Rebecca Frankum - NZ Vocational Education and Training Research Forum (NZVETRF) master class - on school leaving certificates

 Attended a 'masterclass' or fireside chat organised by the NZVETRF presented by Rebecca Frankum, Transitions in Upper Secondary School Education, OECD Secretariat. A recent report 'the theory and practice of upper secondary certification' authored by Hannah Kitchen and Rebecca, forms the basis for the discussion. 

Notes taken from the presentation/discussion:

Josh Williams from Skills facilitates the session. He began with an overview of NZVETR, the background to this session (the change of NZ school leaving qualifications) and introduce Rebecca - who presents from Paris.

The presentation worked through the report, with an emphasis on some of the implications and applications within the NZ context.

- Began with the importance of upper secondary certficates as it accreditates them towards the next step in their lifes. 

- Study looked into how upper secondary certificates were structured. did they incorporate and assess a broad range of skills? reflect the diverse skills and strengths of all students? enable progression to the students' next steps.

- Analysis of upper secondary certicates (71 certificates, 38 systems) on nature of assessments, who marked, what did they include, was there activity within unseen questions/tasks? allow for natural occuring evidence.

- 3 categories - certificates that include external exams, but no internal assessment; certificates include internal but no external exams; and certificates that include both (NZ NCEA is an example).

- exams still have an important role as they assess complex skills like analysis, evaluation and creating and include a range of problems, sources and multimedia materials.

- Higher education entrance exams - same exam papers, consistent marking, consistent standard of difficult, same exam conditons. Useful as 'gate keeper' - certify knoweldge, understanding and skills and facilitate selection.

- Wider range of exam formats support validity but can be hard to design and some skills (practical, social. emotional, higher order ectc) hard to assess.

- Balancing assessment approaches (fairness, credibility, relevant, manageable) supports robustness of certificates.

- Most systems (usually 3 - 2 vocational and 1 general) have separate certificates for vocational education - NZ is an outlier with one to fit everything.

- Models for designing upper secondary education include personalised systems (significant choice) (Australia, NZ, US of A), intermediate (Estonia, Poland, Denmark), structured (limited choice) (Austria, Germany, Netherlands, Switzerland).

- how vocational certificates are assessed shapes pathway opportunities. All external, all internal or both. Vocational certificates are generally all internal whereas general programmes are mostly all external. General certificates usually set by teachers and assessed externally. Whereas VET set by teachers and 'boards' and may be assessed both externally and internally.

- Achieving 'parity' across vocational and general certificates is not about just assessing the same skills and providing the same pathways, Vocational upper secondary certificates need to balange authentic assessment of practical skills and also providing pathways to higher education. Efforts fo create equitable pathways can result in close alignment to general certificates, masking the unique value and skills of vocational programmes.

- To meet the parity challenge, need to involve a range of stakeholders and assessment formats. Assess occupational skills through practical exams and workplace assessments. Involve professionals and employers through local juries or assessment boards to ensure vocational certificates represent the skills and knowledge of industry. 

Q & A followed. 

Balance between vocational and general is a challenge, fit for purpose and enable learners to be recognised for what they have developed through education. 

Modern certificates tend to recognise a wider range of skills, knowledge and attributes, beyond just the academic. Curriculum reforms tend to focus on how to accredit across the wide range. 

In NZ, autonomy from students and teachers is high. This is not the case internationally. Innovations and ways to meet the needs of learners by schools, means the consistency across NCEA is difficult to manage. Retaining this flexibility is still important. 

There is room for both external (exams) and internal assessments. The purpose of the assessments, and what is to be assessed should be the key to making the decision. 

Recognised the complexities of VET learning :) 

Good update on what is happening in the school completion certificates. There is no right/wrong approach, many challenges, and working through these require clear understanding of the purpose of these qualifications. 

- 

- 

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.  

Simplifying NZ qualifications and credentials - information webinar

 Attended an information webinar this morning organised by NZQA on the topic – simplifying NZ qualifications and other credentials as a precursor to the consultation process.

The proposals seek to:

·         ensure that vocational qualifications support learner mobility and consistent skills for employers, whilst retaining flexibility for regional needs

·         simplify the credentials landscape so that it is easier for learners and employers to navigate

·         enable Workforce Development Councils to develop micro-credentials for providers to deliver. 

A summary of the intentions are available from this link and the details on this link

Notes taken at the webinar are below:

The presenter in Frannie Aston, Chief advisor at NZQA. The presentation covered the reform of vocational education (RoVE); overviewed the proposals and then provided a Q & A session.

Justine Auton introduced the session and provided the welcome along with how the session would run.

RoVE came about due to skill shortages, difficulties in getting to employers and learners in the revgions, challenges at ITPs. etc.

Summarised the key concepts, vision, progress on transition into RoVE. 

NZQA programmes of work being done to align to RoVE structure and systems. NZQA undertaking the simplifying qualifications, supporting establishment of WDCs, revieqing quality assurance and internal NZQA systems. Plus also deoing the review of NZQF.

Summarised the need to undertake qualification design. Improved greater consistency and simply range and design of vocaitional education 'products.

Two options for ensuring VET meets students needs. NZ quals as currently oulined or programmes and training packages remove and removed with national curriculum. 

Option A details laid out with WDCs developing skills and quals; training packages and tertiary education programmes - as currently outlined in the education and training act 2020. 

Option B simplifies the process with WDC develop and maintain qualifications including 'naitonal curriculum' and lead the development of 'national curriculum'. Option requires changes to Education and Training Act 2020. Would apply to all qualifications on the NQF to level 7. 

Defined national curriculum - meet intent of 'training packages', include skills standards' specified in the qualification and collaboratively developed. Option B will remove traning packages but components of qualification will be the same.

Impact of Option B better for learners for transferability; employers and industry will achieve greater consistency with involvement in design and review. WDCs lead but would not develop training packages, teaching institutions able to provide pedagogical support.

Compared options A and B abd their key advantages and disadvantages.

Q & A included whether skills standards assessments are competency or achievement based - still unclear.

Some content will be included in the process.

Regional needs may be met through microcredentials or some credits allow for local context to tbe recognised. 

Providers still responsible for development of teaching and learning resources. National curriculum to include core content, teaching and learning objectives etc.

WDC will need ITP collaboration to inform pedagogy and content inclusion.

Covered proposals 2 and 3. In proposal 2 training schemes would be replaced by microcredentials. Provided rationale and details of how this may work.

Proposal 3 enabling microcredentials to be developed by WDC. Technical issue in the Educatin and Training Act 2020 required to allow this to occur. 

In general, anything under 40 is microcredit but above that, a stand alone qualification. There is difference between skill standard (micro credential) and unit standard. At some stage, all training schemes will become microcredentials.Microcredentials must meet industry needs, therefore there should not be a large number of microcredentials. A badging system may be possible.

Continued with the timeline for the 'simplifyinf qualifications' process.Consultation close 16/6, collated across August and proposed amendments to ACT in mid 2022. Implementation likely only from 2023.

Skills framework - summary of Singapore Skills Framework by UK NESTA

 This interesting article on the learnings of NESTA (the UK agency for 'social good) on Singapore's Skills Framework developed by their Skills Future organisation - via Soon Gog Joo's post on LinkedIn. 

The article summarises well, the challenges posed by rapid shifts in how work is constituted, requiring workers to respond to these changes in the job market. The article rationalises the need for skills framworks; defines what skills frameworks as "description of skills, knowledge and competencies required in different jobs"; and most importantly, lays out the application of skills frameworks to:

- support career transitions

- find gaps in career ladders

- measure skill transferability

There are good graphics in the article to help explain the concepts introduced and discussed.

In short, it provides a opportunity for workers, beyond just the normal descriptions of what is required to do work in an occupation (e.g. the information on Careers NZ) towards helping workers to work out how to shift between occupations. What are the common skills and synergies between occupations and where are the gaps to be plugged to enable a shift / change in career path or to move up the career ladder.