Skills anticipation systems and their role in informing National qualifications competencies in vocational education

Notes taken at the webinar hosted by NCVER on 'skills anticipation' and presented by Phil Loveder, the Executive Manager for Inform and Engage.

As customary, began with an acknowledgement of country. The present provides an overview of research into new qualifications and competencies - part of the Bridging Innovation and Learning in TVET with UNESCO. see www.unevoc.org/bilt/The+BILT+Approach for information on the wider project.

Reiterated VET's role and the need to respond - as it is closest to the labour market, playing a key role in provision of skilled labour and the need to respond to current and future economic challenges.

Changing economy drives NQCs - accelerating digital technologies, new demands in sustainability environmental protection and increased processes with migration.

BILT framework focuses on Identification, Integration, and Implementation. Also on Macro (governances), meso (advocacy - stakeholders) and micro (delivery, innovative solutions etc.) levels. (the 3 Is and 3Ms). 

Identification involves understanding labour supply and demand - for current and future skills in the labour market, has to occur across all the 3Ms. Range of approaches may be used to understand skills from prospective studies to shareholder consultation and analysis of skills and carerrs information. Skills anticipation and labour market information 'observatories'. It is a strategic and systematic process.

Important to provide insights into skills need, form the basis for new qualifications, inform updates of licencing, identify extent of new occupations and to provide policymakers and industry with evidence to assure training solutions.

Skill anticipation systems involve data collection, analysis, forecasting, recommendations and then monitoring and updating.

Examples of skill anticipation systems include skills observatories, skills and employment data modelling, stakeholder engagement and employer surveys, job vacancy analysis, leveraging jobs and careers databases etc. Skill observatories across Europe (LMIS), Australia )LMIP / LMI), Brazil (SENAI), USA (O-Net).

A range of modelling and forecasting approaches used to make sense of all the various streams of data. Shared example at macro/meso/micro level data-sources from Australia. 

Example of projects include cross-sectoral projects focusing on new competencies (e.g. cybersecurity, supply chains, digital skills). Job and careers databases are useful to provide information on emerging skills needs. Consultations with employers and business membership organisations (EMBOs) important. 'Early detection' systems through monitoring of VET and occupational related trends and indicators (e.g. Germany) which help identify changes in technologies, ways of working, social trends.

Summarised the many challenges including data quality, availability, consistency, effects from unexpected 'shocks' (e.g. pandemic), better at assessing current rather than future, and challenges in translating analysis into policy and practice.

Detailed the need for integration of 4 approaches - cross cutting (e.g. Singapore Skills framework), sectoral (Basque TKNIKA), occupational (Finlnd and other European countries) and additional modular (Netherlands, Finland).

Implementation includes establishing frame conditions and buy-in by establishing confidence in NQCs by industry, learners and the community. Practitioners also require support to implement (toolboxes, processes etc.). Acceptance and assurance and clear indications of structural support are also important. 

Final thoughts include ensuring VET is 'future ready and this requires continual evaluation of labour market data. Organising and dissemination of information and data to assist training and curriculum renewal is essential. Supportive environment for NQC requires resourcing and support. 

Q & A followed.

Good summary of the process for establishing a data-based process for working out key competencies going forward.  

NCVER 'no-frills' - DAY THREE

 Day Three continues around the theme of 'digital learning' and  begins with a plenary session on 'evaluating and enhancing digital readiness of Australia's vocational education and training products' with Erin Knudsen (Australian Industry Standards), Dr. Claire Mason (Data61 - CSIRO) and Michael Wyndham (Department of Employment and Workplace Relations). Began with the project background and rationale. The project is one response to the 2019 Australian Industry and Skills Committee to establish the Digital Transformation Expert panel. The report from this - the learning country - has recommendations for the development of a VET specific digital capability farmework, strategic review of training packages given digital transformation and to support VET practitioners' knowledge of digital technologies. Structure of the project was described including how the framework was reviewed as consultation etc. progressed. The accompanying review and modification of the existing digital capability frameworks in the existing training package now completed. Various complementarity of existing frameworks and taxonomies was undertaken. Five focus groups identified - info and data literacy, communication and collaboration, digital content creation, protection and safety. Each has digital focus area definitions and digital capabilities included. Proficiency levels of foundation, intermediate, advanced and specialised were adopted and explained. Alignment of this framework into other frameworks was also undertaken. 

Advantages of having a framework creates a common language, collaborate to implement digital skills into VET reform, and affords cross-sector, cross-region and cross-country comparisons. Shared the digital occupation profile (DOP) covers the mapping of digital framework to the tasks, responsibilities etc. of the job. 

Digital capabilities review of training packages carried using 'natural language processing' methods. Digital capability and unit of competencies/ performance indicators commonalities are identified and matched. 700,000 performance indicators covered AI and human input deployed across the process. Able to sieve through and find out the digital capabilities that are well covered and those that are not. Managing info and data is high but re-using digital content was low. Qualifications that cover all the 21 capabilities include graphic design, business, info tech etc. but some had zero or none (baking for example!)

Described the process of prototyping a dynamic online companion volume to support the application of the digital capabilities framework. Used a visualisation of demand and supply of digital capabilities by comparing the qualifications and digital skills mentioned in job ads. to identify capabilities not included in a training package. Potential for a crowdsourcing DOP to be used to continually up-to-date skill needs.  Next steps were shared to progress the ideas presented.

Then Professors Sarojni Choy, Stephen Billett and Leah Le on 'bridging life transitions: role of VET in supporting lifelong learning'. Began with a summary of the historical evolution of vocational education across working life. Then looked at why lifelong VET is important, the transitions across working lives and implications. The reasons for lifelong VET has become even more important given the rapid change and shifts caused by technology, changing job markets etc. Forms of purposes of VET include initial VET which is the main focus. However, continuing VET is now just as important to help people transition into new occupations or careers. This needs to include workplace based learning where people attain much learning but still neglected for accreditation.

Summarised the project - Practices and policies for sustaining employability through work-life learning (Billett, Salling-Olesen and Filliattez)

The work life history of 59 (older workers above 30) in Australia reported in this presentation. Identified 6 transitions. Maturation / life development, change of employment status, change in occupation (change in focus, change in skills or capacities, change through restructuring etc.), change in location, physical and psychological health challenges (personal or family), change in personal lifestyle choices.

The profiles of the participants summarised. Access to VET included entry into employment (the majority of the participants), upskilling and reskilling. Shared examples for VET providing entry to further education, change of occupation, for work life as work opportunities change. Ways that VET support lifelong education include accessible affordable and flexible (online/blended) course, retraining when occupations have to shift, courses aligned to different life stages, job preparation for working age people, guidance and counselling, processed to engage learners in development of courses and programmes, and employability support during transitions. 

Featured speakers include:

Hugh Guthrie on 'delivering on quality VET delivery' from his recent NCVER project completed with Melinda Waters. Summarised the project aims - defininitions and measure of quality, describe high-quality delivery, use of quality measures, perceived barriers to quality and how they could be supported to do better.

What does good delivery look for? to prepare students for work and life and sometimes preparing for life is important; develop occupational identities, meets needs and expectations of employers, results in employment or other outcomes, support personal growth and continually adapts to changing circumstances. The main messages - a definition of delivery quality was context specific; - their purpose, goals, student profile, courses programmes etc. type of training organisation, size, cultures breadth of profile, persons role in quality and the difficulties of sustaining high quality deliver in the current circumstances. 

Enablers of the quality of delivery include quality policies, frameworks and strategies, quality leadership and administration, quality teaching of learning experiences, and quality programmes and resources. Provided details of each of these enablers. Barriers include funding, compliance-driven regulation - leads to ticking boxes and not actual improvement, quality of training packages and the effort and cost of their updates. difficulty recruiting, retaining and development teachers, and limitations of quality metrics. Improvements suggested include a national VET to promote and support quality delivery (e.g. Centres of VET excellence (CoVEs) in Aotearoa), funding models to support and incentivise, trust and investment in professional judgement of teachers. 

Dr. Damian Oliver and Nicky Wonder from the National Skills Commission on 'pathways from VET courses: insights from the VET National data asset'. Outlined the mapping of VET pathways as there is not a neat match between qualifications and occupations - but this does not mean an unsuitable labour market outcome. VET equips for more than the outcomes of a qualification. Summarised the data sources - intended occupations data from training.gov.au; occupational post-training from NCVER student outcome survey; and occupational and education mix from the census. The VET national data asset (VNDA) helps to bring these data streams together for analysis. Detailed the methodology for pathways analysis. 

The results for the 2017-2018 data for the 2019 survey was then presented. Used a case studies  to provide show how the data sources were integrated and then analysed. Includes Certificate in Plumbing (high alignment); Cert 111 in Individual support (mid level alignment) and Certificate III in Business (with low alignment and is dispersed and less matched). Shared reflections on the process thus far and future plans.

I then present an update on Aotearoa NZ VET with 'Aoteaora NZ reform of VET: Te Pukenga's progress on meeting its aspirations'. This updates from the previous presentation in October 2021 at the AVETRA OctoberVET. There has been much progress but also much to be done. The operational model / structure is due to be open for consultation in a couple of weeks will provide greater clarity. Transitional industry trainining organisations (ITOs) and polytechnics (ITPs) are all transitioned into Te Pūkenga by January 2023. The Work Development Councils (WDCs) are forming and settling into developing their operational structures and plans. The Regional Skills Leadership Groups (RSLG) are in place and reporting to and working in collaborations with stakeholders and the WDCs and Te Pūkenga. The outcomes of the reform of VET (RoVE) are almost in place. So things are all starting up and forming but not quite all ready to go yet. 

Then a presentation from Kelly Milner, Yvette Vos from North Metropolitan TAFE and Dr. Charn Nang from Edith Cowan University on 'building bridges between allied health assistant and the allied health professional to meet workforce shortages: a university and TAFE partnership in WA'. Introduced the team and set the scene with how the project started - through work with allied health assistants in speech-language pathology. There was very little realisation of the role of health assistants in this discipline. 

Followed on with a definition for Allied health professionals (AHP - speech, occupational therapist, nutritional specialists etc. ) and Allied health assistants (AHA). There is high demand for both AHP and AHAs. AHA training is usually 6 months long and their role includes working with clients to work through the interventions developed by the AHP. 

Key areas of concern include the AHA role not being well-defined and not widely recognised. Work needs to be undertaken to formalise the role through training and recruitment, collaboration with relevant communities and industry to improve standards of training and employment outcomes. Interprofessional collaboration may be one avenue to help students understand the range of possibilities. Students in speech pathology and AHA students could then see how the work could be undertaken. Survey of students indicated the usefulness of the session. Then shared plans for the future in particular to expand to other AHP programmes. 

Closing keynote is with Simon Walker from the NCVER on 'data's role in transforming the future'. Covers what big data is in the context of VET; big data and NCVER, applications in VET and the future of big data. Big data is now important to help understand the complex challenges and to respond and adapt to meet these challenges. Big data includes large amounts of complex data from multiple sources that can be assessed, stored, analysed, and reported - volume, veracity, value, velocity and variety.

Summarised the benefits is to provide an accurate and complete picture of a situation. Able to gain insights more readily, especially using AI. May be useful to predict future needs, target rapid interventions, assist businesses to understand their markets and clients and has potential efficiencies in time and cost. An example is how OECD uses to emphasise the important role of well-being and health.

In Australia, there is data from the Australian Bureau of Statistics, National Skills Commision, VET National Data Asset, Australian Skills Classification etc. Strict protocols cover the ethical use of this data. Shared examples from NCVER current projects as to how big data is used. New data directions include predictive analytics, longitudinal data, data linkages and data-driven user interface to access secure data products. Current projects on completion rates, pre-apprenticeship behaviours, indigenous learners, longitudinal TVA dataset and datahub to provide access to NCVER data. Detailed the VET data streamlining project seeks to update and enable real-time VET activity data. 

Future of big data to work towards include real-time data, cloud platforms and storage, predictive analytics, data sharing and context-rich analysis. 

Overall, another good range of presentations. The platform used is rather didactic. Videos are recorded and played back for each session. This means that reference to and connection to the keynotes or other presentations is not possible. Slides in standard mode often difficult to see and expanding the video causes the live chat to disappear. It is difficult to participate in the chat, when watching the presentation and taking notes. Having to move to the next presentation without a break means little interaction actually occurs in the chat. The advantage is that the recordings are not live which minimises technology issues and other glitches. The recordings are archived for 3 months for viewing and later follow up.

NCVER 'no-frills' 2022 - DAY ONE

 The annual National Centre for Vocational Education Research  (NCVER) 'no-frills' 31st conference  three day conference begins today. The event is online and is run on Australian Central Standard Time (ACST) which is 2 and 1/2 hours behind NZ time. All sessions are pre-recorded and run as each session comes up on the programme. Presenters answer questions that may come up in the chat. 

This year's conference begins with a welcome from Phil Loveder (NCVER). He begins with an overview of the conference platform. Simon Walker from NCVER then provides the opening address starting with a welcome to country. He summarises the reasons for the conferences' theme 'VETs role in transforming the future'. 

Hon. Brendan O'Connor MP, Minister for Skills and Training then officially opens the conference. The minister was also in office in the government 9 years ago and has returned to the position again. He outlines the government's strategies to ensure Australians maintain their skills across the many challenges of the present and into the future. Currently, there is (as with Aotearoa) a shortage of skilled workers in many industries. Detailed the areas with large demands and almost all require VET. 9 out of 10 jobs going into the next decade, requires post-school education. The current government is committed to restoring TAFE with large investments into VET. This is to ensure that skills training is availed to all and training and education targeted to the correct areas of current and future skill needs.

The day's keynote is sponsored by ADCET - Australian Disability Clearing House for Education and Training. 

The first keynote is with Sophie Renton, a social researcher and MD for McCrindle Research on the topic 'the future of vocational education: Now and towards 2032'. Introduced self, the organisation and what 'social researchers' do (i.e. telling the story of people). Went back to the year 2020 to set the scene and especially the effects of Covid-19 has had on the present and into the future. Within the edncation sector, shifting to online learning, having to 'learn/work from work' etc. have created 'change fatigue' and 'change apathy'. However, to move forward, we need to cope with, respond to, and move towards the future. Lots of topics in 'the future' and one way to try to move on into the future, is to understand better, our students.

Current students are digitally integrated. 75% of Gen Z check their devices 3 minutes after waking. Their greatest fears are now low wifi, low battery or slow upload! Gen alpha (12 and under) were born the after the iPad was released - will probably never use fax, GPS, credit cards, analogue clocks. 74% of Gen Z cares about global issues with the pandemic highlighting for them, many social issues. There are no limits geographically to opportunities and they have a 'global reach'. Post-school pathways are no longer linear and much more eclectic. Mobility is a given with social and digital literacy. TL:/DR - too long; don't read - is a mantra. Use Tik Tok (especially females), instagram, and YouTube (males) daily and then parents to learn things. 

Work is also changing. 1) Manual tasks are being moved (or have already move) to automating/digital. Jobs like blockchain developer, UX manager, cybersecurity expert etc. did not exist until recently. Lifelong learning required by all. 83% of students agree there is a need to engage with further study beyond graduation. VET programmes are shorter and require less economic investment. Micro-credentials proposed as required. 2) Technology has to be more human. Foundational literacies are still important by creativity, collaboration, critical thinking etc. important. But even more important now is self-awareness, adaptability, leadership, curiosity, collaborate. The most valuable skills will be human skills. 3) Fixed to flex. work from home has benefits and flexible working arrangements are now mainstream. 82% of students prefer hybrid working compared to 62% of current workers. This is also in for learning - 72% preferred flexible learning arrangements. Only 14% are looking for traditional.  working arrangements.  (not sure about this one as many occupations do not have options - nursing, aged care, trades, hospitality etc. etc.). 4) Profit to people. well-being is important, work is not just a job but a lifeline to social interaction, meaningful activity and challenge. People-centric approaches attract better, more committed workers. 5) Generational divide. Gen z currently 17% but by 2032 over 50% will be Gen y and gen z. Boomers are exiting the workforce and there is a need to fill the gap. Generational inclusiveness, valuing wisdom of boomers and intentionally creating inter-generational interaction is important. The 'apprenticeship' model is useful. 6) Security to purpose. not only job security but purpose in work, aligned to workers' core values. Not just endless opportunities but purpose, which drives engagement. More on 'equipping students for work of the future'. 

Concurrent sessions begin. I attend the session with Nerida Volker from TAFE NSW and Catherine Maloney, CEO for SARRAH, present on 'services for Australian rural and remote allied health (SARRAH) & TAFE NSW: a collaboration case study in rural allied health and vocational education'. Began with rationale of the project and the objectives of both TAFE NSW and SARRAH. Shared aspirations and responsibilities include the need to provide access to health and skills training services, meet rural services commitments and help people meet their potential and perhaps move to higher education. Defined the allied health professional, their role and responsibilities and diversity (25 health disciplines across healthcare, disability, aged care and mental health care. Allied health assistants support the allied health professionals including therapeutic programmes under delegation and supervision of the health professionals. Over 1 million jobs over the next five years in this sector. Shortage especially challenged in rural contexts. Provided details of the Allied Health Assistants in Cert III and IV. Shared case study to document the collaboration and the impact of the collaboration between SARRAH and TAFE. Explored the system enablers, training access, cross sector relationships and training quality. Closed with plans for next step. 

Then, with Professor Steven Hodge from Griffith University and Dr. Lizzie Knight from Victoria University on 'importance of relationships in creating and sustaining integrated VET-higher education qualification pathways' from a NCVER project completed last year. Began with the project background, then challenges of integration, characteristics of sustainable models, key findings and implications. The project examined the arrangements of integrated VET and HE qualifications and flexible entry/exit points in VET and HE to determine if and how these could be implemented more broadly. Challenges included curriculum mapping (but both VET and HE used different vocabularies and had different policies, practices and customs) which was resource-intensive; industry relevance; student acceptance; and relationships between and within institutions. Key findings include the need to ensure the integration makes sense, be complementary and non-competitive; continually work required to maintain relationships; managing the challenges from within the institutions; professional trust is of the essence; and moving from individual to institutional relationships to ensure sustainability of the integration. Timely advise for Te Pūkenga as ITOs and ITPs come together as one.

Featured speakers are next up. 

Megan Lily from the Australian Industry group on 'in 2022 Australian business leaders are turning to education and training for the solutions'. Data from annual survey of organisational CEOs. 73% difficulties in finding and retaining skilled labour. CEOs recognised there were no quick fixes and were willing to invest in training. 96% indicated willingness to put resourcing into staff training. What will businesses do in response to skill shortages. All indicated efforts to engage with training in some form. 61% training existing staff, 26% outsourcing and 21% looking overseas. Digital skills was highest need. from basic digital to advanced data security etc. Most taking longer term and strategic planning to invest in new skills and technologies. Building relationships with schools and tertiary institutes one way to help build relationships and promote industry careers. Digital transformation seen to be necessary and has to be resourced and supported. Businesses embracing upskilling and reskilling activities. Timely training is important. Young people need opportunities to attain skills in demand. The traditional learning pathway is no longer fit for purpose. Lifelong learning a must but relevance of training programmes required. Long term planning required to address the ongoing skill shortage challenges. Some solutions include closer collaboration between HE, VET and industry; higher apprenticeships, implementing review of qualifications, and the setting of digital literacy standards. 

 Silvia Munoz, SkillsIQ on 'the future of skills needs of service-based industries and VET's role in delivering the skills'. Introduced self and SkillsIQ, background on the service-based industries, the National Skills survey, key challenges - workforce challenges, future skills needs and priorities for the VET sector. The service-based industries include health-care and social assistance (1.4 million work force and largest in Australia), retail trade, and tourism and hospitality including accommodation and food services (severely affected by pandemic but forecasted to recover quickly). All have strong employment and presently have significant workforces supply and skills issues. 

National Skills survey to find out from industry their recruitment challenges and skill needs into the future. Workforce challenges for each sector detailed. Covid featured strongly followed by recruitment difficulties and skills shortage. Skill needs were sector specific but common themes of resilience, digital literacy, customer service, communication and teamwork. For VET, need to ensure industry engagement, increase in government funding, and clear employment pathways. Qualifications are up to date and meet industry needs is essential to ensure supply of a skilled workforce. 

A panel discussion with both the featured speakers followed.

The last presentation of the day is with Michelle Circelli and Zhenyuan Li from NCVER who present on 'journeying through VET: a case study of LLND/employment skills learner pathways. The project looked into 'who is doing foundation skills programmes?' and 'what are their further study and employment outcomes?' 'What does their journey through VET look like?' 'What are the completion patterns of those who undertake foundation skills programmes?' Overviewed the scope and aims of the study and the overall research method and analysis. The participant sample (2016 and followed to final enrolment event) was detailed. 4 categories of learners - foundation only (largest group - almost 1/2), foundation followed by VET, foundation plus VET concurrently  (1/4 of learners) and other VET followed by foundation skills. Foundation only and VET followed by VET were older, mostly born overseas with other languages spoken at home and 15% employed. The other concurrent and foundation followed by VET were younger, mostly born in Australia with English primary language at home and 36% employed. Foundation group only tended to stay in this group for several years. Other VET back to foundation programme tended to also stay in foundation skills. Foundation skills followed by VET moved on to other VET only. Concurrent foundation and VET tended to move to the same programme structures or move on into other VET.  Other VET followed by Foundation either stayed in foundation or moved to foundation skills. By 2019, 53% completed a programme. 1/3 of foundation only students had completed the programme. Foundation followed by other VET had almost 70% completion of at least one programme. Concurrent group similar. Other VET followed by foundation had just over 60% complete at least one programme. Learning journey complex with multiple enrolments across several years. Foundation plus a VET more likely to complete a programme. Important to consider the many challenges foundation learners face and understanding their motivations also important. Many foundation skills programme learners indicated personal reasons as main reason impeding their progress. 

A packed programme but a good range of presentations.

NCVER no-frills DAY 3

 Today begins with concurrent sessions. I begin with Professor Stephen Billett's presentation on 'Apprenticeship as a mode of occupational learning'. Based on his summary brochure - learning occupations through practice: curriculum, pedagogy and epistemology of practice. We learn through experiences and apprenticeships provide opportunities for the experience. The experienced curriculum is therefore how people are engaged with learning, in apprenticeship through participation with work. The historical evolution of apprenticeship presented. Apprenticeship models in VET include the dual system (Germany/Austria); 3rd space (Swiss); school based (Sweden, Denmark, France); workbased (Oz, NZ), 2+2 (Norway) and ad hoc (UK, USA). Characteristics of apprenticeship include structures and legislation. As a mode of learning apprenticeships are long-standing. Summarised the many ways apprenticeship contributes to learning - mimesis etc. process dependent on active engagement, apprehending knowledge, unobstrusive observation. Support still required. Occurs through curriculum of practice, pedagogical practices (story-telling, verbalisation, practice, part worked examples, pedagogically rich activities etc.), learner epismologies (mimetic learning, ontogenetic ritualisation, deliberate practice etc.). Both school and workbased modes of learning are able to apply the precepts of apprenticeship to support learning. 

The join Mark Jordan from Holmesglen Institue with 'What factors enable trades people academic achievement in higher education?' The context is within construction management, of trades people attaining higher qualifications in construction managtement. Provided background on the industry (3rd largest employer in Australia and employs 8.9% of the workforce). Companies expect their managers to have a degree, understand comple computerised technologies, people, organisational skills, financial and economic knowledge and experience/background in the industry. .However, low number of people in the industry with degrees. There are educational challenges between VET and HE - pedagogical differences, no seamless transition causes high drop out in construction degree programmes. OSme universities try to bridge these with associate degrees, foundation courses, co-curricular prgrammes, embed academic learning support into core programs, advancement programmes for trades people etc. Important to acknowledge learners as individuals. Academic enablers include differentiated learning, flipped classroom, formative assessments, appropriate feedback, tutorials, applied and guided problem-based pedagogy, scaffolded learning, grading rubrics/marking schedule, embedding HE academic expectations in core subjects, creating learning environment, lecturer availability and enculturation into university. 

Then a session with Dr. Martha Kinsman from the Australian National University on 'Thirty years on: imagining competence in a post-COVID world'. Provided an overview of adoption and evolution of CBT in Australia. Argued that CBT is no longer fit for purpose, especially in the current situation and the rapid need to cope with the future of work. Recommended 'occupational competence' as proposed by Hager (2004), the capabilities approach (Sen 1987/2006), vocational capabitlitie (Wheelahan), threshold concepts as options. This needs to bring together occupational competence, the canonical knowledge of the discipline and skills related to being a life long learning. Covered the serious challenges inherent with CBT including fragmented/disaggregated knowledge, lack of synthesis of qualifications to recognise the breathe of knowledge required in many occupations, restrictive and difficult to define all learning. A good overview of some ways to look at qualifications beyond CBT. Ended with the caution to not just replace one system with another that is equally uniform or constraining!

Following on is the second presentation with Professor Stephen Billet on 'VET and worklife learning pathways". Supporting summary here - practices and policies for sustaining employability through work-life learning.   Covered the concept of individual's pathways through working life as a personal curriculum. Pathways are varied and shaped by experiences, work, education, communities etc. Personal curriculum represents the totality of activties and interactions constituing individuals' progression through the lifelong learning pathway. Covered concepts - curriculum (intended, enacted, experienced), personal curriculum (shaped by educative, social etc. and affordances, engagement), transitions and implications for VET. Shared the findings from the 'transitions across working life project'. Changes to be negotiated include the life stages, employment status, occupations, locations, health, and personal preferences (lifestyle) or trajectories. Kinds of learning negotiated included language and literacy, cultural practices, world of work, occupational skills, and work-life engagement. Therefore personal curriculum means the inter-relationships between individuals, their education and the community (needs, norms, networks). Lifelong learning effords and lifelong education provisions are insufficient. Many opportunities arise through happenchance. Important to ensure programme design allows for earlier and subsequent trajectories. Stressed the importance of RPL. Assessments need to project forward. Ensure learners attain 'adaptability' through pedagogical approahes. Privilege education experiences over educational imperatives. 

The live Q & A is with Martha Kinsman and Stephen Billett faciliated by Steve Davis. 

The first question was to Martha on whether industries are ready for an alternative to CBT. Contends that moving from CBT in VET will be difficult but not impossible. Occupations are perhaps more ready as all work requires complex thinking. Stephen answered a question on whether a personal curriculum is more appropriate in hindsight rather than at the start. Personal curriculums may be 'planned' but openness to happenchance /even 'malicious' challenges, shift the personal curriculum, for better or worse. Questions revolved around WHY the concepts Martha and Stephen have presented, are not factored into discourse and policy. Encouragement to check other systems, especially Singapore and NZ :) 

NCVER- no frills 2021 - DAY 2

 Day two begins with a keynote from Dr. Liz Allen who is a demographer and social researcher at the Australian National University Centre for Social Research and Methods.  She presents on 'Education: A passport to life'. The presentation draws on Liz's personal story which exemplifies the power of education to contribute to transformative change in the lives of many. Her book 'The future of us: Demography gets a makeover' provides an overview of her scholarly work. 

Education and training determine the jobs we are able to undertake, income, health, wellbeing, life expectancy etc. This is not only for individuals, but also for the dependents of individuals. Australia likes to think of itself as 'classless' and this may actually make it more difficult to recognise that life is not equitable. 

Things that help are: to ensure education is a public good; accessible to all; education must be empowering and equalising; support the 'superheroes' who uphold and enable education. 

A series of concurrent sessions follows.

First up, Renee Hindmarch from South Australia Skills Commision with 'hitting the bullseye: future skills requirements'. Overviewed the function of tbe SASC in supporting vocational education and skills formation in the state. VET sector needs to understand and respond to the emergent context of future skills. Confirm what future skills are rerquired. Determine competency-based training and assessments to fit the future skills development and stay focused on these objectives. At the moment, there is a mismatch between what is availed in VET/qualifications and the top skills/occupations required. 

Next up, Allison Miller from Digital Capability on 'an entrepreneurial innovative and VET applied research-based economic recovery'. Details the Innovation and Capability Framework developed for training organisations to help enable the value creation required to support the Australian economy. Especially important now given the experiences from last year and the need for capabilty building to ensure future disruptions can be coped with better. Recommends checking LInder, J. (2020) Entrepreneurial learning for TVET: A practical guide published by UNESCO to check where an organisation is with regards to moving more innovatively into the future. Entrepreneurship is a mindset with some recommended processes and methods (i.e. evidence/research based). Also the follow up UNESCO/UNEVOC (2020) report on innovative training models. Also reviewed the VET applied research framework and how this can be used by organisations to be more innovative. 

There is then a live Q & A featuring Kaye Bowman and Michael Hartman on zoom.  The conversation revolved around engaging employers. A market driven VET market without a rigorous quality system has turned some employers off engagement with VET providers. Long tern relationship needs to be build with employers. Discussion then turned to how competencies should be deployed and how the reform process in Australia is proceeding. At the moment, the training packages are too specialised. Employers do not understand about generalisable skills and how although context may be different, some skills are 'transferable'. Discussion followed on the role of competency and how it can be described. This is entered into the training packages but these have become unmanageable. 

Last session of the day with Dr. Mark Tyler and Dr. Darryl Dymock from Griffith University on 'recruiting and retaining VET practitioners: an exploratory study'. Presented on the preliminary findings from a project exploring how VET practitioners are recruited, what attracts people into VET teaching and how to retain them once they are employed. There is shortage of VET practitioners across Australia hence the need for the study. The presentation focused on interviews with training organisations. Most employed full-time staff with private providers employing more full time staff than public funded providers. Themes reported include renumneration, work conditions, the Cert IV teacher training, currency and credentials, factors encouraging a move into VET, mustering interest in the work, and retention of industry experts. Some congruence with findings from OECD 2020 report on VET teachers and leaders.  Final report will be published by NCVER in August.

National Centre for Vocational Education Research - NCVER "no-frills" conference -online

 Will be hopping and and out of the 30th NCVER 'no-frills' conference today and over the next two days. Notes taken from DAY 1 below.

Phil Loveder (NCVER) opens the conference. Simon Walker, Managing Director of the NCVER provides the offical welcome.

The conference's opening address is from the Ministerial Address from the Honorable Stuart Robert MP who is Minister of Employment, Workforce Skills, Small and Family Business. Focused on the Australian response to the pandemic and the initiatives undertaken to move forward beyond. As with NZ, large amount of $$ being put into increased training/apprenticeships etc. and increase of digital skills across workforce. 

The first keynote is presented by Dr. Borhene Chakroun who is Director of Policies and Lifelong Learning at the Systems Division at UNESCO-HQ. His keynote concentrated on the challenges wrought by the pandemic and what needs to be done now, to support countries' recovery post-pandemic. TVET plays an important role in ensuring thw workforce. Challenges are not just due to the pandemic. Some recommendations include the need to ensure skills and competencies delivered by TVET must be aligned to the rapidly changing technologies, labour markets and skill needs. Demographic transitions require TVET to be lifelong learning focused. Online learning has great potentials but requires careful use. There is improved status of TVET. Also a need to leverage off the potentials provided by powerful data mining. analytics and integration of data to inform TVET.  Stressed the importance of TVET as the world moves into an uncertain and challenging future.

Concurrent sessions begin. I attend the digital technology stream which begins with the session presented by Michael Belgica with  Dr. Issariya Woraphipat & Piriya Boonphokai from the Siam Business Administration Techological College on the topic - Blending course content and design addressing the new normal teaching and learning carapace in the TVET industry. Began with an overview of the College facilities. Detailed the various synchronous and asynchronous approaches used last year. The centre uses a 'context specific' form of English language teaching to ensure student motivation. Detailed how the college shifted from mainly 'hands on learning' to 'online. Important to ensure the learning objectives are met - to prepare graduates for work/further studies - often preparing students for IELTs/TOFEL. Detailed their project - Innovative Learning for VE workforce transformation (ILVEWT), along with the framework of curriculum content, delivery and application to online teaching and learning.

Then, my session begins with the running of the pre-recorded session on 'digitally supported practice-based learning when authentic learning becomes available. A live chat Q & A is the only way to interact with the participants. An interesting experience. 

My session focused on defining practice-based learning and how to best support this when authentic learning facilities, equipment, machinery etc. are not available due to closure of facilities. A very short summary of the concepts in the book - digitally enabling 'learning by doing'.

Managed to get to the last presentation with Professor Erica Smith from Federation University who presented on 30 years of VET teacher education. Overviewed the context of Australian VET teacher education. 30 years ago most were TAFE teachers. Cert IV introduced in 1998 as competency based training took hold. In 2019, 78.5% of TAFE workforce at Cert IV and numbers enrolled in university fallen significantly. Most other countries require or encourage degree qualifications in VET pedagogy, mostly whilst 'in-service' but sometimes 'up-front'. Other teachers in Australia require degree (early childhood, school, university). Recommended looking at Roger Harris's 2020 paper commissioned by NCVER - landmarks in the development of the VET workforce. Provided more details on each of the decades. 1990s was the 'heyday' of VET teacher quals. 2000s marked the beginning of the end for mandatory VET teacher-training. by 2010 there was lobbying to try to shift VET teacher education beyond the minimum Cert IV. 2020 turnaround in Victoria. Presented details on several of her studies on VET teachers, qualifications and quality between 2015 -2017. Argued for the importance of ensuring VET teachers have the right supports to help learners. Need to move from what is now the norm to a better valuing of teaching for VET. 

NCVER no frills and NZVET research forum - presentations and keynote videos

Video of the two keynotes and presentations from the recent joint NCVER 'no-frills' and NZ Vocational Research Forum, held in Sydney in August, are now available.

The link to Professor Lene Tanggaard's video provides for a good overview of her recent work on creativity in VET.

In addition to the summary of presentations on this blog for day 2 am, day 2 pm, day 3 am and day 3 pm (Day one was a series of workshops), here is a brief overview of a few presentations which clashed during the concurrent sessions.

Hugh Guthrie, with Berwyn Clayton presentation on Australian VET policy: processes, stakeholders and issues, summarises the long journey of Australian VET which have been accompanied by short term solutions, poor status of VET and piecemeal reform. Lessons for NZ as we undertake a review of the VET system here.

Michelle Circelli from the NCVER on 'from school toe VET: how do students transition and how can we help them? A complex process with many factors determining student choice and eventual success. Detailed the support factors which support entry, participant, retention and completion.

Another NCVER study by Cameron Forrest on 'measuring soft skills in young Australians'. Defines skills and how they are differentiated -hard / soft and how skills are different from traits. Discussed the various ways to 'measure' soft-skills and on-going work in this area.

Carolyn McIntosh, Yvonne Mosley Martin and Dr. Jean Patterson from Otago Polytechnic with 'video assessment of undergraduate midwifery students' practical skills'. Covered overview of the programme, challenges, recommendations.

Don McLaren and Ian Whitehouse - making a job versus getting a job, the future of work has changed. Good overview of what may occur in the future and a series of case studies which may provide some solutions going into the future.

related to the above presention, is Silvia Munoz from SkillsIQ - with Right skills, right time? The cost of overqualification affecting one in four Australian workers. Matching skills to needs is always going to be complex but even more important now as jobs change quickly. Training / education unable to keep up with the pace of change.

Adelaide Reid reports on a NZ study on Youth Guarantee pathways and profiles.  Detailed background, approach, findings - what were challenges and advantages.

NCVER no frills and NZ VET research forum day 3 afternoon

Four concurrent session themes today, apprentices and trainees, young people, policy and skills needs.

First up, I catch up with Kylie Taffard’s (BCITO) women in trades project. Project funded by Ako Aotearoa and came about due to high demand for trades people. Covered how women have succeeded in non traditional trades. Focused on the women supply scope and undertook to understand how women engage in trades. Presented rationale, background and the qualitative research process. Interviewed 34 women across industries and at all stages of training and work. Thematic and inductive analysis to identity themes. Characteristics of women entering the trades included range of ages, ethnicities, location but the main similarities were affinities to active and physical work and job satisfaction. Many fell into the trade, had to do their on research to find out about the work. Many experienced low pay or poverty and trades provided good income. Some followed a passion and male relatives were role models. Schools not always supportive of trades pathway. 

Need to make trades training more visible to young women. Pre trade programmes were useful as a start. Mixed programmes provided initial introduction to work in male dominated work environment. Work experience especially important to consolidate career paths. Finding work post pre trade programme was a challenge. On job support from employers and ITOs similar to other apprentices. 

Recommendations were shared. Developed persona to help characterise the women. 

After lunch. I present, with  Cheryl Stokes from Ara Institute of Canterbury, the guidelines from the eassessment project. In essence, summarised briefly the project rationale and underpinning framework of connecting graduate profiles to the aspect of becoming. Overviewed the importance of feedback in contributing to vocational education and the  affordances conferred by digital tools to assist with the process. The guidelines that are distilled from the project also presented. In particular, the need for digital fluency from both tutors and learners and to make learning overt in the learning activities.

Stayed  in the same room with Deniese Cox, Griffith University, on  pedagogically framing VET online. Started with personal background and presented on PhD study. Provided rationale including VET not having much research on online learning. Teaching online is different from teaching f2f. Defined teachers, online learning and pedagogy. Project investigated how online VET teachers teach and if knowledge of online pedagogy will support developing of improvement strategies. Pedagogical orientations are from teacher to student centred. Often pedagogical orientation may not align with their pedagogical practice. This gap may occur for many reasons including logistical, organisational and technological. Shared findings including participant demographics, personas developed to illustrate the pedagogical approaches and survey showing actual pedagogical practice. Used Berge’s model of instructor rules and Bain’s what the best college teachers do, as questions to establish participant pedagogy. Influences on matching pedagogical orientation to practice include class size, units of competency resources which are not developed for online and workload. Teaching seen to be sidelined to assessments. 

After afternoon tea, with Geoff Crittenden from Weld Australia, on the future of technical training focused on Augmented reality training for welding. Explained link between TAFE and Weld Australia and the importance of VET. Welding learning similar now as 100 years ago. Video of Boxford augmented reality welding simulator. Specifications for Soldamatic augmented reality training. With AR, learners can do 10 tries compared to 4 in a TAFE welding workshop. Gamification element in the exercises based on analytics from each run. Health and safety not an impediment. Learning from mistakes also less costly as no physical materials used. Peer learning possible as peer can watch process on the screen to provide feedback. Advantages are accelerated learning, savings with consumables and higher completion rate. 

Last presentation with Dr. Karen Vaughan from the NZCER and Andrew Kear from the Building and Construction ITO, on Analytics and insights: developing a tool to support building and construction apprentices’ completion. In conjunction with the BCITO, a tool is being developed to provide predictive analysis on apprentices’ completions. The presentation focuses on the identification of factors influencing non-completion and evaluative data from apprentices, employers and training advisors, used to improve each iteration of the tool. Karen provided context and information on NZCER and Andrew on the BCITO. Shared statistics on completions and withdrawals and non-completions. Large numbers of withdrawals are in the first year. The learner success project is to develop a health profile tool to focus on likelihood of completion. Needs to also allow for different ideas of success and provide advise for learner support. Project seeks to identify influences, collect data and refine and calibrate. Discussed challenges including methodology, ethics and data integrity. 

A busy but informative conference. Official sessions closed with award for best poster and handover to the 2019 hosts in Adelaide - July 10 - 12. 

NVCER no frills and NZ VET research forum - day 3 morning

Day 2 morning presentations and summary of evening

Dinner, welcome and presentation from Jon Black, TAFE NSW, extolled the merits of VET but provided dire stats on consideration of VEt by Australian school leavers as being only 10% for females and 16% for males (sigh).

Bruce Callaghan, Australian Council for Private Education and Training, introduced the need for VET systems to reform as learner needs are for just in time learning, completed in short bites. Exampled general practitioners in Asia, Gulf and Australia who supplement their formal medical training with micro learning. Called for greater response to these needs by working together across sectors, qualifications that make sense, responsive to future needs and relevant to learners. 

The night’s speaker is Kevin Sheedy, who is  an Australian football pLayer and AFLHall of  fame legend, apprenticeship ambassador and plumber. Shared his story and the importance of apprenticeship. 

A cool and sunny morning for a quick walk to the conference. The proceedings begins with ministerial address from the Honorable Karen Andrews, assistant minister for vocational education and skills. Reiterated the importance of VET to prepare people for the coming future. Australian VET well regarded internationally with the majority of graduates attaining employment. Employment shifting to high skills demands and also shifting to a replacement phase of baby boomers retiring. Recommended the use of JAROD to assist people in finding work which fits their attributes and for careers advise. Preparation for industry 4.0 a key for moving forward. Important to reestablish the status of VET as a key pathway for all to qualifications and employment. Launched an extended tuition fees protection to all students if provider falls over. Also an increase in the skilling Australia fund to increase apprenticeships and training in key industries. 

Keynote is with Dr. Andrew Charlton from AlphaBeta on moving from fear to action on the future of work. Summarised the current media on AI, robotics etc. and jobs being changed or lost. Some well-founded but there are opportunities as well. However, young people taking their first job are going to see many of these jobs disappear. Need to identify what will change and what will not. Shift of types of jobs being lost to Technology from agriculture to manufacturing to service sector. Need to reskill, upskill and learn new skills to deal with automation, globalisation, longer lives, urbanisation and changing job preferences. Currently Australian workers would have changed occupations 2.4 times. Workers not changing jobs are seeing a change in their job tasks. Lifelong learning is the norm, young Australian spend 3-4 hours a week learning to keep up with job demands. Need to understand what, when and how we learn.

What: Employers demanding more digital, creative problem solving and interaction skills. In general, knowledge, skills more readily automated when compared to attributes / characteristics.  Characteristics include empathy, creativity, leadership, originality, social orientation, cooperation, integrity etc. shift from firm specific skills and knowledge or human capital to generalised human capital.

When: lifelong learning will be the norm. Increase in just in time learning. Mid career learning needs will have to be met.

How: flexible, appropriately funding and relevant learning. 

Address from Ian Rowe, acting assistant deputy director sector services, Ako Aotearoa. Introduced the role of Ako Aotearoa in the NZ Tertiary sector. Provided an overview of the origin and objectives. New themes going forward are professional standards, networks and communities of practice and Maori and Pacifica learner success, organisational structure and business model, knowledge base and adult literacy and numeracy and cultural capability. Summarised the impact evaluation undertaken on all funded projects and shared examples of several VET projects. 

Morning tea is with poster presentations.

NCVeR and NZ VET research forum 2018 - day 2 afternoon

After lunch, with Anne Alkema from the ITF on embedded research informing policy and practice in foundation level workplace training programmes. Presented on literacy and numeracy ,skills highway, and the evaluation of its efficacy. Funded by Tertiary Education Commission and Ako Aotearoa for provider and employer led strands. Funds 25 to 40 hours for around 7000 employees. Programmes are delivered in the workplace during work time. The evaluation assessed impact on individuals and workplaces, provide evidence base to inform ongoing policy development, explore links between literacy and numeracy skills and productive, and seek solutions to sustain workplace literacy programmes. Workplace L and N is not to fix, but to prepare people for future workforce needs and future jobs. Evidence collected includes LN results by assessment tools, changes to employees practices, changes in workplace behaviours and productivity and return on investment. So far have found funding reaching the right way, changes related to practice, better self efficacy, career progression and some impact in productivity. Use newsletter to share findings, success stories, summarise research topics, videos and resources. Literature review provides some examples from other countries. Need for digital literacies and developed a 4 level framework that describes practices in the workplace. Move into Hinatore, literacy as an empowerment tool, project co-funded  by Ako Aotearoa and Industry Training Federation. 

Following on with Dr. Helen Anderson from the NZ School of Tourism on graduate profile outcomes: ready to fly. An evaluation of graduate profiles developed for NZ qualifications, post NZQA targeted review. Began with her background and rationale for the study. Helen works as curriculum and programme developer for a range of qualifications. Detailed background to review, process and move to graduate profiles. Interest in how future focused graduate profiles should look. Barrie 2004 graduate is an integrated model of scholarship, global citizen and lifelong learner. Defined the purpose of vocational education including occupational capabilities,  credentialing and engagement with issues of ethics, social commitments etc. studied  706 qualifications and 4248 graduate profiles and characterised them and 45 % were on technical skills, 11 compliance, and 1% communication. Another study on recently re reviewed showed increase in more generalisable skills and have ability to be more future proofed. Check Nagarajan and Edwards 2014 is the graduate ready for work. 

After afternoon tea, Erica Smith, Professor Federation University on enterprise registered training organisations: training and learning practices. Began by defining what enterprise RTOs are and the benefits and challenges to companies when they register as a RTO. Summarised findings from first project on how qualifications delivered by eTrO contribute to improved skills. Second project is on VET teachers which included ErTo trainers. Both involved different enterprises and there is a significant churn in eRtos as they merge etc. contexts studied included bus driver training, rail infrastructure, road construction, and call centre skills. There was classroom study when the main perspective is that ERtos train in the workplace only. Most learners had prior skills but not all had assessments for these and did not have to undertake training again. Most learners were satisfied and most learners were doing initial training. For educators, Queensland framework with 5 indicators was selected. In general, ETRO trainers consistently placed less importance on each of the 5 factors and less confidence on how they were able to meet these indicators. Tended to be higher on demands of different contexts, communicating with learners and importance of feedback. More information on RAvE recent research website - researching adult and vocational education at Federation University. 

Last presentation of the day with Dr. Silin Yang from Institute of Adult Learning in Singapore on work, innovation and learning in small medium enterprises. Reports on a project in progress to understand the SME sector in Singapore. SMEs do not find returns from sending their employees for training. Provided overview of project and focus on the health care industry. Seeks to find out how SMEs develop innovation, what support do they need to further innovate. although incentives provided, only half of SMEs have accessed. Defined innovation learning culture. Used semi structured interviews, survey of employees, work shadowing,  company documents to provide case study data. Shared enablers for innovation including empowerment, recognition of employee contributions, tolerance for failure, alignment, community network and partners, knowledge flows, and nature of work needs to support innovation. 

The conference dinner rounds off a busy day. 

NCVER no frills and NZ VET research forum 2018

Day 2 morning

In Sydney for the combined conferences of the National Centre for Vocational Education and Training Research (NCVER) with the New Zealand VET research forum, convened by the Industry Training Federation. 

Welcome reception last night started off the conference, good to catch up with many familiar researchers in Vocational education.

Conference opens with welcome from Dr. Mette Creaser, interim Managing Director of NCVER and Michael Ross, Principal advisor for the NZ Industry Training Federation. Michael provided participants with overview of the NZ industry training context. Provided summaries of the three key reviews and supporting shifts in accompanying systems to meet the needs of the future. Check report from info metrics on megatrends in work and education.

Short address from Genevieve Knight, acting national manager research at NCVER on the Skills for the future report. A short presentation to summarise key points. Main employment in Australia and New Zealand now in services sectors, health, professional, scientific and technical, education and training and construction. Quick shift in Technology requires rapid and agile vocational training systems with continuous and lifelong learning delivery and support. VET systems required to play a key role in ensuring people attain, maintain and continue learning to keep up with the requirements for the need of future work.

First keynote from Lene Tanggaard, Professor at department of communication and psychology at Aalborg University in Denmark, on creativity in VET. Brought together crafts, vocational education and training and creativity. Extended on the premise of the epistemology of the hand and the need to recognise its contribution. Creativity argued as a key, difficult to replicate without human input, skill. Not only for artists, designers or academics but found high levels in VET apprentices. Need to treasure VET for how it contributes to a practical and pragmatic way of igniting and expressing creativity. Imagination is a foundation for creativity- see 2018 Tanggaard and Brinkmann. PISA test will now include creativity as a component. There is a correlation with personal growth, academic and job success (Long and Plucker, 2014). Creativity is essential for all (Csikszentmihalyi) but entails actual work (Vera John-Steiner, 1997) - a notebook of the mind. Creativity builds on the ability to see clearer and to rediscover what we know but seem to have forgotten. Creativity is about mastery, craft and recycling, not just brainstorming and post-it notes. It is more about business as usual than not. Creativity needs the ability to synthesis (combination of opportunities), analytical sense (what and why is this good?) and practical intelligence (ideas do not sell themselves! There is a need to tinker to make it work). The eyes of the skin and the thinking hand by Juhani Pallasmaa, a Finnish architect. The poet, the sculptor or architect worked with the entire body, not primarily through intellect, theory or acquired professional qualifications. In fact a lot of what we have learned must be unlearned to be useful. Summarised latest study on how inventiveness and innovation takes place. A model of creative learning in VET has three interconnected circles with resistance, immersion and experiments and ‘fooling around’. Therefore need to build expertise within a field and VET plays an important role in providing the skills base for creativity. 

Five streams in concurrent sessions running on themes of practitioner, employability and foundation skills, skills, International and rural and remote.

 Begin with Emma McLaughlin’s (Wellington Institute of Technology) presentation on ‘working around the words’ tutor strategies and the tutor voice in vocational education. This is an output from the Ako Aotearoa funded national project ‘the language of the trades’ which used linguistic Research methodology to explore the complexities of learning the skills, social mores and practice in the trades. Summarised purpose, findings and recommendations from the project. Purpose was to describe the language, texts and visual features in carpentry, Automotive , fabrication and electrical. Trade vocabulary was as challenging as academic. Embedding language is through tutor talk, diagrams were used extensively and learning was through doing. Interviews with tutors and learners in carpentry used in the presentation. Tutors use the language, use different synonyms, deliberately use the terms, elicited correct terms and learning was embedded in the work of building a house. Shared underpinning literature on situated learning and the complexities of trades language. In practice, tutors used strategies to assist including, modelling, eliciting, reinforcing, clarifying etc. recommended using a strengthens based approach - doing well, share and try. Introduced resources on Ako website, working around words and building a working vocabulary. Shared the model and the resources - teaching strategies, videos, glossaries, posters etc. 

Then with Louise King from Charles Darwin University, on factors influencing international teachers enactment of Australian VET curricula. Presented on a subset of her PhD study. What are the contextual factors that influence teachers enactment of the Australian curriculum. Used phenomenological approach and  3 in-depth interviews with 13 teachers. Experienced teachers in Australia but not as long overseas. Reported on themes around information (generally insufficient), resources (often insufficient to maintain curricula fidelity), materials (teaching materials not always available), institutional arrangements (generally inadequate) and student readiness (goals and interest, language proficiency, prior knowledge and abilities and learning styles and preferences). Dissonance experienced and no preparation provided to support them through the challenges posed. 

NCVER no frills - day 2

Day begins with a keynote from Daniel Gschwind who is Chief Executive of Queensland Tourism Council. presentation on Tourism in Australia reaching its potential. Provided an overview of the Queensland Tourism Industry Council, the current state of play, potentialities and the way forward.

QTIC priorities include workforce capacity building. Tapping potential includes providing services which are value for money, consumer focused and requiring development of innovative products and skills in service delivery and entrepreneurship.

First concurrent session for the day with Sinan Gemici from the NCVER on "how realistic are the occupational aspirations of 15 year olds". Presented work completed with Alice Bednarz, Tom Karmel and Patrick Lim.

Aspirations are goals given ideal conditions, interests are emotional dispositions toward a career option and expectations are on occupations that are perceived to be realistic.

Evidence of strong associations between aspirations and longer term education and work outcomes. Data extracted from the LSAY question 'what job do you expect to have at 30' which is answered by students at the age of 15. Answers matched to the ANZSCO occupation status score, the Australian socioeconomic index and gender. Factors influencing occupational aspirations include gender, immigration background, SES, attitudes to school, perceived teacher student relations, perceived disciplinary climate at school, academic performance, friends, parents educational plans.

Factors that matter most are parent plans on whether kids go to University, not University, army, apprenticeship, gap year. Then, academic performance is important. for those who do not go to uni. with poor grades and male, aspirations are to lower status jobs. For those bound for uni. friends plans, teacher student relationships, attitude to school are important.

In general aspirations tend to be above what is available and also actual employment at 25. Therefore aspirations are high at 15 compared with the occupations they move in to. However, females have higher aspirations but do achieve at higher levels of occupational status, but not to level of aspiration.

Full report will be published in next couple of months on NCVER website.

After morning tea, "research methods for effective industry engagement" with Lou de Castro Myles and Melanie O'Toole. From a project on 'moving earth with the right people' in the heavy automotive sector. needed to find out why sector had difficulty attracting and retaining skilled people. so, need to identify job roles and occupations, develop workforce profile.

Method of industry and workforce profiling, survey and interviews and engagement through industry forums. Found that industry was scattered across range of primary, construction, infrastructure services, mining, public and transport / logistics sector with a range of key and associated occupations - operators, mechanics, technicians, fitters and machinists.

Sector characterised by low skills and qualifications, low VET capacity, skills shortages, aging male workforce and below average earnings. Strategies required to improve workforce supply, recruitment and attraction, upskill existing workers and work on workforce retention.

Conference closes with a wrap up and invitation to next year's conference in Melbourne hosted by Holmesglen TAFE.

NCVER 2013 'no frills' conference - Day 1

At the annual Australian National Center for Vocational Education Research (NCVER) conference this week. The 22nd conference held at Mooloolaba. The second time i have attended the conference in this location in the last 10 years or so.

As usual the first day of the conference consists of workshops. Here are notes of the actual conference presentations which take up all of today and half of tomorrow. Conference opened with welcome and housekeeping from Sue Ferguson NCVER and traditional welcome to country which included a digeeridoo recital plus official welcome from the Director of Sunshine TAFE, Leesa Boyle.

First keynote from Tom Karmel, managing director of NCVER who speaks on the "implications of increasing education levels on job prospects from a quality of jobs perspective". Higher education for many is encouraged as it leads to economic gains for both individuals and society. however, is there going to be a saturation point? so, what is a good job? how can we rank jobs? by skill, income and occupational status to come up with a cumulative percentile. 1% means job is in the top 1%. examples at the top of income are medical specialists and government officials. High skill include academics. Lowest skill include fast food cooks. lowest paid include hairdressers and cooks. There is a gender bias with male occupations having less correlation between skill and pay. Between 1996 and 2001 large increase in qualifications across Australian workforce.

Corresponding rise in jobs that require professional or specialised qualifications. Over 15 year, advantage of higher degree has declined in terms of pay and entry into top occupations. This change reflected in all other qualifications apart from Cert 3 and 4 where there has been no change. Effects tend to be occupation specific, for example although increase in higher qualification and batchelors engineers and educators retain advantage but management has slightly lowered.

In Science, IT, health greater differences. Therefore, in general, a qualification no longer gaurantees as good job as in 1996, but there is considerable variation between occupations and professions.

Then second keynote with Nik Babovic, deputy vice chancellor of Central Queensland University. He presented on his reflections on the establishment of a dual sector university. Nik reflected on the various operational challenges and new opportunities for teaching and research.

Currently still in transition with CQ University and CQTAFE becoming one institution in July 2014 a process begun in 2010. Challenge involved in bringing higher ed. and VET together to align stategic goals, centralise environments and build the partnership.

After morning tea, concurrent sessions in 5 streams begin. I attend Dr. Darryl Dymock's with Dr. Mark Tyler on "workplace change and skill needs". Report on one of the topics in Professor Stephen Billet's project on continuing training and education in work. Asked the questions, what recent changes have there been in your job? what changes do you anticipate in the future?

The argument is that individuals change as workplaces requirements change. continuing development required to meet workplace requirements, workplace needs transform and remain in the workforce longer. Therefore, what models and practices of continuing tertiary education will meet work requirements into the future?

Interviewed 80 plus workers in a range of industries to find out if there was work driven change. 0ver 90 changes made although 15% stated no change. Examples provided in changes in role, job scope, processs, services and products. For future change, 25% predicted no change but broader influences, work related changes involving work roles, new systems, technology etc.

Changes tended to be due to change of role, expanded work tasks and internal policies and systems. Implications include the emphasis on workplace in supporting learning, workers' need to engage with learning as 'the work is the learning'.

Second session with Dr. Steven Hodge, from University of Ballarat who provided background on "challenging the ideal curriculum alignment in Australian VET". Is there an alignment between competencies as per the intended curriculum with the graduate outcomes? are the graduates work ready as defined by industry. so, are industry skills as specified in competencies and interpreted by and implemented by VET practitioners preparing learners with the required skills.

VET practitioners asked about initial and continuing education in relation to interpreting competencies, implementation of and assessment of competencies. Interviewees revealed disparate levels of understanding about competencies and their purposes. There was divergent understanding with some saying competencies were things to aspire to vs minimum standards. Difficulties could be due to the language of competencies, short initial and lack of continuing education on competencies and expertise development stages means experts are unable to unpack their own understandings.

Therefore, there exist difficulties in the curriculum alignment process as practitioners may have difficulties interpreting the competencies.

After lunch, a session with Beth Evans from OTEN TAFE NSW, with "improving student outcomes: student completion of research and projects in distance education". OTEN is largest vocational education provider of distance learning in Australia with 64000 students with diverse needs, entry levels, motivations etc.

2011 completion rate for VET only 27% compared to university sectors 70%. project of OTEN students gathered 400 plus survey responses. Students generally satisfied with OTEN services but required student pre preparation with regards to becoming distance learning student. Distance learning still highly text based and emphasis needs to be also placed on helping students become self-directed able to pace and structure their own learning programme. Digital literacy important and a tech help person a available to assist when required as all courses fully online.

Second afternoon session on "massive open online courses: MOOCs in the VET sector" with Jamie Murphy from the Australian College of Applied Education (Perth). Provided overview of MOOC including advantages and disadvantages and some approaches to MOOC pedagogy.MOOC mania (Daniel, 2012) provides history and background. Platforms include coursera, google forays, uversity etc. Diffusion of innovations by Everett Rogers, 2003 provides framework to evaluate innovation.

Last up Liz Toohey and Chris Dann from University of Sunshine Coast on using mobile assessment platform: a shared space for critical discourse. Used to support teacher mentors who support teaching students out on classroom experience. Using mobile phone, tablet etc. used to provide means to provide consistent support . ensure learning outcomes can be achieved, assessment strategies can be shared, learners supported and on site supervisors sharing practice. work integrated learning therefore supported with a personalised approach to mentoring.

Research question was 'what is the impact on learning when mobile devices are used to collect data, measure progress and inform judgements against clearly defined benchmarks throughout the learning process.

Ios App - Pre service teacher tracker used to record evidence of student and mentor formative feedback while observing student teaching in the class, providing evidence for later discussion and forwarding on to main institute. Videos can also be attached for self or shared reflection.

Learning a trade - role of apprenticeships

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

 

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

 

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

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

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

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

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

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

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

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

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

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

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