Degree apprenticeships - ConCOVE presentation

 This webinar presents the findings from a ConCOVE Tūhura project which undertook an evaluation of degree apprenticeship initiatives in Aotearoa.

The full report provides details. 

The presentation is facilitated by Eve Price with Brenden Mischewski, Keryn Davis from Architectural Designers NZ, and Tau Tua'i from Stevenson Tua'i Architectural Consultants. 

Eve introduced the work, to bring together workplace learning and degree qualifications. 

Brendon summarised the work undertaken over the last two years. He provided an overview of how degree apprenticeship is structured. Learners are employees first, completing a qualification. This helps real-world work readiness occur without incurring the costs of completing full time study. For many, who are working in the industry, attaining a degree becomes more difficult as they work longer. Taking 3 years out work or committing to many years of part-time study, is challenging when people have families and other commitments. Therefore, it is a job that leads to a degree, rather than a degree to get into a job.

Keryn confirmed there was a large number of members were interested in the approach. There was a need to expand the talent pool and to increase the diversity across the profession. Degree apprenticeship provides opportunities for many who have not traditionally been in the industry.

Tau provided a 'learner' perspective. He thought it drew on the inherent creativity in the Pacific community and the press of their communities to be in work and contribute to the family. 

Aotearoa context requires a rethink of how degree apprenticeships are structured and supported as small and medium businesses predominate across the economy. There are few large organisations with dedicated HR or People and culture divisions. Therefore it is important to extend the increase in VET and degree qualification attainment with ensuring there are opportunities for different ways to complete qualifications.

Keryn identified a key advantage to be 'at the get go' to support codesign of the qualification so that the apprenticeship would work for employers, employees and other stakeholders. 

As an employer, Tau reiterated that authentic learning is a key advantage. Most pick up and can be productive within a few weeks. Learning by doing means they are able to apply off-job learning to the work at hand. There is also a better match between learner aspirations and the company they complete their apprenticeship in. 

Brendon detailed how to best support SMEs and help them start small. Shared apprenticeship model is something that requires exploration to provide the wider roles that are common through the industry. Employers assistant to understand what they can bring in and be involved in co-designing the way an apprenticeships can be enacted. Degree apprenticeship help grow productivity and extend innovation in the industry.

Tau has supported school and tertiary learners in work experience and these have helped his company's approach to adopt degree apprenticeship. Both Keryn and Tau reiterated that employers often learn from their new entrants and also the learning that degree apprentices bring back from off-job learning. There is now a community of practice that can support new SMEs coming into the degree apprenticeship. Younger people bring the current  technologies back into the workplace.

Brendon detailed how good support for apprenticeship can look like. Introduced the various resources available to support employers and apprentices including study skills, pastoral care and the strategies to set aside study time. To earn, learn and strive, all must work together to make things work.

Keryn explained that in the pilot, relationships with providers are important. There is untapped potential to broker opportunities and work with the professional competencies to ensure that they work across different ways to complete a degree qualification. Collaborative relationships between employers and providers are a key. A 'pre-apprenticeship' programme may be useful to help learners try out the type of work required and expectations. Employers can then draw on the foundational skills and build on these through the apprenticeship. 

 Brendon summarised the various challenges and strategies that can be undertaken to work through them. However, if the motivation is there, these can be surmounted.

Q & A followed. 

Had to move to another meeting but degree apprenticeships should be a choice across many more professionals and disciplines. 

AVETRA Day One

 The Australian vocational education and training Association's (AVETRA) conference is held later this year. Here are notes taken on day one of the two day conference held at the University of Technology Sydney.

Welcome from country with Michael and from Steven Hodge who is standing in for the AVETRA president Kira Clarke. Michael provided us with the significance of indigenous places and fauna in Central Sydney, the history of indigenous peoples with their long association with the Indonesian archipelago, along with the brutal and sad history and impact of colonisation. 

Steven thanked the conference committee and went through the various conference items. 

First keynote is with Professor Barney Glover, Commissioner of Jobs and Skills Australia. Overviewed JSA's capacity studies with several big reports about to be disseminated. All part of the emphasis by the Australian government to upskill Australians. JSA involved in several including qualifications reform, stewardship of the tertiary education and encouraging industry to be more proactive in informing skills development. Establishment of JSA part of the larger reform of understanding the role of skills. Objectives of JSA include addressing issues of equity so all Australians are able to gain the relevant skils; understanding the current Australian labour market; shaping the future of the labour market (including Gen AI in the labour market); how to optimise the national skills system; and activating the 'dailogue' to engage with government, industry, and unions. Summarised several recent and up and coming reports. - Clean energy workforce capacity; Skills misalignment data - over the last decade qualification levels of Australians lifted, higher education completions higher than VET but there is a shortage in many VET-qualified occupations. By 2050 80% of population must have tertiary qualificaion. More work on the preparation and support of apprentices required as many drop out in the first year. Skills shortages most frequent in technicians, trade workers and professionals. Gender skewed occupations more likely to have shortages. Shortages are not about supply!! gaps are created by longer training, shorter training!, suitability and retention. Better understanding of workplace culture and how toxic work practices can be ameliorated (funding/procurement standards). 

The second keynote is from Dr. Bob Boughton who presented on First nations communities. Began with acknowledgement of the Gadigal people. Has worked since 1974 with First nations communities, where many were not well-served by the education system. In 1998, returned to Alice to take on a post-doc research which he provided details on. Explored the impact of poor outcomes from education on the health and well-being of first nation communities. Three pieces of evidence, collected over the last three decades. 1) Scale of challenge was large. IN 1996, over 45% at level 1 and another 35% at level. Unfortunately, since then no distinct data available via international surveys (PIACC). Resorted to localised collection of data. 60% of first nations people through household survey have low literacy. No real change seems to have occurred over the years! 2023 research premised that schools have not made sufficient difference in the English language literacy for first nation students. 2) VET system actually has the capacity to make a difference! but the challenge is large. In an example from 2022 - 2023 data, only small numbers of learners identified with literacy needs participate in programmes, withdrawal rates are high (over 70%) and actual completion very low (0.28%). 3) Provided a case study in Timor-Leste which has successfully created good outcomes. Literacy for Life in Australia provides a good example of something that works through community involvement, with first nations teachers supporting their people using the adult lliteracy campaign model. Communities can solve the problem if provided with sufficient resourcing. Shared hypotheses as to why things move so slowly and why resourcing is still difficult. Acknowledged the many first nations peoples who have worked on these initiatives over the years. 

I chair the a stream in the first collection of presentations. There are 3 presentations before lunch.

First up, Eve Price with  Brenden Mischewski on their degree apprenticeship project in NZ. Pathways to success- unlocking the potential of degree-level apprenticeships in Aotearoa NZ. Covered the context and gap in educational framework. There is growing need to align education with industry demands; skills shortages in key sectors; and gap in higher level apprenticeships. Defined career apprenticeships that combine undergraduate education with on and off job training, leading to a bachelor's degree while learners are employed and earn while they learn. UK has 70,0000 enrolments. NZ has one degree and small scale pilot programmes at the moment. Overviewed the project to define the principles of degree apprenticeship, running pilots - architectural technology, civil engineering, construction management, surveying (casdral, and quantity). How can the tertiary education system change to better support the uptake of degree apprenticeship, in relation to scalability, quality assurance, and long term stability. Current challenges include policy gaps, structural barriers, cultural and preception challenges, industry engagement and institutional. Summarised the method - see ConCOVE project website 

The UK rapid growth supported by employer levy. Other ways to fund it being looked at as the current is at capacity. Benefits included increased produectivity, enhanced employability, and greater employer engagement. Challenges include complex regulatory structures and accessibility barriers for smaller/medium businesses. Time consuming programme development. The comparative pilots selected for occupations with a critical mass. Pathway from level 5 through to 7 useful. Professional registration requirements can be covered during the apprenticeship, saving time and other resources. Summarised the main benefits for learners (earn while learn), employers (greater influence on education) and economy (supporting social mobility).  The role of industry in VET (January, 2024) report good resource to draw on. Ended with a summary of policy recommendations, industry and government partnerships and pilot programmes. 

The second presentation is with Julie Edwards with work with Josephine Price and Taha Chaiechi who present on 'vocational to higher education pathways - the students' transformative experience. Qualitative phenomenological study, exploring the lived experiences of 10 participants who moved into post- graduate degrees from a vocational pathway. Thematic analysis based on Mezirow's transformation theory. Focused on pivotal points during the post-graduate journey. Not much done of transitions into undergraduate but not for later enrolment into post-graduate. Similar for first in family, academic writing, role of parents, academic research, juggling work, family, study. But main difference with role of partner, working in senior roles with significant responsibilities. Participants experienced a transformative journey, increased self-efficacy, increased confidence, exploration of alternative, lifelong learning, and potential for educators to prepare and support.

I then present the on 'Generative AI in VET: Guidelines derived from integrating Gen AI into foundation to degree level programmes. The presentation summarised the ways used to support VET learners. In the degree programmes, the emphasis has been on enhancing critical thinking and reflective learning skills. For the foundation programmes, using AI as a 'study buddy' to support academic learning scaffolds the learning without replacing learners' effortful learning. Focus of using AI can be decided by mirroring industry practice, supporting pedagogy or enhancing academic literacy developments.

After lunch, an AVETRA  life membership award was presented to Berwyn Clayton (who dropped in via zoom). 

Following on, there is a panel session on 'VET in the age of AI: What and how we teach and assess' The panel moderated by Dr. Natasha Arthars included Claire Field, Sally Browner and Dr, Suneeti Rekhari. 

Began with a question to Suneeti, how is TAFE NSW incorporating Gen AI into their curriculum. Need to look at it from a systematic and holistic perspective for governance; create Gen AI action plan; and capability development of all educators. 

Then asked Sally how Gen AI is being included into qualifications. Work now being undertaken to find out how Gen AI affects work in the finance and business sectors. Development of a priority framework - which qualification should be reviewed. Four qualifications in finance and business prioritised. NCVER about to release report of effect of Gen AI in the finance, information technology and business sectors. 

Claire presented on what is AI. Reactive machine AI - able to analyse large amounts of data and produce intelligent output - e.g. Deep Blue. Limited memory AI - Gen AI - generates words, phrases and visual predictions. Virtual assistants and chatbots used natural language processing, understinding questions, take actions and compose responses. Presonalised learning (RM AI) AI to accelerate learning, increase student engagement, reduce workload, target student interventions. RPL in real time! competency based but not time-based progression. Examples include Century for school and further education. 

How can Australia stay ahead- Claire composed that some countries and institutions have started personalised learning years ago. We should not think that the way we deliver on-line education but to ensure that we keep up with how AI may be useful and not just worry about the academic integrity challenges presented by AI. Australian schools have collaborated and produced a national framework for AI in schools.  Tertiary institutions have resources on AI through TESQA. VET in Australia behind on this front. 

Sally answered a question on how current training packages stay ahead. Still important to work through the evidence and consultation and analysis is undertaken to inform the changes in the training packages

Q & A ensued. Sustainability in AI is addressed by the AI selecting the most efficient way to generate the response, even though each response can use large amounts of energy. Warning on the future of AI especially as it is owned by corporates. Kinds of AI knowledge also discussed. 

Suneeti summarised the challenges involved with working with the issues of compliance and accreditation bodies. The new revised standards are more flexible :) The intention of the standards is to ensure learners receive quality education. There is now opportunity to incorporate AI into contributing to supporting learning. Academic integrity has been picked on but AI can design formative steps and to rethink assessments. 

I then facilitate an interactive session with Associate Professor Teressa Schmidt, who is co-editor with me for the International Journal of Training Research. The workshop covers summary of the journal's objectives, the submission process and activities revolving around writing a good journal article abstract.

The AVETRA AGM is then folllowed by the conference reception. All in a long but productive day.

C0nCOVE / Tūhura hui - notes taken during the day

 Attended the Construction and Infrastructure Centre of Vocational Education  (ConCOVE) conference today. Missed most of the first keynote in the morning but was able to get to the venue in time to pick up the end of Kaila Coblin's scene setting session to 'build bridges- collaborating for vocational education excellence'.

The next session with 'unlocking potential: systems change for our vision' with  ConCOVE's George Makapatama. Provided the ConCOVE perspective with how the organisation is approaching the important 'systems changes' -firstly to try to identify the problem, before launching into solutions. His presentation drew on his story - growing up in Niue and how his culture grounds his thinking. Connections are important in a collective society. Introduced the concept of 'servantship' which drives his life. Both mean we are all part of a larger whole and draw on this support to progress towards contributing to a better society. Shared the 6 conditions for systems change from the work of Kania, Kramer and Senge (2018) - from structural to transformational change. 

The after morning tea session was with Suzette Dyer from the University of Waikato, who followed on with 'Developing a bystander Theory of Change' for the sector. Shared a ConCOVE project to develop new anti-harassment guidelines - reducing bad behaviour on worksites. Traditional responses are individualised, difficult, may worsen the situation and most often, the victim leaves the workplace. Recommended a collective /whole workplace response which is supportive and leads to fewer negative outcomes. 

Then Eve Price updated on 'Navigating the challenges in Degree Level Apprenticeship'. Introduced the concept. TEC thinks of degree apprenticeships as a way of delivery. For industry, apprenticeship occurs on-job. The term does not exist for NZQA. At the moment WDCs look after qualifications to Level 6. Level 7 degrees are in the university and ITP space. Discussed the pros (equity, retraining, earn and learning, addressing skill shortages etc.). Unpacked using 'systems change' introduced by George and applied to how degree apprenticeships can be promoted and established. ConCOVE is contributing to a pilot next year. 

An update on ConCOVE project fund process with Katherine Hall and Jackie Messame and an overview of the ConCOVE PMO, bookended a 'relationship accelerator - speed idea generation' activity.

After lunch there was a short ConCOVE challenge using slido.com - featuring 11 questions VET, construction industry, rugby, Mātauranga Māori and ConCOVE concepts.

Dr. Kylie Taffart then presented on 'Futures in NZ quarrying'. Introduced the industry - big rocks into small rocks', including sustainability initiatives. Main challenges around health and safety, aging workforce, inclusive workforce, and technology adoption to increase productivity. There are strong connections between quarrying and civil construction. Currently unit standards are too technical. Study is to evaluate what training programmes are available and inform future programmes and industry professional development. Described research method and objectives of the project. Findings from Delphi study indicate the challenges of the need for leadership, health and safety, and legislation and regulations. Recommended set up of advisory group, complete analysis of data, develop a future of quarrying futures scenario and publication of report.

 Josh Williams and Jackie Messame shared a project on 'Transitioning to kaiako (teacher)'. Josh began with stating that high quality VET requires high quality teachers. The world of work and education are still far apart. How do these two worlds come together, especially through industry workers moving into teaching. What are the supports that help the shift people from work into education. Then how do currency and future professional development occur. How can the dual roles and dual professions work together, one informing / drawing from each other between the two identities. VET delivery is complex and in a continual transition/change. Common competencies are technical, education, stakeholder engagement and professional values and commitment. Call for participants to contribute to the project. 

Jackie covered the comparison between on-job and off-job learning. Interviewed, trainees, trainers (supervisors, assessors etc.) to find out what a good were the qualities of a good workplace trainer. Some technical skills but much in the leadership, learning, supervision, and mentoring quadrants. 

After afternoon tea, an activity session with Callum McKirdy on 'inspiration, reflection and action: A journey forward' to gather contributions on how ConCOVE can meet needs of the participants, what was of most interest, and what did we get out of the day. 

The conference then closed with final remarks. Good to meet new people, touch base with familiar kindred spirits, and see how COVEs have developed and their direction.

Reshaping vocational education and training in Aotearoa New Zealand - book link and overview

 

Disclaimer: I am co-author for this book. 

This book, the fruit of two years of effort by many authors from across Aotearoa New Zealand, records the many initiatives, innovations and developments across the vocational education and training (VET) sector as the country enacts the outcomes of the recent reform on VET (RoVE). Industry Training Organisations (ITOs) with 30 years of history and service to their industries, and Institute of Technology and Polytechnics (ITPs), many with contributions of over a century to VET, all merge into Te Pūkenga, the NZ Institute of Skills and Technology (NZIST) as of January 2023. 

There are 20 chapters: 4 chapters covering the histories of the ITOs and ITPs, along with the rationale, outcomes and possible implications of RoVE. There are chapters on how ITOs and ITPs work towards addressing inequitable access and outcomes especially for Māori, Pacific, workplace learners and women in the trades. "Innovations" across the sector are also covered, including the application of design thinking towards development and deployment of a culinary arts degree programme, degree apprenticeship in infrastructure asset management, networked/distributed learning in degree midwifery programmes, collaborative development and delivery of the Bachelor in Engineering Technology (BEngTech) programme across 6 ITPs, recognition of prior learning, learning design for practice-based learning, definitions of distance and online learning, and the need for ongoing professional development to assure quality VET provision.

All in, the book makes a contribution towards recording the sector as it moves towards new ways of collaborating and managing VET in Aotearoa NZ consolidates. 

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.

Microcredentials - slideshare from Professor Michael Brown (Eire/Ireland)

Here is a slideshare from Professor Mike Brown's presentation on microcredentials picked up this morning via LinkedIn.

Although the information has a country slant (in this case Ireland) the information is relevant and easily contextualised to other national systems.

Slides 14 and 15 show a quadrant of the types of ways microcredentials may be useful. The axis are whether the credentials are credit bearing or not and whether they are 'bundled' or 'unbundled' which I take to be whether the credentials are part of a larger qualification or stand alone. Associated with microcredentials, is the notion of badging. The EU seems to be exploring this concept in a bid to provide badging with recognition and also to bring them into regulatory control.

To be relevant, both bundled and unbundled are options depending on individual learners/organisational/national needs. Whether bundled or not, stacking is still the prevalent approach of qualification systems to addressing the recognition of microcredentials.

The NZ Qualifications Authority recognises microcredentials. The details are found on this site. The register of microcredentials in NZ  show a collection registered by Otago Polytechnic, a private provider and a few Industry Training Organisations (ITOs). 

So some activity in this area as addition of microcredentials into the qualifications ecosystem is one way to be more agile in meeting future of work and fast changing industry needs. The challenge is to avoid a plethora of microcredentials whilst balancing the need to be flexible! 

INAP conference - DAY 2 morning

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

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

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

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

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

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

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

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

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

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

INAP 2019 conference - DAY 1 Afternoon

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.