Life long learning - podcast - Singapore's SkillFuture with Dr Gog Soon Joo

This came through Soon Joo Gog's linkedin post. She participated in a podcast from the 100 cases of lifelong learning for the workplace series.

This podcast with Soon Joo, focuses on Singapore's SkillsFuture which represents a case study of a country's strategic response to the many challenges posed by the future of work on citizens. 

 Skillsfuture brings together individual incentives to all Singaporeans and organisations, to enable them to upskill, reskill, or just stay on top of rapid advances in techology. The government funded holistic response includes not only information and incentives but also does the work to maintain skills frameworks through on-going research on skills demands. There is access to the skills and training advisory for individuals and organisations. For individuals, information is organised into early and mid-career initiative to inform and augment current and future skills. 

International Handbook of Lifelong Learning (3rd edition)

 The Third International Handbook of Lifelong Learning, edited by K, Evans, W-O, Lee and M. Zukas and published by Springer as a 'living reference' contains 63 chapters. The two previous volumes were published in 2001 and 2012 respectively, meaning the series is a good overview of how lifelong learning, adult education and continuing education have evolved across 3 decades.

The chapters cover topical issues including lifelong learning's contribution to helping humans ameliorate the effects of climate change, country reports / perspectives on lifelong learning, research focuses and issues, neuroplasticity and adult learning, migrants and refugees and the importance of lifelong learning in helping them resettle, digital technologies and industry four, importance of indigenous knowledge, and accommodating sexual and gender identities in societal, cultural and lifelong learning contexts.

All in, chapters provide contemporary overviews of issues, challenges and recommendations to support, extend and viewpoint lifelong learning's importance and application. 

Global Lifelong Learning (GLL) summit - article from Minister Tharman's speech

 Here is an article, summarising the speech delivered by Coordinating Minister of Social Policies, Mr. Tharman Shanmugaratnam. 

Even though SkillsFuture Singapore is often cited as a leading initiative to support all workers' lifelong earning endeavours, there are still challenges. Blue collar and non-professional white-collar workers, mid-career workers and those working in SMEs often have little resourcing both from individual and company perspectives, to continue on lifelong learning trajectories.

He proposed three pillars towards ensuring all workers are able to benefit from and access lifelong learning opportunities. These are:

- need to collate and make accessible, the information on anticipated skill demands across the economy.

- the system must avoid fragmentation - i.e. have myriad courses, microcredentials, awards, certificates etc. which do not 'stack' or are aligned to actual industry needs.

- the system needs to have a wider view of how credentials or qualifications are awarded - i.e. greater visibility for assessment of prior or current competencies APL, RPL, etc.

Aotearoa NZ needs to work hard on the first one as the careers advisory services are still patchy. For the other two, Aotearoa is on track. Microcredentials are recognised by the NZ Qualifications Authority and for Recognition of Prior Learning (RPL). The current reforms need to be cognisant of the need to ensure that the new 'skills standards are well aligned to allow for flexible pathways and that a large number of skill standards do not end up being developed).

Global LIfelong Learning (GLL) Summit - Day 2 - session on continuous education v2

Today, managed to get to the panel session on Continuous Education v2: How Institutions can innovate and adapt. 

The panel's moderator is David Atchoarena, Director of UIL who summarises each panelist's contribution.

Panelists include: Lily Kong, President of the Singapore Management University (SMU); Andreas Schleicher, Director for the Directorate of Education and Skills, OECD; and Christen Bollig, Chief Operations Officer for the General Assembly, USA.

Conversation centres around the Higher Education (HE) context and how this sector contributes to lifelong learning. Focus on the third pillar of universities (apart from research and teaching) to provide educational opportunities for their communities. For example, the aging population some who may be returning to education to either upskill or to attain self-actualisation.

Andreas Schleicher joins the panel online.

Firstly, how can universities play a bigger role in providing lifelong learning and supporting learners across their life trajectories. How does the entry of these lifelong learning, contribute to the life of the university.

Lily Kong speaks on the need to understand the main objectives of universities, each with specific roles - they may be research or liberal arts  etc. and are not monolithic. All of the Singapore universities delivery lifelong learning through continuing education programmes to upskill and re-skill the workforce as there is greater reliance on the human resource in the country. At the SMU has been active in this space. SMU does this as they are able to influence their learners /alumni to understand the reason for lifelong learning and the need for continuing education. Alumni's are important due to the relationships already formed with the institute and their understanding of the institutional culture. Universities can contribute towards the research on andragogy and use this knowledge to enhance teaching and learning. Research also places universities at the cutting edge and brings currency and relevance to the curriculum.

Andreas Schleicher provides the international perspective. Originally universities served the elite but now, in some countries, over 1/2 of the population participates in HE. Differentiation between universities has increased. University students now no longer predominantly a post-school experience. Individual need to attain skills to navigate their learning as they progress through their careers. Not all universities provide sufficient flexibility to support access from the learners' perspective. Still some way to go for many universities. Learners need to be good facilitators, evaluators, learners etc. not just good technicians. Pandemic has shown us that universities not needed for the provision of high quality education. Formal credentials are now not required for many occupations, stackable microcredentials are one way for learners to access 'just-in-time' learning, when it is required. Biggest threat to universities now is the lose of relevance of the ways universities provision education, given the affordances now availed by technology. Learning should be an activity, not a place.

Second set of questions revolve around the complementary factors and processed between universities and other sectors - corporations, government etc.

Christen Bollig discusses this and stresses the importance of not losing the broad objectives of universities, for example from liberal arts universities. Universities play a role in incubating new strategies and then helping to disseminate these through other industries and sectors. 

How can inclusion and equity be included?

HE has always not served large sectors of the population. Again, universities can work through the challenges and undertake the processes required to attract, support and provide equitable completions for groups not usually associated with university education. The ideal solution for the learner must not only include universities but also industry, government etc. so learners have a wraparound service to support learners towards equitable outcomes.

Lily Kong stressed the importance of being more agile and to allow for different cohort of learners, need curriculum which is matched to their needs. For traditional students, time is required to build critical thinking skills etc. But for continuing education 'just-in-time' learning is more appropriate.

Andreas Schleicher reminded us that there are still many ways to segment the market and each has a role in meeting the needs of their learners. Understanding the needs of learners is a key. Additional foundation learning is often needed to help 'returning' learners flourish when they re-enter university. Regulatory framework for the market is important to ensure the system works for learners. 

Q & A followed.

The third discussion centred around credentialing lifelong learning.

Andreas Schleicher reiterated the importance of helping learners to evaluate their learning needs and to continually refresh their lifelong learning curriculum. Society, institutions, government, industry etc. all need to contribute towards supporting individuals to keep on learning, to maintain, refresh or acquire skills as the come into need. Great places must also be great places for learning. Institutions need to ensure they add value to learners including those at the margins of society, moving between careers, the unemployed etc. New forms of work create many challenges, not only for workers but the whole system. 

Lily Khoo discussed the beginnings of stacking, micro-qualifications are already in train. Possibilities include students moving out of formal learning, to work and back again and both can be credentialised into the general qualification. Stacking or pathway through qualifications are traditional but the structure and delivery of these programmes need to be updated to suit the requirement for greater flexibility.

Christen Bollig - learners struggle to understand how to select and bring together, the range of credentials now available. How are the credits valued and quantified. Regulatory frameworks are important but in a free market like the USA, the diversity, and multiplicity of choices, makes it difficult for learners, employers and industry. Universities/institutions need to ensure that graduates/employers able to feedback how the education completed, meets/or not meet the job/occupational tasks.  

Lily Khoo - for the ability to make a difference. Individuals, industry government etc. Universities need to ensure students have the opportunity to build good relationships that will last a lifetime. Faculty include not only those at the university but also out in industry.

Andreas Schleicher  agreed and stressed the need for individuals to assume greater agency through development of better understand of career planning. Christen Bollig stressed the need of collaboration across the sector to help meet the needs of the learners who are now un or underserved.

David Atchoarena provided a good overview of the discussion.

Global Lifelong Learning (GLL) Summit - online- DAY one - session on the future of work

The Global Lifelong Summit runs today and tomorrow with livestream of various keynotes and presentations.The summit is in Singapore and jointly organised by the Institute of Adult Learning, Singappre University of Social Sciences, Skills Future Singapre.

Today, Ara Institute of Canterbury becomes Te Pukenga, The celebrations, along with various meetings means I am only able to login on to one of the presentations- 8 pm NZ time.

Notes on the Panel Session - The future of work is now: workplace learning for a future-ready workforce. The session is moderated by Jeanne Liew, Principal and CEO of Nanyang Polytechnic, Singapore.

Panelist include Martin Hirzel (President, Swissmem, Switzerland), Professor Phillip Brown (Cardiff University, UK), Richard Koh (CEO, M-DAQ, Singapore) and Zhang Zhengjun (Vice -President of Huawei, Asia Pacific). 

The first topic discussed was to find out what the panelists perspectives on the future of work and what is the role of the workplace to contribute towards the future of work. Jeanne Liew introduces each topic and summarises each speaker's contribution.

Zhang Zhengjun talks about the speed of change with regards to technology and how this impacts on and contributes to the way work, leisure and society. Technology may increase efficiency etc. but requires everyone to continually keep up with the ways technology changes work. It is important to have access to resources which help people keep up with the bill. Government, universities, corporates etc. need to share resources so that access is provided to all without barriers. In doing, this contributes to all of societies progress and needs.

Martin Hirzel represents the Swiss manufacturing viewpoint. Provides his country context. Argued that lose of jobs caused by industry 4.0 may not be occur as during the 3rd industrial revolution, more jobs were created than lost. Similar opportunities exist today. There are still skills shortages and a clear need for lifelong learning as jobs and the way work is enacted changes. There is less physical and routine work, but there is still a requirement for technical skills, especially many vocational skills. Soft,  problem solving. metacognition skills are key. Dual education in Switzerland which provides both workplace and school-based learning helps provide the range of skills/competencies required to continue with lifelong learning.

Richard Koh introduced his company, a Singapore 13 year old start-up and energy digital company. Has a diverse workforce with many returning to their countries of origin during the pandemic. Now a global company as it was not only work from home, but work from your home country which was enabled. The teamwork, collegial and communication skills required  the company to analyse the ways they completed their work. Productivity actually went up as the company had a longer workday, spread across time zones. The company worked to emphases work/life balance with encouragement for workers to take long weekends regularly.

Philip Brown spoke about how technology has become smarter but it does not tell us what needs to be enabled or focused on. Business model and people strategies become more important. Technology currently 'attacks' work at all levels so all jobs are affected. Although the 'knowledge economy' never really took off, technology still has effect. Important to ensure all levels, especially 'lower levels' are supported to 'keep up' to ensure equity. 

The next topic is on the role of workplace learning.

Martin is a strong believer in the contribution of workplace learning. In Switzerland, all companies, whether large or small, see workplace learning as part of attaining competitive advantage. Apprenticeships are availed across many industries. These combine school learning with 2 - 3 days of workplace learning. Young people attain skills required now with the curricula structured through industry contributions. After graduation, and attaining a diploma and working several years, many move into higher education to complete bachelor degrees, often on a part-time basis. Mid-career up-skilling also provided to help with career transitions or change - offered by private companies, to train technicians required for specialised engineering and manufacturing occupations.

Richard responds with a brief overview with his company's experience. Start ups may not have the resources at the beginning to undertake much in the way of training. They need to obtain the best through the competitive market. However, at the 5 to 7 year mark, new hires may become 'disruptive' as they need to be inducted into the company culture. Training is now just about skills but also about approaches to work/mindset etc. By 13 years, job rotation and other ways to multiskill the workforce then comes up. Microcredentials may be useful at this stage. A good case study of how the lifecycle of a company, feeds into its workforce skill needs. 

Q & A followed. 

AVETRA 'October VET' Federation University session

 The VET researchers at Federation University, offer a series of short presentations around the theme of 'The 'beyond COVID' OctoberVET'. The session is MCed by Annette Foley. This is the 14th session of OctoberVet from the university. 

The programme begins with an introduction and welcome from Professor Andy Smith, deputy vice-chancellor academic. Provided context, especially the current challenges posed by Covid especially the shift to online learning. VET will have to pay a significant role in the recovery as well and it is important to work towards the future. 

The programme's keynote is with Gary Workman, executive direction of Apprentice Employment Network. He presents on the topic 'Apprenticeships: what would it take?' Provided a summary of the state of apprenticeship in Victoria over the last two years and employer perspectives. AEN supports 6000 apprentices and works with 10,000 employers through a group apprenticeship training arrangement. Last 18 months has seen young people affected due to the long duration of Victoria's 'lockdown'. All apprenticeship have been affected but greatest across hairdressing, hospitality, childcare, automotive with Melbourne more deeply affected than regional areas. Vaccinations have also provided another stream of challenges. Now working on ensuring all apprentices are back to speed and able to continue / or move to another employer to continue their training. At the moment, apprentice numbers have increased due to the 50% wage subsidy offered to employers. Shared the project carried out to understand empployer needs. In general, employers considering more flexible arrangements rather than be locked in to a long period of time with most apprenticeship. Agility needed by employers as they cope with continual change (including to government subsidies) and challenge. Key findings revolved around financial levers, support models for employers, coolaborative pre-employment training models, use of the work/learning combination to suit industry needs and the implications of procurement and contracting from government funded projects. 

Researchers' presentations include:

'The curious case of jobs and training in retail and hospitality' with Professor Erica Smith, Associate Professor Darryn Snell (from RMIT) and Richard Robinson (University of Queensland) in conjuction with Skills IQ and funded by the National Careers Institute. Employ 20% of Australians, has low prestige but during Covid, increased understanding of their role. Reports on the preliminary phase on 'careers available' and evaluate how it is portrayed as post-school pathways and VET. Used census, Longitudinal surveys of Australian Youth (LSAY) and NCVER VET data. LSAY data reveals only 3 - 5% of youth working in retail/hospitality expected to be working in these jobs at 30!. However, large numbers of young people work in these industries (50% of 19 year old workers). Hospitality has 200,000 plus enrolments but retail only 50,000 plus enrolled into VET qualifications. Therefore, large numbers of people in retail/hospitality were being trained. 5% in retail and 31% in hospitality. 

Then, Anthony Pearce with 'teacher-student relationships in alternative secondary education'. In Australia, the alternative secondary school sector is situated in VET. Students complete the Victorian Certificate of Applied Learing (VCAL). Shared story as a new teacher and a difficult student to provide rationale for his presentative. Interviews of VCAL students to tease out their perspectives on the importance of, value  and educaiton environment on the teacher-student relationship. Small study with 9 students who wrote one positive and one negative experience and followed up with informal interview. Key themes revealed students to be reflective, they attributed their opinions to particular environments, mainstream education seen to be negative, ways teachers responded often impacted on student outcomes; negative experiences revolved around perceived unfair treatment. Therefore, students can be at greatest risk when they are engaging with teachers, alternative education identified as the place students have more fulfilling relationships with teachers. 

A summary of "VET student employment outcomes during Covid-19' is presented by Peter Fieger. Analysed data from the NCVER student outcome survey - basically a graduate destination survey including indications of satisfaction with training/education. Impact of Covid was added to the last survey administered in mid- 2020 and completed by amost 1/2 million 'students'. Explained quantitative research process. As result of Covid, students who did not complete, tended to have decrease in hours whereas completers less affected. Larger decreases for people in creative arts and food/hospitality and younger people (no surprises). Similar patterns for people who lost their work but also high in 65+. Comparision of 2019 and 2020 data on training package labour market outcomes tell a similar story - younger workers more affected with regards to job outcomes.

Honorary Professor Barry Golding and Associate Professor Annette Foley present their work on 'and now women's sheds': broadening the scope of thecommunity-based shed field internationally'. Introduced the field, with the concept of 'men's sheds' opening to include women, children, First Nations people, war veterans, people with dementia etc. and traditional sheds moving beyond older, white, rutal, conservative anglophone men. Small numbers of women's sheds starting up but only small numbers when compared to men's sheds (e.g. NZ 121 mens to 3 womens). The original book. now extended and includes more case studies for woment's sheds. Shared 2 case studies, one at Yeoval and another the Central Coast Community Shed (Ulverstone, Tasmania). Concluded with the intangible benefits for participants and the contibution of women's sheds. 

An interesting range of topics :) 

Lifelong learning - themes from 1000 articles summarised

The article discussed in this blog is via Jane Hart's blog consolidating her 'picks of the year'.

The article, presents the authors' learning through the trawling through 1000 articles on continuous learning. Ten themes are presented.

Of interest is that young people are particularly interested in continuous learning opportunities. This bodes well for the future but is also a telling indicator of the increased precarity in the workplace. There is no longer a guarantee of ‘jobs for life’ and people need to continually keep up with the play to keep themselves current and marketable. Who pays for this continual learning is not detailed. As it is, in the current neo-liberalist environment, individuals tend to pay for their post compusory school, pre-work learning. This is followed by professional development or on the job training as provided by some employers. Individuals seeking to shift their skill sets often then pay for their 'extra' learning themselves via MOOCs or other sources of learning. Organisations are pragmatic and will only fund training they deem relevant to their requirements. Individuals, to keep up with the play, therefore need to continually upskill, either formally or informally and company or self-sponsored. 

The authors also connect the above to the need for people to be continually learning as being driven by the knowledge economy and constant change. Change also involves not just learning the same old thing again, but requires unlearning and relearning.

Three themes revolve around the role of organisations to support life long learners and the need for learners to take responsibility for their own learning. Continuous learning is seem to be essential to career success and job security is predicated on being keeping up the skills etc. to remain employable.

There is promotion of the concept of ‘continuous learning platforms’ which are predicted to disrupt current learning approaches. This is to meet the future which is defined by the authors as being open, continuous and embedded. See Digital McKinsey Practice for greater detail.

Learning through social media - becoming part of a learning community

In an effort to attain better work / study / life balance, I have started to bring some organisation into one aspect of my informal learning, which is of New Zealand flora and fauna. Having tramped (hiked) around most of the South Island for almost forty years, I learnt, through a process of osmosis, some of the common plants, birds, insects and lizards/skinks commonly encountered in NZ's diverse natural landscapes. As I near retirement, I am in need of an intellectually challenging hobby and my long standing forays into ‘naming things’ may become an avenue to take up time released through retirement from work.

My initial attempts to bring structure my botanical instruction began by collating photos of plants taken on various tramps / walks. To date, after 2 years, almost 300 plants archived on Picasa, now Google photos, with identification sought through references to a range of books on my shelves, library books and then an increasing array of digital resources found through Google. Of which botany has extensive resources, with this site a good one archiving the myriad links.

All the above makes use of my current research skills, albeit in a more visual medium. I also sought out botanically trained, or inclined walking companions, many of whom patiently explained the nuances of identifying the rather large corpus of plants in NZ. Including a wide range of small leaved shrubs - with this book by Hugh Wilson and Tim Galloway an essential reference.

Several months ago, on advice from one of these ‘teachers’, I subscribed to Naturewatch. The contribution of networked learning has increased my learning several fold. I have also been able to observe how the on-line community on Naturewatch interact and support kindred spirits. So now, I try to upload photos a day or so after I have recorded the specimens. I usually attempt to identity the plant/s as I upload them, so would have made an effort to find the plant in my ‘hard-copy’ or digital resources first or use the nifty visual matching facility on the site. Then, usually within ½ a day, my sample would either be confirmed, or alternative identification would be offered. Through this process, I have learnt to be more careful with my initial identifications and to especially take note of seminal identification features and regional aspects.

Remembering the names of these plants is a major challenge. However, I have found associating the plant to the place where the photo was taken, provides a good initial anchor into my neural framework. Then, repeating the plant name when I encounter another sample, helps to reinforce the memory and lead to better recall on following occasions. Plants which have been contentious and have led to a discussion on Naturewatch have also been helpful. The experience of interacting with others and discussing the rationale for identification, again assists with future recollection.

All in, a good foray into the realm of possibilities opened up by the internet. When I shared the above with a good amateur botanist friend of mine, who is in her eighties, she was impressed by the ease of information sharing. Replacing the time honoured method of snail mail correspondence and asynchronous interaction. So, my learning is work in progress. 

Tertiary Education Symposium - presentations archived

The local union for Tertiary Teachers held a symposium on 22nd July. Short videos of some of the presentations and discussions, including one on a return to the concept of lifelong learning, are now available.

Impetus for the symposium would be the current discussions within NZ and internationally on the future of work and education. In NZ, the government has begun work through the productivity commission to work out some scenarios. The TEU submission makes for good reading along with the submission from the metro /NZITP (institutes of technology and polytechnics.

Above follows on from several initiatives in NZ to plan ahead for the fourth industrial revolution. For example, the opposition Labour Party's proposal for Universal Basic Income along with discussions on alternatives. Staying still and not doing anything is no longer an option :(

For education, MOOCs have been one option which have slightly lost it's gloss - see from tsunami to ripple. Personalised education is a possibility, with various options for platforms and support from big names in computing - e.g. Zuckerberg. However, the first initiatives will cater for the compulsory school sector and the more generic type courses in higher education. Vocational education will always be last in the queue due to it's inherent diversity, complexity and need for situated learning experiences.

Therefore, important to keep up with the play and keep an eye out for the emergent technology which will be fit for purpose for the vocational education sector.