NZVETRF - master class #2 - Apprenticeships in Australia

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

Josh began with introducing himself, then the speakers. 

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

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

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

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

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

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

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

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. 

GAN (Global Apprenticeship Network) - Presentations from the future of apprenticeships conference in Melbourne/Auckland

 The presentations made at the GAN conference which ran from Melbourne and then Auckland in February, are now available online.

The three keynotes from the Honounourable Brendan O'Connor, Minister of Skills and Training in Australia, Laurent Friexe, CEO of Nestle and Nazrene Mannie, Executive Director of GAN Global, are recordings/videos.

Powerpoint presentations are available for a range of topics including VET research, VET collaboration, digital higher apprenticeships, the Swiss dual system, importance of VET, and quality apprenticeship framework.

Skilling up: the scope of modern apprenticeship

 Here is a 2019 report from the American Urban Institute promoting apprenticeships. The topics investigated by the Institute, focus on equity and inclusion. Apprenticeship are a means to provide access to education and qualifications for large sectors of American society who are unable to afford higher education.

The report provides an overview of apprenticeships in the American context. After an introduction, there are six sections. These are: 

- economy and business - with emphasis on returns to employers and apprentices.

- education - provides examples across several stated of how apprenticeship are configured.

- preparing young adults for the world of work - highlights examples across retail, culinary arts, construction trades and workplace based mentoring.

- engaging the underserved - covers narratives from black male apprentices, rural health aides, disability inclusion, re-entry post-prison, older workers and veterans.

- public and private sector - summarises various initiatives including civil service, rural ambulance, beekeeping and primary industries.

- policy - looks into legislative trends across apprenticeship, competency-based occupational frameworks, and state efforts.

In all, a snapshot of apprenticeships across the US of A with its diversity, size, and multiple ways to provision apprentices.

NCVER 'no-frills' - catch up on presentations

 Summary of presentations which I missed or were presented during concurrent sessions. 

First up with Dr. Zuleyka Zevallos (NSW Behavioural Insights Unit), Michelle Pisano (Centre for Educational Statistics and Evaluation). Michael Lau and Derek Hennessy (Training Services, NSW) on 'using behavioural messages to retain vulnerable apprentices and trainees. Report found here. Covered an overview of the problem, the solutions and findings. Non-completion a perennial challenge, completions has been around 40% for many years when the ideal should be at least 65%. The study utilised a digital support and outreach solution to try to engage with apprentices early as most who terminate, tend to do so at the beginning of their apprenticeship. Detailed how behaviourial prompts via SMS could reduce the drop out rate.

Evidence from international research shows behavioural messages prompting at the correct time is effective as educational interventions. Sought to change habits and to assure apprentices seek help when required, rather than give up and leave without seeking support. SMS sent at pivotal point of apprenticeship, beginning at sign up and continuing every two months. Used to improve apprentices' self-efficacy and included messages on apprentice rights, reminders of milestones etc. Example messages detailed where user name is used, purpose of training services introduced and followed through, and call for action to follow up through links to websites.

Solution tested with 3 variants. Control group received no SMS, and other two groups received 6 SMS across the year - as 'fair-go messages' and 'incentive and control' messages. Results indicate short term outcomes. SMS well received by learners with those who would have not sought help, engaging with resources and conversations. Significant reduction of learners dropping out from the two groups receiving SMS after 12 months. 'Fair go' group seemed to have better retention.

The interventions now adopted across NSW and  the 6 messages implemented as business as usual. April - what to expect of workplace learning; May - reminder to have training plan; June - reminder of how to 'keep on track'; Sept - checking to see if progressing to more complex skills; Oct - making sure not being asked 'over-work'; Nov - congratulations on completing first year, reminder to log changes in training contract. All have links to relevant resources and contacts for follow up.

Tips to implement similar interventions include: emphasising behaviourial principles to boost proactive self-help behaviour; include personalised message; optimise links to ensure they are mobile friendly and possible for completion 'on the sport' i.e. NO long messages; consider timeliness of messages (during breaks - 11am to 12 pm); decide how replies are responded to; have a dedicated phone number which is 'manned'; implement a process for how to manage support.

Good, pragmatic and impactful project.

Followed by Associate Professor Tim Corney and Dr. Fiona MacDonald from Victoria University on 'there has to be more to it: supporting young people through VET to successful completion of apprenticeships in traditional construction trades'. Related papers - on youth transition.

Another presentation on the challenges of increasing completion rates especially amongst younger apprentices, and women in male dominated apprenticeships. Provided an overview of the projects to find out how to support young people as they transition from school to work; what support structures work; how the culture of male dominated workplaces. Data gathered across several streams including NCVER data, surveys and interviews. Looked into pathways from school, choice of occupation, and the stigma of VET. 

Employers often place the onus on young people to work through challenges, however, initial transition into a workplace presents considerable challenges. Findings from the two projects reveal the importance of the 'informal' support beyond the workplace as being important to resilience. 

Integrating innovations at work and learning with Professor Stephen Billett (Griffith University). In this presentation, the argument is proposed that workplace learning and workplace innovations are often addressed separately, but both are interdependent and should really be looked at integrated. Used a project in Singaporean SMEs to provide context. Identified 3 kinds of innovations - strategic, work practice, and procedural. Each provides specific ways of thinking and acting through which workers are able to engage with the process and learn. Procedural innovations are especially thought of as coming from worker initiated actions. 

SMES included precision engineering, aged care and a range of service, distribution, finance and educational enterprises. Overviewed the work undertaken and premises informing learning and innovation at work and why both are intertwined. Of interest is the process of employee-driven innovation. Summarised the ways workplace innovations arise through the conduct of work. Argued that innovations did not arise through start-ups, incubators etc. but are actually day to day processes to keep enterprises viable in competitive market driven society.

Used PIAAC has a base of data to identify prevalence of problem-solving and how this occurs regularly across all occupations with no real difference across cohorts on the basis of educational level. Although life long learning etc. focuses on individuals, all workers are expected to innovate and much of this is carried out in work teams. 

Summarised the studies' contexts and findings. The importance of dialogic interactions was identified as a key process for innovation to take place and continue. The 3 distinct kinds of innovation were also identified - strategic, work practice and procedural. Each had a different pattern of initiation, approval, and implementation. Strategic and work practice tended to be top-down but procedural (which was the most common) were bottom-up with support from the workplace. Then presented the zones of employee-driven innovations and learning as individual innovations will not have impact unless supported by workplace approval and promotion. 

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.  

Australian perspective of vocational education and training (VET - NCVER 'landmark' series

 The VET Development Centre (VDC) based in Victoria, Australia featured and summarised Professor Erica Smith's 'landmark' look into the Australian apprenticeship system. 

In turn, the NCVER VOCED has collated a VET knowledge bank of the key policies and reports which impinge on Australian VET, which they call 'landmark documents'. A good resource for those wanting to understand the evolution of the Australian VET system. A good way into VOCEDplus  massive database is their 'special collections' site which has links to key topics including key research and policy by region (Australian), programme based collections, organisational based collections, VET/HE pathways, thesis and key conferences.

Other landmark documents include:

historical overviews of the place of VET;  research in the VET sector, overview of the VET workforce; reviewing aspects of skill and knowledge; and training and assessments. 

A few already somewhat dated and all are contextualised to the Australian VET context. However, they provide good summaries and recommendations and are useful as comparative tools to see how things have shifted (or not) and provide the historical background for understanding the Australian system.

International Journal for Research in Vocational Education and Training

The International Journal for Research in Vocational Education is an open access journal with connections to the European VET research community through the  The European Educational Research Association (EER)). Vocational Education and Training is one of over 30 networks supported and networked through the EER. 

The IJRVET publishes 3 issues a year with a the addition of occasional special issues. The journal is open access and is now into it's ninth volume. The range of articles includes a small number of studies of workshop/classroom-based learning through to ones which discuss broader social/economic issues of VET.

I have dipped in and out of articles as they appear on my Google alerts but will need to do a concerted trawl through the journal to bring across relevant articles into EndNotes.

AVETRA 2021 Day 4

 Today's theme is on VET research.

Day 4 begins with a keynote by Dr. Antonio Ranieri from the European Centre for the Development of Vocational Training who speaks on ‘trends in VET policy and research: A European perspective'. Shared details of the new policy framework for education and training in Europe to help ensure a prosperous, sustainable and social Europe. Policies include new EU skills agenda, and recommendations for VET. All evolutionary processes to ensure that there is stability and recovery beyond the pandemic. Economic activity and employment have been affected. Many job losses especially for temporary employees and those with lower educational attainment. 

Challenges include the wider range of target groups requiring VET; complex insitutional and governance arrangements; highly diverse content and modes of learning; and coordinated policy and measures to enhance attractiveness. Important as those with lower education do not often see the need to have participate in lifelong learning opportunities. 

Shared the skills intelligence compass to help cope with changing labour markets. The compass includes ensuring various studies coordinate. Include skills index, skills forecass, skills policies, VET skills and skills foresight etc. with megatrends, long-term skills demands and supply trends, skills needs in jobs, skills systems performance, skills utilisation, skills (mis)match and sectoral/regional skills analysis. Need to therefore leverage off the actionable skills intelligence smarter.

Summarised finding on firms which offer comprehensive training and learning opportunities have better outcomes. Introduced current study on how digitisation affects skills needs and learning within workplaces. Important also to study the incidence and drivers for informal learning as these comtribute. 

A panel then discusses 'research themes and priorities in education and VET'.. The panel includes Phil Loveder (NCVER), Josh Williams (NZ - Skills Consulting Group), Radhika Gorur (Deakin University), Joy Deleo (NCVER) and Damian Oliver (National Skills Commision). Discussed mainly the high level policy/strategies along with labour markes, skills and the impact of the pandemic.

Three presentations follow.

First one with Dr. Llandis Barratt-Pugh from ECU on ‘legitimising autoethnography: constructing the practice of reflective practitioner inquiry'. Presented definition and 3 types of autoethnography and the pros and cons of the methodology. Same person as researcher, subject and analyst. Ask the question - What do you know and how do you know it? Provided some examples. Can be individual or multiple researchers and draw on past experiences or look into planned future experiences. Often critiques as a pseudoscience. Conflicts with research norms - solo source, memory dependent, lacks validitity. 

Proposed a process to ensure better acceptance of autographically based research. Completed through gathrering experiences with students using autoethnograhy. Locate the question, prepare self for making tacit explicit, jog memory, use alternative lenses to expane, draw on diverse data sources to triangaulate, draw key themes, review and interview, consolidate and record. Framework includes making memory more explicit, provokde memory, stimulate, validate memory and making the process transparent. Worked though techniques and tools to achieve these processes. 

Number two is a presentation by Professor Erica Smith from Federation University on ‘research by VET teachers: empirical evidence’. Overviewed a large body of research undertaken by VET practitioners. 77 students in the Associate Degree of VET (Federation University). What are VET teachers teaching? How successful are they? How do their studies align with traditional research. Provided background on how this has occurred. TAFE students in Victoria only able to go up pay scale if they comple level 6 qualificaiton. Research is a requirement.

The course uses Boyer framework - discovery, integration, application and teaching across 3 modules for students to work through and complete a small applied project. Most doing projects/studies on elearrning/online learning. Then on school-based VET, CBT, electrical, english as additional language, automotive etc. In general, results were good with most completed to credit or distinction level. 

Shared issues and proposed solutions. 

The third presentation is with Dr. Joe Pagnoccolo from Holmsglen with Santina Bertone from Central Queensland University with ‘the training experiences of Australian apprentices’. A traditional presentation of study. Began with context - including completion rates for apprentices being low. Interpersonal factors have been common challenges. The study aimed to find out how apprentices' interrelationships and soft skills affected their apprentice experience. Summarised literature review on issues completing training including workplace based issues and personal/contextual factors; Interpersonal skills concepts of emotional intelligence and social-emotional learning; people-related generic skills include non-technical skills and transferable skillls.

Summarised methodology, participants and analysis. Reported results - apprentices narratives, behaviours and training experiences.  Discussed findings, detailed implications, limitations and summarised recommendations.

A workshop on using VOCEDplus  is next and a session with a quiz and AVETRA awards closes the day.

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.

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. 

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.

Summary - op ed from Gavin Moody on 'what Australia can learn from England's plans for vocational education

Read through Gavin Moody's opinion piece last week on the conversation. Some interesting aspects, with several relevant to the NZ context.

The report Gavin refers to is the proposal  for Degree apprenticeships put up by the Higher Education Funding Council for England. In summary, there will be TWO routes post school - the college based academic and the employment based pathway to 'degree apprenticeships'. The report proposed 15 routes (industry sectors / discipline areas). Other recommendations are to reject 'market qualifications' and competency-based training'. Additionally, public funds should not be allocated to for-profit providers. A levy on employers would fund apprenticeship.

The above draws from two recent reports in the UK. One on post-16 skills published in July this year and the other called the 2012  'Richard's review' - full report available at this link.

There has been much debate and review in the of post-school alternatives by the UK government of late. Mainly, to try to engage their large number of NEETs and to ramp up skills to meet the demands of the post- industrial age. A major challenge has been (and still is) the stratification of the class system and a general attitude of non-academic / non-university qualifications as being inferior.

The Richard's review sets the scene by "redefining apprenticeships, focusing with greater rigour on the outcome of an apprenticeship, and using recognised industry standards to form the basis of every apprenticeship". A goal of 3 million apprentices has been set for 2020. Employers are to feature with the Institute of Apprenticeships set up to regulate apprenticeship quality, encourage better gender, minority participation across all trades, and a UK-wide levy for employers to pay out more than 3 million pound annually.

The post-skills report intention is to have all students move into either an academic or technical option post-16. Students should be able to move between these two routes seamlessly as well.

The technical route is an applied education pathway into skilled employment and may be attained through college-based or employment based (apprenticeship) options. Of note is the recognition of degree equivalency through wither pathway.

15 routes (industry sectors / discipline areas) have been identified. A ‘road map ‘ towards implementation of all the recommendations by 2020 included in the report.

Some learning from the above for NZ. We currently has 'vocational pathways' set up which is steadily gaining momentum. Credits gained at school or through shared 'tertiary college' programmes held in partnership with polytechnics or similar, may be used towards completing the National Certificates in Education at levels 1 - 3 (these are the school-base qualifications). Apprenticeship still has a way to go to gain parity with university qualifications, although the intend of the NZ Qualifications Authority (NZQA) has always been to have qualification levels as stepping stones from level 1 (foundation) to 10 (PhD). However, there is difficulty, especially at the university level, to transfer credits across levels or for credits gained through vocational education into university degrees. There is movement, especially through various 'recognition of prior learning' arrangements - and example being the Centre for Assessment of Prior Learning (CAPL) at Ara. Skills and expertise gained through work are aligned to qualifications offered at ARA, providing a means of qualification attainment without having to commit to an entire programme of study.

Therefore, important to keep up with the play as various countries seek contextualised solutions to meeting the skill and work demands of the future.

A practical guide to craftsmanship

Disclaimer, I am cited in this report.

From the prolific pens of Professor Bill Lucas and Dr. Ellen Spenser comes another piece of work commissioned by City and Guilds. This piece of work, focuses on craftsmanship. The website provides a link to the short (33 pages) final report. This report follows on from previous work on how to teach vocational education  which I summarised on this blog a couple of years ago and a more recent report on 'remaking apprenticeship' also commissioned by City and Guilds.

The report begins with an overview of the historical connotations of 'craftsmanship', arguing for whether it is appropriate in contemporary times and whether aspects of being a craftsman springs from expertise or attitude. In short, craftsmanship need not be limited to trade or manual occupations. As per Sennett, (see this blog for summary of the book 'the craftsman'), craftsmanship is an innate human desire to 'do things well'. So craftmanship aspects are desirable in the creative arts, computer programming (notice how many books there are out there on the craft of coding), teaching, health care etc. (see my article on how workplace culture impinges on how apprentices attain craftsmanship traits for discussion on craftsmanship and another on the learning of judgment)

The report is written chiefly for a UK audience - as per the sub-title - creating the craftsmen and women that Britain needs - so the two case studies used may resonate more with an anglo audiences.

The real gem within the report is the section on the pedagogy of craftsmanship - starting on page 11. Here the philosophies (signature dispositions, visible learning), the 3 strands of craftsmanship (learnability, becoming and culture) and challenges and presented and discussed.

Signature dispositions are a slant on signature disciplines - something perhaps still difficult to quantify due to the diversity of contexts in which craftsmanship traits are valued and promoted. An example I often use is from 2011 my study with apprentices in NZ. Glazing apprentices complete their apprenticeship in three distinct work organisations. Domestic glaziers install and fix windows in small buildings, commercial glaziers work with construction companies to install large windows in large buildings often using cranes and abseiling skills, and auto glaziers install vehicle windows. Each is a glazier but with a diverse range of skills pertinent to their work. 

Visible learning is based on the work of Hattie (see this blog for summaries on visible learning for teachers and visible learning and the science of how we learn) - for me, an extension of some of the precepts of cognitive apprenticeship.(see post applying to mobile learning) and aspects of deliberate practice (see summaries from this blog of books 2006, 2009 and critiques).

The table on page 15 provides a good overview of the report's direction, linking the desirable outcome of craftsmanship with the two philosophies of teaching (signature dispositions and visible learning) to dispositions (developing the techniques of persisting, envisioning, expressing, observing, reflecting, risk-taking, and understanding the domain). In turn, connected to the three strands (learnable, becoming and culture) to techniques for teachers. Each of the items in the three strands then discussed with examples and some guidelines.

Page 28 provides recommendations to vocational education teachers on how to go about 'changing your own approach'.

The report than concludes by returning to the discussion on the term 'craftsman' - should it be retained or an alternative sought?

Two pages of pertinent references provide a source for further exploration,

In all, a readable report pitched at practitioners that does not shy away from providing citations to support the concept. The synergy of approaches shown to work in the compulsory school sector and the requirements of industry is one of the strengths of the report. 

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 :)

Presentations - Tim Ingold, Patricia Churchland

I was in Perth for two weeks over the Christmas and New Year to catch up with family. The weather was hot - at least 30'C everyday. I was up early as Perth is 5 hours behind NZ. Comparatively cooler in the morning to work off the good food dished up each day by my mother and other rellies, with 20 - 30 kms bike rides. Thankfully, some small hills and mostly on bike trails to explore area around the Canning River.

During the afternoon, when temperatures made it too hot to be outdoors and my parents, babies, pets  etc. were having their post-lunch siesta, I caught up with a range of youtube videos on topics relevant to my research projects - i.e. trades learning and how people become trades people. Usually, I previewed the video on afternoon. Then spent another afternoon working through the details of some of the concepts presented using Google Scholar and the presenters' webpage. Then drilling down to salient concept and to write up notes etc. with another more selective video watching session. So each of the following presenters took up a good 5 - 6 afternoons.

First up , caught up with a few videos with Professor Tim Ingold who has a chair in Social Anthropology at the University of Aberdeen. There were several videos reflecting the evolution of Professor Ingold's work. One I watched through was on'Thinking through making' recorded in October 2013. Although only about half an hour, the presentation covered many of the precepts of Ingold's work, with text version covering for example in 'Toward an Ecology of Materials'. Annual Review of Anthropology' .

Then, the work of Professor Patricia Churchland from the University of California on neurophilosophy, leading to a collection of videos from Serious Science - which I will park for another occasion to view. Also a longer video on free will and self control related to her work on neuroethics.

I find videos to be a good way to better understand the writings of researchers, especially with topics requiring effort to build up a foundation in and then to work through complex concepts. Viewing the video brings into focus researchers' / writers' standpoint. Good presentations often include examples not always detailed in articles. So, videos are good supplements, especially if ever being able to watch f2f presentations from illustrious academics are out of reach.

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. 

Remaking apprenticeships - report by Lucas & Spencer (2015)

A new report from Lucas and Spencer - funded by City and Guilds Alliance for Vocational Education with an overview video available on the reports official website.

Although long – a very pertinent and cogent update on apprenticeship. Where it has been, where it now is and how to improve into the future.

The report brings together work accomplished in the previous few years and incorporates work reported in other publications including the 'vocational pedagogy' report summarised last year. 

A shorter summary is available but the longer report is worth the time to read through as it details, succinctly, all the various aspects impinging on apprenticeship.

The report provides a 'one stop shop' with regards to updating the historical evolution of apprenticeships into the current times (albeit with a UK perspective); discusses the various theories and practices and pedagogy of apprenticeship and offers recommendations on how to proceed.

Of importance is the distilling of the many outcomes of apprenticeship into SIX - routine expertise, resourcefulness, craftsmanship, functional literacies, business like attitudes and wider skills for growth. The recommendations are generalisable across to many apprenticeship systems but are most pertinent to the UK context.

15 pages of references bringing together the pertinent literature on apprenticeship learning.