Strengthening apprenticeship support

 Attended a webinar organised by ConCOVE to share the completed by Martin Jenkins consultancy, on issues and opportunities to support apprenticeship. Although the context of the study was based on participant responses from the construction and infrastructure sector, many of the findings and recommendations can be applied across other industries.

The webinar undertook an overview. The full report provides deeper coverage including the research approach - primary through literature scan and interviews with apprentices, (8) employers (6) and representatives from various government ministries, work development councils (WDC), NZ Construction Industry Council and other industry groups.

Notes taken from the webinar - 

Katherine Hall hosts the session, with Sarah Baddeley (Martin Jenkins consulting) and Alex Vranyac-Wheller (CEO Master Electricians).

Sarah provided a brief summary - apprentice completion numbers, diversity, fragmented system, complexity with too many parts, entry points, too many agencies involved etc. 

She also summarised policy changes required - clear vision and strategy, need to define and understand pastoral care (currently very mixed), provision for workplace learning also inconsistent.

Alex provided the industry perspective. Change has been disruptive. 80% plus of training/learning takes place in the workplace. Institutions are audited for work-integrated learning but there is no quality assurance. Employers play a critical role but are not recognised. Investment required for capability development for employers. 

At present, providers sign off apprentices. However, employers are not empowered by the process. 

Referred to another piece of research undertaken by ConCOVE to find out the workplace experience which found similar.

Employers need to be the driver of workplace learning. Industry perspectives required through the system, so that employers are greater buy in, recognised for their contributions, and provided support for capability development to support workplace training.

An apprenticeship strategy to define roles, responsibilities, funding measures etc. will be useful to bring clarity and improvement to the system.

Conversation continued to the apprenticeship boost to find out whether it has been effective. This was established as a CoVID action and was effective. At the moment, with different economic/social conditions, it is a good time to relook at it's efficacy. Boost has been good to bring people into industry however, there are challenges with bringing in the right people into industry. 

Sarah summarised apprentices' perspectives. The unique nature of apprenticeships. There are difficulties when apprentices first begin as access to support available agencies (Study Link). Matching employers and apprentices always also can be difficult. Continued devaluing of trades qualifications vs university not helpful. Older apprentices are usually more successful. 

Alex shared there is a 6000 worker requirement for the electrical industry. It is a world-wide shortage. In general, business are 5 -6 years behind new technology as it is introduced and has to be put in place! This lag seriously impacts on industry productivity.

Conversation moved to the importance of vocational education and its critical role. Partnership between all the stakeholders is crucial. Simplification of the system and clear direction for apprenticeship will help industries move forward.

Q & A ensued. 

Driving Workforce Success: Solutions for Apprenticeships -

Notes from Webinar - on how training advisors can transform outcomes for apprentices (in the construction and infrastructure industries) using the six conditions of systems change. 

Summarised the comprehensive information and findings from the report- investigating training advisors in work-based learning in the construction and infrastructure sector.

The ConCOVE funded project conducted by Allen +Clarke covered the following: 

- Mastering the six conditions of systems change

- Uncovering the challenges hindering apprenticeships

- Applying the six conditions methodology to ensure effective, lasting changes.

- Targeting changes to enhance apprenticeship outcomes.

Katherine Hall, the Executive Director of ConCoVE, Tūhura hosted the session.

A panel - Stuart Beresford, Georgia Jackson and Sean Stack presented the study. 

To begin objective of the study was introduced - to explore the support provided by training advisors to apprentices in the construction and infrastructure. Training advisors are employed by training providers and the study also explored what sort of training was provided to advisors for their roles.

The six systems conditions (policies, practices, resource flows, relationships and connections, power dynamics and mental models) used to understand the structural (the first 3), relational (the next two) and transformational change (the last one) required to bring about system change.

Began by understanding how training advisors could be trained - literature review included review of 72 papers and understanding the 2022 training provider data. Primary data collection from 235 survey responses, 5 focus groups (plust 2 interviews) and 10 key informant interviews.

In general, the system was working well but 7 key challenges were identified. Training advisor roles, responsibilities and scope was varied. Numbers of apprentices supported ranged from 30-40 to more than a hundred. Some also covered large geographical areas and diversity of apprentice needs was also varied.

The tripartite relationships between apprenticeship, training provider and training advisor and the employer is a common structure. A consolidated approach across these relationships is important. 

The conditions for system change were matched to 10 recommendations. Discussion followed on two of these recommendations:

- use the title 'learning navigator' for the training advisor role.

- enable transfer of apprentices across different trades and training providers.

All recommendations summarised in a table on page 6 of the report.

Q & A followed.

ILO reports - Towards lifelong learning and skills for the future of work: global lessons from innovative apprenticeships AND promoting apprenticeships to meet the needs of the digital and knowledge economy

 Two recent reports from the International Labour Organisation (ILO) of relevance to future skills, digital skills and the role of apprenticeships.

Firstly, A report titled 'Towards lifelong learning and skills for the future of work: Global lessons from innovative apprenticeships"published in 2022 and authored/edited by McCoshan, A, and Markowitsch, J. with several chapters based on a collection of reports written by other authors. Most of the discussions centre around 'formal' apprenticeships. The first 4 chapters cover future skills needs including digital and green economy. There are two chapters on increasing apprenticeship participation. Then two chapters on emerging approaches to increase work-based learning including strengthening work-based learning in VET institutions and adapting apprenticeships to support the reskilling and upskilling of adults. a couple of chapters discuss how to make apprenticeship systems more flexible, inclusive and digital. The report closes with policy messages for the future of apprenticeships.

Secondly, with relevance to digital skills is the report on "Promoting apprenticeships to meet the skills needs of the digital and knowledge economy" authored by Perryman, S. and published in 2022. The report is part of the ILO Apprenticeship Development for Lifelong Learning and Training (ADULT) project.

The report overviews the effects of the digital and knowledge economy on jobs - including aspects of labour market polarisation and types of future work (platform-based, hybridisation of work and skills, pandemic effects, importance of targeted education and training); summarises the skills needs of digital and knowledge economies; discusses how apprenticeships may meet some of the challenges; provides some recommendations to meet strategic and policy, curriculum, accreditation, inclusion and funding/delivery challenges; and closes with a case study. 

Overall, both reports summarise some of the key future skills needs and postulates how apprenticeships may be modified to meet the oncoming and rapid changes in work. Mostly macro discussion with some ideas for implementation at the micro level. 

Built to last: Apprenticeship vision, purpose, and resilience in times of crisis - CEDEFOP working paper

 From this morning's Google Alerts comes this working paper from Cedefop on 'Built to last: Apprenticeship vision, purpose, and resilience in times of crisis'. 

Across 120 pages, the working paper, published this month,  reports on the experiences, through apprenticeship experts from 11 European countries. An introduction and a comparative analysis fronts the paper, providing context and overview of the challenges.

In general, each chapter covers an introduction, then analyses how and why participation has changed in times of crisis (for Europe, this includes the 2008 financial crisis and the present pandemic), and details the work being undertaken to encourage 'company' participation. 

As apprenticeship is a social-economic and politically driven enterprise, each country has approached the challenge with pragmatic policy 'solutions', often backed by monetary incentives to employers. How sustainable this approach is, in the long term, needs to be investigated.

The working paper provides a good 'state of play' across European apprenticeships systems and approaches. Given how many countries look to Europe for direction in how to structure, support and sustain apprenticeship, the report is a timely contribution. 

International Labour Organisation (ILO) resources to support apprenticeship

 Two useful guides produced by the International Labour Organisation (ILO) to inform apprenticeships.

1) A guide for policy makers and governments (2017): Titiled ILO toolkit for quality apprenticeships: Volume 1: Guide of policy makers. Covers the overarching mechanisms which allow apprenticeships to flourish. Firstly, the rationale and advantages for apprenticeship are summarised. Then the key 'building blocks' for quality apprenticeship are introduced and discussed. The keys are to ensure there is social dialogue between the parties administrating and supporting apprenticeship; the regulatory frameworks are contextualised to carry weight and provide the necessary protection for all involved; roles and responsibilities of all parties are summarises; funding arrangements are introduced and discussed; the need to align apprenticeships to labour market skills needs are detailed; and a call for ensuring access to apprenticehships are inclusive of all (i.e. gender, vulnerable groups etc.)

2) The guide of employers, practitioners, apprenticeship trainers, supporters (2020)  This guide covers the various aspects of developing, implementing, monitoring, and evaluating apprenticeships programmes.

Seven modules are offered: an overview; the quality apprenticeship training life cycle; development of apprenticeship programmes; preparing quality training places; organising apprenticeship training; post-training transitions and evaluation; and innovations and strategies in apprenticeship.

A range of 'tools', frameworks, models, resources etc. from many countries are presented as examples, making the guide accessible and applicable.  

Supporting apprentices' workplace learning

 Over the last year or so, Th NZ government has committed to supporting apprenticeship training. There are subsidies for employers and 'free fees' for a range of courses. These have led to an increase in apprenticeship sign ups. 

However, there is always a need to support workplace based training and education as the workplaces' focus is on production, not necessarily in training.

Although now 10 years since the project was completed, the findings and resources from tne 'first year apprentices' experiences' project are still relevant. The poster produced to support the project call for a 'whole community' approach to support apprentices as they settle into workplace routines and challenges.

The follow up project ' learning a trade' also has resources relevant to the NZ context. There is a short video  to explain the concepts of feedback and its importance in learning and a supporting poster. 

There are also many other resources available internationally. Of relevance are the ones archived in the UK amazingapprenticeships site. Including this one which lists 50 activities to support apprenticeship.

NZIST - publication of work stream reports

The reports from the workstreams set up to inform the establishment of the NZ Institute of Skills and Technology (NZIST) are now available.

A very short timeframe is provided for feedback by 15th of June.

The reports are from the 7 workstreams which include:
- the learner journey mapping
- a model to engage with employers and communities
- education services and online learning (2 workstreams into 1 report) of most relevance to my current work as it proposes centralisation of much of of the work of my current section - programme and curriculum design and online delivery
- work-based learning centred around the merger of Industry Training Organisations (ITOs) and the polytechnics (ITPs) and how Workforce Development Councils will work.
- new academic architecture - setting out the academic board/committees structure and reporting lines.
- international education.

Feedback is invited for the direction of the various proposed models, frameworks and structures including agreement/non-agreement, gaps and issues.

Will digest the relevant reports over the weekend and do a summary next week.

Identity, pedagogy and technology-enhanced learning: supporting the processes of becoming a tradesperson -- previews access

Apart from the short previews of each chapter on my book's publisher's website, other means of access include:

• Amazon - hardcopy of book - has preview of parts of the Foreword written by Professor Stephen Billett and the preface which has summaries of chapters.
• Google books - has portions of chapter 1 and 2.

Happy reading :)

NZ Vocational Education and Training (VET) research forum - DAY ONE MORNING

In Wellington today and tomorrow for the annual NZ VET research forum. This is the 15^th year this conference has been convened and sadly the last. One of the outcomes of the NZ Review of VocationalEducation (RoVE) is the disestablishment of Industry Training Organisations (ITO). This conference has been organised by the Industry Training Federation (ITF) which has been a convening community of practice for the ITOs.

The day begins with a welcome from Josh Williams, the Chief Executive of the Industry Training Federation. Began with a video summarising the 15 years of the conference, the diversity of research topics, researchers from across the sectors (industry, polytechnics (ITPs), universities, ITOs, private training providers etc.) and the contribution from international experts. Called for contributions to provide ideas for ‘what shall we do next?’ Overviewed the challenges presented through RoVE but to park this and to make the most of opportunities presented at this conference. Presented a crystal ball recommendation to ‘learn from the past’ and some guidelines for skills learning moving into the future.

The first keynote is with the Honourable Chris Hipkins, Minister of Education. The minister began with how 15 years ago, the Tertiary Education Commission (TEC) was formed. The world has moved rapidly on and there are now many new challenges. Significantly, there is a need for all workers to continually re-train / develop their skills to keep up with shifts in workforce needs. Call to ensure school learning is not only focused on the 30% who will go directly into university but the 60% who will move on into VET or work. However, outcomes from attaining a degree are not always guarantees for continued material success or work satisfaction. Rationalised the key approaches as proposed through RoVE. Continual post-education development is now a standard requirement. Barriers to VET need to be broken to provide flexible and accessible opportunities where and when required. On and off job learning/training have to be seamless. Emphasised that the advantages in the current NZ system will be drawn on and supported. Encouraged continuity of VET research and the importance of application of findings / recommendations etc. to practice. NZ has to build a uniquely NZ solution to make work, work for all NZers. Updated on progress on RoVE including formation of the NZ Institute of Skills and Technology (NZIST), Work Development Boards (WDB) and Centres for Vocational Excellence (CoVEs).

Second keynote of the day is from Dr. Marco Paccanella, who is the Director of the Department for Education and Skills at the OECD. He presents on ‘the changing role of TVET in the international policy discourse’ as based on data from PIACC. Slight change of gear from the Minister’s address! VET across countries are often very different, so comparisons can be challenging. Covered the changing role of VET. Used to be something for (disadvantaged) youth, to upgrade from low to middle skills etc. – see 2010Learning for Jobs OECD report. However, skills beyond schooling are now of greater importance – see Skills beyond school OECD report. Therefore shift from VET to post education training (PET) to ensure continued education and training for populace as the future of work is impacted on by technology. Now, - see Future-ready adult learning systems 2019 OECD report. Shift from initial to continual training due to skill obsolescence (Deming 2017), skills displacement actually impacts predominantly higher-skilled workers McGuiness, Pouliakas& Redmond, 2019)! See Nedelkoska & Quintini (2018) who used PIACC date to look at variations between sectors with regards to impact of automation on industry sectors. High risk to manufacturing, agriculture and low skilled services but hard to automate include social intelligence, cognitive intelligence, perception and manipulation. Shared data of the mismatch between people who would like to participate in continual training and availability /access. The workers who need it most, are most likely to NOT participate! Shortage of time, lack of financial resources were main reasons blocking participation. Shared policy decisions that may assist. Foster mind-set of learning among firms and workers, lower barriers to training, make training rights portable, align to work skill needs. Presented on WHERE NZ stands. Employers unable to recruit staff with required skills at the going rate of pay. Shortage in hard to find skills but surplus of easy to find skills. Check Skills for Jobs indicators on the OECD website. Also shared the priorities for adult learning dashboard. There are 7 dimensions and 7 synthetic indicators. Urgency (NZ stands well), Provision (high from employers and organisations), inclusiveness (good), flexibility and guidance (more average), alignment (average), perceived impact (high for usefulness of training and average wage returns), financing (average – could be better support). In general, NZ performs pretty well but this is not a reason to NOT reform.

After morning tea, concurrent sessions begin. I attend the session with Associate Professor Jane Bryson from the Centre for Labour, Employment, and Work, Victoria University on ‘collective voice and access to training’. Workers in NZ do not actually have guarantee to the provision of training, unless it is stated in the employment contract or legislation requires (e.g. construction industry). Getting a say in training is impacted on power relationships present in organisations and workplaces. Relevant now as per need for workers to continual training to upskill for future of work requirements. See ILO (2019) –work for a brighter future and OECD (2019) Getting skills right – reports. Meeting learning opportunities for workers is usually low priority for employers. Collective voice may be one approach towards attaining on-going training and development opportunities. RoVE and update for Tertiary Education strategy are opportunities for workers to be upheld. Presented on recent research on whether collective workers’ voice would impact on access to training. Studied the collective contracts database to find out if training provisions written in. Then analysed if the entitlement was meaningful. In 2015, 87% of collective employment agreements have training of skill development provision. Public sector workers more likely to have training. Industries with fewer collective agreements, tend to have less provision for training. Did workers who had training provision entitlement, use them or were satisfied with the provisions. Used Fuller and Unwin expansive vs restrictive approaches to workforce development as a way to compare collective agreements 25% were expansive and 75% restrictive!! Interviews with union officials to establish a deeper understanding. Identified key conditions for success expressed by the officials and strategies they used to try to make training provisions in collective agreements more expansive. Important to ensure that entitlement and opportunity also includes supporting workers’ agency to access and making use of the potentialities.

Then I present on details of the seven sub-projects from the e-assessment project. Presented overview of the project including the research methodology and how the guidelines were derived from the inquiry cycles undertaken to develop and deploy e-assessments for learning. 

New Zealand Reform of Vocational Education and Training (VET) and Polytechnic (ITP) sector

Today, the NZ Minister of Education, Chris Hipkins, provided details of a wide ranging review of both the vocational education and training system and the Institutes of Techology and Polytechnics (ITP) sector.

An overview of the intentions of the review are summarised in this mornings article to 'overhaul the VET sector'.

This afternoon, the details are reported by Stuff 'government proposes merging 16 ITPs' and the NZ Herald providing more detail on the VET sector. Radio NZ provides summaries of both the merger of ITPs and changes to VET.

In summary, the proposal is to have one entity with the proposed name of 'NZ Institute of Skills and Technology' provide VET. Current ITOs will merge into this entity as well, so that the emphasis becomes the preparation of work ready workers.

Interesting discussion now in the offices and corridors as to implications, advantages and disadvantages. The proposal is now open for submissions which close 27th of March. Official documents and details are found in the reform of VET site and through the Minister's official announcement page.

Matthew Crawford on satisfaction from trades work - ITF conference 2018

Last week, the annual Industry Training Federation (ITF) conference was held in Welllington. A range of invited speakers presented on a way ahead for NZ with regards to vocational education and workplace based training.

I was not able to get to the conference but the conference twitter feed provided photos and summaries of various presentations. The overall theme of the conference was 'Skills in a changing World'. Speakers concentrated on providing statistics on what the future might bring with regards to demographics in NZ, possible scenarios of work in the future, call for equity to ensure vocational education was availed to groups currently with high youth numbers (Maori and Pacifika) but poorly represented (women, range of ethnicities which have grown in numbers etc.)

One of the keynote speakers was Matthew Crawford, author of the book - Shop class as soul craft - see here for summary / overview on this blog. Matthew also summarised some of the concepts in the book on a Radio NZ interview. A short interview, giving more updated examples then in the book but reiterating the need to look beyond a degree for work preparation. Some 'white collar' work may not provide the job satisfaction or earning potential of trades work.

So although not able to be at the conference, the various social medii provided some opportunity to keep in touch with the overall tone of the conference. NZ has to address the need to ensure there is equity of access to all types of work for all its citizens. Otherwise, the replacement of the mainly pakeha (white) and male workforce in especially the vocational occupations, will be a continual challenge.

Degree apprenticeships - overview

The New Zealand Qualifications Authority (NZQA) has begun a series of consultations which will lead to reviews of the NZ qualifications system. The first one is on microcredentials and I overviewed some of the definitions and implications on this blog a few weeks ago.

Another initiative may be the concept of degree apprenticeships i.e. a degree qualification completed primarily through workplace based learning. Degree apprenticeship is not a new concept but have undergone a recent revival, particularly in the United Kingdom. At the INAP conference in Washington DC late last year, there was a large contigent from Ireland, presenting on their first roll out of their degree apprenticeship, situated within the insurance industry context.

The revival of qualifications completed through a 'learn while you earn' system, is a response to the increased costs of degree qualification completions. Especially given there is evidence to suggest that the payback via completing a traditional apprenticeship in the trades / technology provides similar economic gains to degree completion - see this report for NZ perspective.

In NZ, the engineering industry, has had major challenges finding sufficiently skilled and qualified engineers, especially at the 'technician' level which supports engineers with technical support and expertise. A pilot study, undertaken by Massey University suggested good returns for both industry and individuals. Findings were also presented at last years NZ Vocational Education Research forum by Professor Jenny Poskitt.

The main advantages of situated, authentic learning apply for study whilst working. Many people complete degrees through part-time study which provides similar opportunities. However, workplace learning has always had inherent challenges. There is a large corpus of literature on how to ameliorate the issues and to support practice-based learning in busy workplaces. So, simply doing small tweaks to institute based / structured and designed learning curriculum, does not perhaps deliver the best opportunities for learners or to industry. There is a need for innovative design of learning to encourage the development of important 'soft' skills and most importantly, the skill to be able to learn/ relearn continually to keep pace with the rapid change many industries are experiencing.

Therefore, as always, important to look clearly at what is expected of a graduate who has been accredited a qualification. How can many of the graduate profile outcomes be met through 'naturally occurring evidence' of learning and how can rigour be assured, especially when it comes to 'knowledge' when workplaces each have their own, idiosyncratic 'learning curriculum' best suited to their own needs.

Food Heroes - Channel New Asia series

Came across this series while I was in Singapore in November. I have been dipping in and out of it across the break from work. Here are notes taken of each episode - each around 25 minutes long.

All the featured chefs are young, in their early to mid thirties. They come from disparate backgrounds but all have an innate respect for food. All attended some form of culinary training before embarking on journeyman experiences, mostly in well-rated, influential restaurants, often through unpaid internships but strategically selected – the best restaurants. Archive of the series also available via toggle.

Janice Wong – 

A graduate but with a love of food and an innovative pastry chef / owner of 2AM Dessert Bar. Her innovation is anchored by perseverance. Has clear ideas on how to provide food with experience. Food is not just to be eaten but to invoke memories and add to individuals’ collection of sense of place. Provides ingredients, in the form of jars of coloured chocolate, sauces etc. to customers to make their own versions. Completed work experience in France before embarking on her own entrepreneurial journey.

Jason Tan - chef at the  CornerHouse 

Jason comes from humble roots and is still living in HDB (public housing in Singapore) apartment with his parents.He is inspired by nature and the restaurant is aptly situated in the Singapore botanical gardens. A Singaporean who helms a top flight French restaurant – there is no Frenchman running a Chinese restaurant in France.  He is praised by food critics for technique, precision and innovative use of local ingredients. Allowing ingredients to shine through careful cooking technique, appropriate to each ingredient and various combinations to feature and highlight natural the flavours. Shared how he learnt the exacting attitude required to produce excellent and consistent food. Work experience in Franc with this article detailing some of his training

Hashida ‘Hatch’ Kenjiro – helms Hashida Sushi in Singapore.

 Hatch epitomises the Japanese tradition of sushi chef training by his father – stealing knowledge by observation. Started at 12 cleaning tables after school. Only at 14 was he allowed to assist in the kitchen. He still follows traditional processes as learnt from his father but his presentation is modern and often inspired by modern art. He takes procurement of ingredients seriously. All fish is air-flown from Tokyo and he visits the suppliers often to maintain person to person relationships.
Another overview plus video of sushi making from ieatishootipost.

Julien Royer – head chef at Odette, a fine dining French restaurant 

Julien grew up in a family of farmers where his grandmother, Odette was his first cookery teacher. His philosophy is of using simple food as the best ingredients and then continuing with minimal cooking and modernistic plating. Keeps taste pure rather than masking natural favours. Uses smell and sound to enhance the dining experience. Not just to push boundarie and innovate for the sake of innovation, but to stick to the basics and do them well. Offers a vegetarian tasting menu J Stresses the importance of educating the palate for young chefs. Uses a collaborative style for training emphasising co-creation of dishes.

Loh Pik Peng

 A hotelier and restauranteur with 20 hotels/restaurants inSingapore and a trendsetter and also in Sydney, Shanghai and London. He specialises in identifying the x factor in chefs so that each restaurant is subsequently successful. An innovative, creative and technically well versed cook may not actually make a good chef. Running a restaurant also includes the business side of things.

Began with Ember as his hotel needed a restaurant. Then webt on to open a whole series - Restaurant Andre, Majestic restaurant, The Study, Cheek by Jowl, contributing to revival of heritage areas around Singapore.

He is from a family of foodies – father, grandfather and studied law before beginning the unlisted collection.

First hotel / restaurant in late 1990s and early 2000s, a challenging time due to financial recession. Learnt by doing and distilled factors that would contribute to successful restaurants. See this article for his ideas on entrepreneurship in hospitality.

Focuses on quality food accompanied with quality service, ambience / atmosphere and attention to details.Mentors promising chefs to helm his restaurants. Currently employs 170 chefs / cooks. Programme profiled 3 of his chefs, a multinational group with an Australian, Sri Lankan, Singaporean but is now working to support and groom local chefs. Especially the ones who are keen to  work with locally sourced ingredients and provide a distinct Singaporean interpretation to fine-dining.

Han Li Guang, 

As one of the most experimental chefs in Singapore and the flag-bearer for emerging Modern Singapore cuisine, Han Li Guang reinvents well-loved local dishes into something never encountered before. Think chicken rice without chicken and rice, and chilli crab ice-cream. 

Article for more background information found here.

Han is a banker turned chef with little formal cooking background. He completed his apprenticship to a fine dining restaurant when he first started out. He had to learn basic skills rapidly but sought to stay true to his food philosophies. Reads voraciously to expand his horizons and obtain learning on techiques.

Han brings ingredients together to make familiar Singaporean dishes with a twist. Experimental cuisine reinterpreting the food Han loves to eat but to push the boundaries to define and elevate flavours and come up with something unexpected. Articulate in explaining how his cuisine has developed and his reflections on how he goes about innovating. See this article for more. For example, how to present Hainanese chicken rice and make it a culinary taste adventure. So the dish honours the ingredients and presents a surprise take on something which is familiar to Singaporeans. As he is working with iconic Singaporean dishes, the challenge is made greater. R and D is intensive and time consuming. His goal is to create something unique to his personality but retaining the integrity of his philosophies on cooking. Advocates for the need of young potential cooks to not only learn Western cuisine but to be also train in how local food is produced.

Malcom Lee – Candlenut specialising in Peranakan gastronomy – 

The food of my childhood. Ieatishootipost video with American ambassador being introduced to Peranakan cuisine. 

Malcolm odernised the ‘fusion’ of Malay and Chinese cuisines. He honours the integrity of hallmark Peranakan dishes but presents innovatively. Traces the development of his journey towards paying attention and respect to traditional dishes, based on the recipes of his mother. Moved Peranakan food up a notch from its home cooked food foundation towards fine dining expectations. He originaly refined the classic dishes to satisfy his own vision / palate expectations of the dish by creating either a better version or a modern version. The episode also covered the challenges of introducing diners to new interpretations of familiar and beloved favourites. While studying towards his undergraduate degree, he interned at several fine dining restaurants in Europe, strengthening his resolve to become a chef. After graduating, he studied at cooking school in Singapore. Peranakan cooking has always been based on the cooking of the family, the traditional dishes cooked by grandmothers. Malcolm’s goal is to stay true to the roots of Peranakan cooking but to also modernise and extend the cuisine.

Innovation includes the use of ingredients traditionally used in savoury dished in sweet desserts. An example being their signature dish, buah kelauk ice cream. The bauk keluak has a distinct flavour and traditionally cooked with chicken, giving the dish a very dark black colour and a distinctive bitter end note. Using the buah kelauk in ice cream extended the nuttiness and chestnut like texture into a smooth, ice cream.

Persistence and adherence to his foundational philosophies pay off with the attainment of one Michelin star in 2016. What began as a passion, evolved into an obsession. Eventually, the business stress caused him to re-evaluate his priorities and to seek better work-life balance.

Andre Chiang – restaurant Andre

Andre helms the third-placed restaurant in Asia and 32 in the world and a restaurant on the list of top 10 restaurants in the world worth a plane ride. Andre is renown for creating degustation menu with 8 courses. His food is innovative, visually attractive and adventurous in taste and texture. Based on octo philosophy, the eight essentials of dishes. Meals are to be an experience, with the 8 dishes spaced across 3 hours and matched with appropriate wine, service techniques and accompanying serving theatherics. An example, seared meat, served with heated stones and covered with a range of herbs and spices in a closed container. The dish is enhanced with the aromas, textures and ‘surprise’ elements.

Menu elements change each day. The lunch menu is a ‘menu in process’ based on what is available at the market each morning. His mother was a chef in Taiwan and some of this legacy, the importance of food and eating, is reflected in his cooking. Moved to the South of France at 15 and trained in a 3 star Michelin restaurant. He had to train his palate towards what was expected in a French kitchen.

He is able now to blend eastern and western philosophies of cooking, bringing elements of the best of each culture into his current repertoire. Provided example of how he worked with foie gras to create a unique product to lighten the dish but acceptable to the French palate. Always seeks to retain the natural flavours of the food but adds sufficient elements to enhance and improve the natural ingredient. It is a daily collaborative effort to maximise the ingredients available to create the best interpretation, worthy of service to his customers.

The series is beautifully filmed. A must see by anyone interested in how cooking evolves with its strong links to socio-cultural connections.The food videography is done well so best to view each episode after you have eaten :) 

Indications there will be more episodes to come in series two.

Is a university worth it? - overview Nigel Latta documentary

Had a look over the weekend at an archived episode of Hard Stuff with Nigel Latta. The episode was on whether a university qualification is worth the costs.

Here are some notes taken while watching the programme:

At 17, students need to make decision that will affect the rest of their life. Are they ready? And have they sufficient information? Many find difficulty in deciding on a pathway. High school subject choice often important. If  the student is on wrong pathway, it can be difficult to switch.

at the moment in NZ, for 18-24 year olds, 20% are unemployed, 28% are working and the rest are in some form of education.

Advantages of attaining a degree is higher salary over life span. Peak salary post-degree will be reached later in life. Unemployment also lower. Better health outcomes and more engaged as a member of society. Based on international research via interview with Prof. Stuart McCutchon from University of Auckland.

Latta compared his own experiences of studying (9 years to obtain degrees / post-grad dip) and current experiences. Unfortunately nowadays, student loans etc. does not allow for students to ‘try things out’. No room for ‘failure’. A financial decision required.

Rory McCourt, former president of the NZ student association articulated current challenges, many of a financial nature. Especially difficult for students from lower socio-economic families.

Phil O-Reilly added market choice from students is good in a way but students have to make the knowledgeable choice. Therefore, information accessible to students crucial. Career’s NZ app. one option.

Dr. Karl Steven provided another perspective on studying towards a higher degree. Dr. Stevens had a successful career as a musician before returning to study. There is a balance between degree with a ‘licence’ to open doors for earning to a journey of learning and becoming more ‘educated’. His experiences enriched by having studied. He did not see education as an investment but something intangible.

What of alternatives to university? Second ½ of programme on other choices.

ITF Josh Williams provided a pitch for trades training, apprenticeships and traineeships. There is a massive need in next 20 years for trades based careers. Highlighted a high school student about to leave school shares Gateway programme – Monday afternoons to learn how to drive forklift. Has opportunity to try out / have a taste, important to provide to students before they make a choice.

Earning while learning promoted with some success stories of post-apprenticeship destinations. How apprenticeships lead on to self-employment, work in high skilled occupations and for many, fulfilment in something they are passionate about.

 Attitude, aptitude, ambition, aspiration and attendance – what employers look for. Personal attributes and qualities gained through life experience. Relevant work experience and ability to be self-direction also important.

Entrepreneurship may not require university education. To be successful, skill and ability to do one thing really, really well.

NEETs, the 20% of 18-24 year olds not in employment, education or training, also discussed near the end of the programme. Focused on work of Foundation programmes working with NEETs to give them a ‘second chance’. Major problem of getting into employment is drug use amongst NEETs. Requires one on one effort to help NEETs get back on track.

Usual discussion on future of work and how ‘entry-level’ jobs are particularly threatened. Need to engage in ‘skilled’ work e.g. in infrastructure not going to disappear in the next decade. There is a need to do a better job of presenting young people with choices – not just on to university but to follow their interests.

 Overall, provides a good overview of 'state of play' and the variety of options available. Would recommend to all parents with children currently in secondary education as parents do play an important role in their childrens' career choices.

What' trades learning' and pedagogy can learn from music pedagogy

Came across this via the facebook page I follow intermittently. The page is looked after by the current band master of my school band. 40 plus years since I left school, the band continues it's strong tradition of excellence set by the first band mistress, playing a leading role in nurturing young people through learning  music and the discipline and camaraderie fostered through long hours of practice required to attain excellence.

Thestrad webpage focuses on supporting string players, with good resources on practice, technique, teaching music and collation of articles on repetitive practice and the need for effective practice. All in, a good resource of pragmatic responses to assist the learning of complex skills.

I had a look at other resources for learning music and came across some books including one on piano pedagogy.

At the CPIT library, there is a scholarly book on teaching piano – Teaching performance: a philosophy of piano pedagogy by Swinkin and published by Springer in 2015.

The book provides background (some historical) on approaches to teaching piano. The aims of the book are detailed in the introduction. Chiefly the book undertakes to try to resolve 2 dilemmas. One is to bring to the fore, the difficulty in studying music as language, the other is to push teaching of music beyond the technical, to instill greater intellectual depth, emotional sensitivity and interpretative skill in musicians. Unfortunately, I have yet to find an equivalent for trades pedagogy. So, there is a gap in the literature to be further investigated :)

Mud Masons of Djenne - ethnographical study of apprenticeship and workplace learning

The Smithsonian National Museum of Natural History is curating a series of video interviews of with the masons of Djenne . The video interviews (in French) are with the 'master' masons, present practitioners and apprentices. Viewing the videos bring to life the work of Professor Trevor Marchand and the descriptions and scholarship from his books 'Minaret building and apprenticeship in Yemen (2001) with a supportive review and 'The Masons of Djenne (2009)' and an overview paper.

The videos are short but provide a window into the world of the learning of a pre-text based craft. Mimetic learning is the norm with apprentices learning 'by stealth' and gradual belonging into the community of masons. Worth a look through for background into studies of learning through practice.

Deliberate practice - some critiques

Ericsson’s work on deliberate practice is cited often in the vocational education literature, here is link to one of his papers. Concepts of deliberate practice have been popularised through popular literature by Gladwell’s book, Outliers.

However, there are critiques to the concepts inherent in deliberate practice as per this article from open colleges. Notably, that the research used to frame deliberate practice has been carried out with areas of skill learning which are relatively narrow. For example, the studies on expertise with chess players and the learning of musical instruments.

Learning any trade requires a wide range of skill sets, so there is difficulty in generalising all the recommendations and findings across to learning occupational skills. However, deliberate practice does provide for one process to explain the learning of a discrete set of skill.

Critiques include the following: From msu research - takes the nature vs nurture dichotomy and argues for the mainly nature with some nurture stance. An academic article by  Hamrick and others propose the need to study the deliberate practice process more deeply.

So still some way to go with regards to clarifying how we actually go about learning skills through practice. 

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. 

The teenage brain

 Attended a short presentation with Nathan Mikaere-Wallis who is an educator with a trust, Brainwave Trust Aotearoa, set up to disseminate neuroscience research on brain development from birth to adulthood to NZ organisations.

Most of the trust’s work is focused on supporting better outcomes for young children as the bulk of brain development occurs in the first 1000 days, the first three years of life. Our brain grows by a third during the first 1000 days and the various networks in the frontal context and our efficacy to learning etc. are set up at this crucial life stage. For summary, see wiki by Nathan and podcast on National Radio on what 3 to 7 year olds should learn.

Much of the framework supporting early brain development is based on the Perry neurosequential model. More also from the childtrauma academy.

In short, our brains have evolved over millions of years. We have a brain stem(brain 1) which takes care of our physical needs to keep us alive. Then there is the brain 2 which ensures we move as it controls motion etc. Brain 3 is the limbic brain which provides us with our emotions / feelings / motivations etc. and brain 4 the neocortex, allows us to learn complex cognitive tasks like reading and writing.

Babies need dyadic attachment relationships to ensure brain development progresses well during the crucial 1000 days. We are primed to learn how to read and write at 7. During adolescence, there is a period of reconsolidation and reconstruction in the neocortex at average age of 27. Girls generally mature beyond adolescences between 18 and 24, boys between 22 and 32. The adolescence phase is theorised to exist as that is the time we have evolved to be sexually active and begin procreation. However, contemporary society is not in synch, with child birth in women now pushed well into the 30s.

Having a dyadic relationship during adolescence may assist in helping young men engage with learning. Perhaps why apprenticeship work as young men are ‘primed’ to be receptive to building a relationship with a mentor at this stage in life development.

Will need to do some reading around this area to see if there is synergy in bringing some of the concepts into my area of interest - occupational identity formation especially at the beginning of apprenticeship.