommended teacher cooperation, sustained work integrated linkages, qualification with learning design, bridging programmes, practical mastery prioritised, professional development for teachers. 

Conference closes with plenary where there are brief report backs from topic rapporteurs providing overviews and themes emerging from of presentations. Dr. Mike Brown, Professor Thomas Dissinger, Dr. Annette Foley, Dr. Bob Lerman and professor Bonnie Watt present on their highlights and learning through the conference. 

INAP conference day 1 - 1st September 2015

Last week, was at Ballarat for the bi-annual innovative apprenticeship (INAP) 2015 conference. link to conference page. Some introductory activities on the Monday afternoon with opportunity to look through the trades facilities based at the Federation University SME campus. Several brand new facilities with modern equipment. Apprentices from almost to south Australia border and east to Gippsland supported with day release, block courses and some pre trade training. In the evening a welcome session with drinks, finger food and welcome speeches from University, city leaders and region's political representatives. 

Tuesday Morning (1st September) of the first day conference dawns fine and frosty as we are bussed out to the mount Helen campus where the rest of the conference is situated. Day begins with conference opening  and a poignant welcome to country introducing the Worrarong perspectives of sustainability and the need to take care of the land for our descendants.  Professor Phillip Gonon provides background of INAP and its role. professor Erica Smith who is conference chair starts off with general introduction to facilities and programme. 

First keynote is from Senator Simon Birmingham, assistant minister of education. Spoke of revival worldwide of support for apprenticeship systems and role required into the future. Apprenticeship completions, quality of outcomes, status of apprenticeship compared to higher education and support systems to be funded for mentoring. An apprenticeship reform panel to be formed to strengthen apprenticeship systems to maximise apprentice numbers and completions (sitting at 50% for many years). Area to explore include 'incentives' to apprentices and employers, pre-apprenticeship prospects - how can they be successful? and alternative models including greater flexibility for provision and support. 

The mornings second keynote is with Paul Comyn from the international labour organising (ILO) based in Geneva. The topic is 'can traditional apprenticeships in the informal economy of least developed countries be integrated as legitimate pathways in formal skills development systems?' Or 'quality apprenticeships: can the informal become formal? Covered global apprenticeship trends, quality apprenticeship design, informal apprentices and formalising apprenticeships with examples from South Asia. Recommends need to understand how the informal system functions and progressively link the informal and informal.

After morning tea, concurrent presentations begin. First up, select a session with Phil Loveder from NCVER Australia on 'why apprentices drop out in Australia and policy implications'. Presented on importance of continuing work on trying to understand the ongoing challenge of completions. Australian completions still static 52.4% with many completers also not working in the trade on completion. Lower level quals even lower! Main reasons were personal, redundancy, job mismatch, relationship issues at work and unhappy with training. Employers contributions still important. Most apprentices leave in first Year to second year. Recommends investigation of alternative models including RPL, split on job and off job half for each, accelerate time, reduce costs to employer, early sign off allowed etc. 

Second session with  group from  University of Melbourne with Dr. Gosia Klatt and others on 'working their way to school completion, school based apprenticeships and traineeships for young Australians'. Provided overview with 20,000 young people engaged and little longitudinal evidence to gauge effectiveness. Especially no evidence school based track effective in leading to employment for dis-advantaged kids. Challenges include usual suspects - low completions, school capabilities, student readiness, objectives unclear and lack of support system. Overview of research approach and findings presented. Strong correlation between low SES and low quality levels, segregation of gender and high uptake if supported by state incentivisation. 

After lunch, I present on some of the findings from out project surface tablets. 'Improving dynamics of feedback through deploying mobile technology enhanced learning during pre-apprenticeship'. Go through rationale, projects, findings and recommendations. Emphasis on use of videos and peer feedback and role in assisting accelerated learning, feedback loop and learning of judgment to provide peer feedback. Stressed need to have confidence in staff by supporting digital literacy attainment with staff. Students also need preparation with feed back skills and digital literacy. 

Stay in the same room to attend James Canaan's from Manukau Institute of Technology presentation on 'pre-apprenticeships towards apprenticeships using practice focused learning'. 

Overview of part of PhD study, focused on understate pedagogy of practice based learning principles and styles. Investigates benefits of practice focused learning for students, employers and industry. Predominantly to look at practice based learning before and during work and in work of practice focussed learning in institutions. Automotive and electrical students form ample and Initial findings presented. 

Then paper by Professors Thomas Deissinger and Phillip Gonon on 'stakeholders in the German and Swiss systems role in innovating apprenticeship'. Applies the 'justification' approach to VET to address various issues including revitalisation of VET. Begin with description of Swiss and German VET. Employers' and trade unions' roles as key stakeholders listed and discussed e.g. The conflicts and consensus between the two. Therefore compromise required for VET policy including hybridisation of qualifications. 

Afternoon tea followed with session with Magnus Fjellstrom and Per Kristmansson from Umea University in Sweden on 'learning as an apprentice,  comparative study on affordances for vocational learning in school and work life apprentice education'. Compares employed construction apprentices (12) with business admin students (15) in upper secondary school who spent part of time at work. Based on concepts of workplace curriculum (Billett, 2001). Similarities and differences identified. Apprentices could not identify curriculum goals as they related completion of time sheets as main goal. Students were able to as they were being assessed to goals in course syllabi.  

Day closes with keynote with Raymond Patel from MerSETA, South Africa. The presentation focused on 'developing T-shaped people to comply with needs of a 21st century education, training and workplace demands'. MerSETA is the sector education and training authority for manufacturing, engineering and related services. Discussed differences between skill and  skilfulness. Presented future challenges skills development will need to meet. Global warming and impacts on social structure brought about by water shortages, social inequalities etc. Means VET has to train for a 'greener' future. Skilfulness implies nimbleness and dexterity with the ability to apply knowledge across various contexts in a lively manner. Uses Worldskills as an approach with TVET whereby international curriculum can be developed to address challenges in a holistic manner. 

Conference dinner follows back in town, closing a longish but informative day. Good to meet up with familiar international friends and meet and discuss shared interests with other apprenticeship researchers. 

INAP -Iinternational Network on Innovative Apprenticeship 4th Conference - Day 1

Notes taken at the INAP conference running 26th and 27th of May in Beijing.

Conference opens formally with a welcome in Mandarin (with translation in English) from the Director of VET division of the Ministry of Education, Professor Jiping Wang. His speech focused on the importance of VET in supporting China's strategic goals towards better economic progress for Chinese people. A major challenge has been to work through a method to integrate VET with workplace based training and learning, a process that is still progressing. Modern apprenticeship proposed as a solution, combining the base of traditional Chinese approaches to craft apprenticeship and best of the systems used by other countries.

Then official welcome from Jiayong Li Dean of the Faculty of Education from Beijing Normal University, one of the conference organizers.Followed by welcome from Professor Jianfeng Cai, director of the Foreign Language Teaching and Research Press. All reiterating points made by Professor Wang on need to further research in VET to inform develop appropriate VET in China.

First presentation from Professor Weiping Shi of the Chinese Society of Vocational and Technical Education, from The Institute of voc and adult education, East China Normal University, to set the scene.
Covered the 3 strategic national priorities and how VET may assist. A challenge is still the reluctance of parents to allow students to select a voc ed.pathway. therefore need to match labour market needs with aspirations of individuals. need to make voc ed more multi-functional including strengthening lit/num skills that leads to further opportunities for voc ed students beyond voc. occupations. integrating lit/num to life and work skills needs to be undertaken to make voc ed relevant. much still needs to be done to integrate voc ed with industry skill needs including partnerships with between voc ed institutions and industry/organisations. Another challenge is to provide development of the 'informal' workplace learning.

Professor Felix Rauer of the International Network of Innovative Apprenticeship then completed the formal welcomes with an opening speech, firstly by thanking organisers and then providing a brief summary of the evolution of INAP through 3 previous conferences in Europe and then this one in Beijing. Then introduced the 4 areas / themes of the conference and connected them to themes from previous conferences. Continued to discuss issues of poor reputation on voc Ed. often further acerbated by qualification frameworks which put Voc Ed below academic qualifications. Proposed a need to research more thoroughly the work process skills/knowledge in order to understand more clearly components of professional and technical work.

After morning tea, first keynote by Professor Philipp Gonon from the University of Zurich, on 'Apprenticeship as a model for the  international architecture of TVET'. overviews apprenticeship as a concept, models. element of a successful VET system (e.g. Swiss) and recommendations. Defines apprenticeship in terms of  modes ( type of learning, way of education, traditional vs modern) variations (dual, trial) and conceptual (sites, interactions, interest groups). Compared approaches / systems in German (occupation, industry skill based, input orientated and holistic ) French (technical approach, school based, input orientation and access / junction) and UK (qualifications competency based, learner / output orientated and flexible).

After lunch, I attended the sessions on 'learning and development theories and  models, one of 4 streams.

First up, Christof Nagele and Patrizia Hasler from the Swiss federal institute for VET- learning at the workplace: optimal learning environments. Work process forms product, work develops not only skills but also many other occupational identity formation indicators. Workplace learning also encompasses both individual and social elements. All handicraft, manual work is first of all: cognitive work. optimum workplace learning for individual (motivation, persistence), social (team support etc.) job design, trainers (expert in domain) and curriculum. used mindmaps constructed by apprentices to try to  understand cognitive conceptions and to see if various factors affect apprentices learning. Important to optimum wb learning is trust in the trainer, mere executing  of task not learning, demanding tasks with variability and scope for action.

Then Jeroen Onstenk from Inholland University of Applied Sciences, on 'enhancing situated learning: apprenticeship in learning departments. provided a brief overview of the Dutch apprenticeship system and a move into  multi-versions of apprenticeship - new apprenticeships, simulations,work learning period (traineeship), adultapprenticeships, learning departments (nursing, care, administration), in-school learning company (catering, restaurant, administration) and out of school learning company. This project evaluated the effectiveness of apprentices, often in different courses, within a single dept. of  organisation. Apprenticeships  have a coach/teacher from school, the workplace and often students from several levels. The entire department is by apprentices.

Third up, Yanying Gu on ' how to convert individual skill operator to integrated task solver: Teaching research on  action-orientated learning for secondary voc.ed. school students studying basics of computer ed. Reports on a shift from being  presented with learning, teacher showing how to fix and students replicating towards  one in which understanding of important concepts can be transferred. Therefore from just able to replicate to being able to self-directed in planning, developing and creating. Recommends to teach 'course not 'textbook', design learning tasks carefully and select appropriate teaching methods. Uses action process teaching working systematically   through informing, planning, deciding, realizing, controlling and evaluation based on 'action-orientated' learning.

After afternoon tea, Tongji Li from Tongji University in Shanghai, and Remy Rikers on 'the role of deliberate practice in Chinese vocational teaching. Defines 'deliberate practice' as not just  work or play it must be designed for consciously improving performance. Outlined the background behind research on deliberate  practice  for instance work of Ericsson (1993) on acquisition  of expertise. Found in a small study that some of the premises of 'deliberate' practice', as described in western coontext, also useful in  the  Chinese context. When designing delibrate practice, ensure also task difficulty falls in the zone of proximal development, not repeating on the previous level. task requires  conscious effort, concentration and self regulation. May have low entertainment, no immediate reward and needs high motivation for perseverance. Feedback and adjustment in time plus high  requirement in physical and mental resources.

Then my presentation 'learning practical workplace-based judgement through using cognitive apprenticeships and voc.ed. identity formation models. - bringing together work with welding students on how modeling and feedback assists students to learn the nuances of welding in peer support  groups.

Last up  for the day, Professor Erica Smith, Arlene Walker and Ros Brennan Kemmis on 'importance of the  psychological contract for effective learning in apprenticeship.  A psychological contract between employer and employee concerning mutual expectations and obligations. survey of apprentices, employers, govt. bodies etc.indicates both  apprentices and employers agreed on expectations and that most obligations were met. Training obligations generally better met than employment conditions/obligations. hard promises (specific time for training, range of training methods) and soft promises (opportunity to apply what is learnt, exposure to different experiences) less well met. Older apprentices felt their expectations were met was lower than for  younger apprentices.

Learning a trade - role of apprenticeships

Updating my literature on apprenticeships and apprenticeship systems as a prelude / preparation /getting into the right mindset towards my work on the Ako Aotearoa National fund project – Belonging, becoming and being: First year apprentices experiences in the workplace. Also a bit of an update towards the literature review chapter of my dissertation.

 

The 6 volume ‘International handbook of education for the changing world of work’ just arrived at our library and this will form the basis of several weeks of reading. Volume 1 lays out pedagogical foundations, volume 3 on TVET professionalism and Volume 4 on curriculum development and delivery are the most relevant for the moment. An associated book focusing on TVET research, handbook of technical and vocational education and training research’ requested for purchase but meanwhile, some tantalising snippets available on google books.

 

I also will need to catch up with material archived by several organisations. These include the:

Unesco-Unevoc site with links to various communities working on apprenticeship research.

There is the International network on innovative apprenticeship which has had 3 conferences so far and will be meeting again in 2011 in Beijing. Proceedings from the last conference in 2009 will be most relevant as it is on transition from school to work and building vocational identity.

The European Centre for the Development of Vocational Training (CEDEFOP) is a more generalised site but has much of relevance.

Also with a European flavour is the European Educational Research Association which has a VET network called VETNET which has a more policy / strategic planning direction.

For vocational educators there is the International Vocational Education and training association (IVETA) which encourages links between vocational educators. The latest newsletter has an article on CPIT Trade Innovation Institute (TII)’s Tradefit project written by TII dean Fiona Haynes.

The United States had the National Center for Research in Vocational Education (NCRVE) which ceased to operate at the end of 1999. There is a National research centre for Career and technical Education (NCCTE). Currently featured a review of research in post –secondary transitions. Comprehensive links to US of A organisations relevant to voc ed also provided.

In the UK, the Teaching and Learning Research Initiative has a whole host of programmes including workplace learning strands on early career learning, learning as work and lifelong learning including Learning lives, identity and learning.

The Australian National Centre for Vocational Education Research (NCVER) maintains the extensive database (VOCED). I have used this resource for many years and it provides especially good coverage of commonwealth country based research into VET.

In NZ, the Industry Training Federation has hosted the NZ vocational education and research forum for several years & presentation are archived on their site. Also NZ relevant publications pertinent to my project. In addition, Ako Aotearoa had compiled a list of pertinent projects on workplace learning with some articles on apprenticeship and will continually update this resource with new and pertinent NZ & overseas research.

Overall, good to see progress being made in a variety of countries on TVET. NZ now has a small but active number of researchers in the VET area. Although much of this research is on strategic issues, there is still an interest in workplace learning in particular with learning in apprenticeship an important by-product.