AVETRA 2026 - DAY 2

 Friday brings fine and mild weather. My walks to and from the conference, along the Brisbane River, provide a time to reflect and consolidate the many ideas and information from yesterday's presentations. Andrew Williamson (AVETRA president going forward to 2028) welcome delegates back to the conference and thanked sponsors and the organising committee.

The conference begins with a keynote from Kira Clarke, Brotherhood of St Laurence, .(AVETRA president for the last 4 years). She presents on Equity and inclusion: Strengthening policy, practice and inclusive productivity. Her work on equity and inclusive inclusion in VET goes back 20 years. She summarised some of the many projects she has worked on, along with the background and methodologies used. However, very little has shifted :( Focus to day on economic crises as a catalyst for change; government imaginary of VET as the backbone of inclusive productivity; and propose a framework reinvigorating a social justice vision that locates the learner at the heart.

From 1992 to the present, various productivity agendas have been drawn up on the role of VET, mostly in response to economic downturns, and the need to utilise training to raise productivity, often through VET training contribution towards a 'skilled and adaptable workforce'. ACross the years, there has been a strong policy focus on the contribution of skills to productivity. Current policy to provide equity and inclusion in VET still present and explicit. However, systemic capability and a meaningful change is missing. Therefore each subsequent system change, moves VET further away from its original commitments towards equity and inclusion.

Summarised the ways equity has been defined in policy discourse. Limited maturation in the ways equity and inclusion have been framed and in turn understood. Naming equity groups risks diluting the needs of these groups rather than recognising the barriers, across many parts of the system. Presented evidence of the current equity performance, which has been poor and not progressed across the years. These include persistent gaps in enrolment of people with disability and women, geographical inequities and inequalities and declining completions of people with disabilities and those in regional and rural/remote areas. There have been positive increases in enrolment and completions of first nations and culturally and linguistically different (CALD) communities. Therefore, although equity ambitions are present in policy, they are not consistently realised in VET.

Poatulated some reasons for the above. Structural tensions (marketisation of VET, short course funding incentives, fragmented accountability, support services pilot funded only, blunt policy instruments) limit the policy translation into actual equity outcomes for individuals and communities. 

Proposed a systems lens to understand and improve the system. Used Nancy Latham's humam systems approach - shifting system centred to person centred. Need to as what is the ideal succesful pathway, what does a challenging pathway look like? Shared the 5 Cs framework to help shape VET. Commencement, Connection to Training, Completion, Conversion of training into employment and Career continuity. How each of the 5Cs can be worked through to support a person-centred system detailed.  Reinvigorating a social justice vision for VET through human systems approach provides a way forward There is a need to shift from a 'training culture' to an 'education culture'. (See Noonan, 2010 as example). Suggested policy actions to move VET into stronger realisation of the equity/inclusivity function. 

Then, a panel session facilitated by Andrew Williamson  with panelists Shawn O'Sullivan, Amy Morgan, and Nick Howie on 'Impact of VET applied research: an activity report from TAFE Centres of Excellence. The panel included Nick Howie, Amy Morgan, and Shawn O'Sullivan. Andrew provided the background on the formation of the Centres ( (established 18 months ago) and their purpose, which includes research. Each panelist presented on their Centres. 

Shawn - TAFE centre of excellence Queensland - began with  definitions of applied research - with Berwyn Clayton's quote ' applied research is the major means of scratching constant itches that irritate us at work'!. Shared details of two rounds of applied research carried out or in progress thus far. Round one mainly information gathering and work around lithium batteries, agriculture and sustainable energy etc. Round 2 around building TAFE capabilities for R & D, addressing industry need and opportunities, and translating research  - community knowledge for aged care, disability support and skills gaps for nursing, allied health and mental health. Each with a several separate projects. 

Ann presented on TAFE NSW - manufacturing centres of excellence. Shared the various 2023 policy/documents informing the work of the centre. Establishing of 3 centres ( net zero - Hunter/New Castle; advanced manufacturing - Sydney; heavy manufacturing - Wollongong) to be completed by 2027. The centres commit to 'enrich students' learning experience, support industry needs and enable applied research programmes. Some industry challenges need to be thought through - attracting future workforce, retaining existing, aging workforce and improving productivity. Need to move towards industry 4.0 by extending on apprenticeships and trade qualifications towards accessible post-trade education, microcredentials/microskills, higher apprenticeship and applied research (5 years) and higher education, research and future tech (10 years). The two present streams of applied research are in teaching and learning and and equity stream (encouraging and supporting not-traditional people into manufacturing). 

Nick - TAFE SA centres of excellence. Summarised activity to date. Also a desktop/lit review of the frameworks, evidence practices and models/methodologies to underpin the centres. Shared work on Early childhood and degree apprenticeship (including adjustment, delivery and asssessment using Pijantjara language). Future projects include research partnerships with a emphasis on the scholarship of teaching and learning in VET. 

Q & A followed.

As with the Aotearoa NZ Centres for Vocational Education Excellence, each of the centres has a different focus, let by their state policies/governance and history. 

The four streams continue on after morning tea. I attend the following:

- Navigating change: health professionals' learning practices in digitalised work contexts - with Sarojni Choy and Maria F. Larrea. Presented a small part of a larger funded project (Investigating professional learning lives in the digital evolution of work). Covered background and rationale, the conceptual framework, methodology, findings and implications and recommendations. Across almost all occupations, digitisation is embedded in practice. These changes increase demands for expertise and judgement. Effective professional learning is required but increasingly practice-based. Professional learning patterns are moving beyond formal training. The research question was 'how do health professional experience, navigate, and learn to cope with digitisation in their everyday work? and 'what are the implications on professional development? The conceptual framework on practice-based learning is used (socio-cultural learning, practice-based perspectives, learning embedded in identity, relations, artifacts). The larger project includes survey, case studies and large scale survey. This presentation focuses on case studies with 15 health professionals - nursing, radiography, allied health, music therapy. Themes include: learning is embedded in everyday digitalised practice; digital tools are constitute of everyday practice re--production; professional judgement shapes practice in a digital world. Learning in a digitised workplaces is not skills acquisition but an intrinsic part of practice. 

Implications for VET - the need to move beyond compliance-driven continued professional development; design learning around practice, not tools; support development of professional judgment, not just digital skills; value collective and socially mediated situated learning, position VET as partner in workforce adaptation; reposition VET in digital transformation. For RTOs - recognise learning occurs in the workplace; design training around real work practices; go beyond technical skills to develop judgement; align assessment with practice-embedded learning; position RTOs as partners in workforce adaptation. For trainers/assessors - anchor learning in real work practice; focus on learning while working; cultivate professional judgment; leverage collective learning; assess learning in context. 

- Learning that works: exploring work-related training in Australia and the implications for VET - Brett Hall from the Australian Industry Group. Based on HILDA data, 40% of workers' existing skills to be transformed or become outdated between 2025 and 2030. Around 7 in 10 Australians working today require upskilliing. Work-related training 'includes structured learning activity undertaken in the past 12 months that is related to the respondent's current or future employment'. In general, over 30% of the workforce are above average in their participation rate in work-related training. Most work-related training is fully sponsored by employers and therefore mostly occurs in paid work time. Summarised the implications for VET. 

Boosting lifelong learning in the workplace is critical. Supported by comprehensive system-wide approach, unlocking barriers to investment by employers and individuals; strengthening foundation skills; and skills policy settings that encourage and enable work-related learning. Each of the components discussed. 

- Embedding student-centred learning in trades education: A continuum of change for novice teachers - Rhiannon McNamara - Unitec. Began with the Aotearoa NZ - changing governments, multiple reforms, funding shifts and fluctuating industry influence. Challenges are expectations for learners are high along with requirements to embed literacy/numeracy, cultural competencies etc.  trade professions are not necessarily learner-focused. Literature review indicates very little support for unique nees of novice TVET teachers. PD standardised and academic and qualifications provide the what but miss the how. Required context specific, personalised, familiar and strengths based and sustainable. Used action research to study and improve practice. 7 participants with no teaching qualifications from a variey of trades with 3months to 2 years in teaching. Adapted the CELTA (language learning) framework to priortise practical teaching strategies. Launched a trades teaching apprenticehip journey. Started with a needs analysis and draw up personalised PD plan; input sessions for coaching, observations, teaching, feedback on teaching; weekly catch-up; (9 months) scaffolded support; teaching qualification achieved. Collected observation notes, notes from professional discussion, anonymous student course and participant surveys. Did the intervention shift novice teachers towards student-centred teaching?? Thematic analysis against Bremner's student centred framework (2020). Over 1/2 of the participants moved positively towards adapting to learner needs, using formative assessments, sharing 'power' with students, giving students greater autonomy. Active participation was increased and relevant skills connection was already high. Findings indicate relationship-based approach (whanaungatanga) was embraced, digital competency was a barrier to progressing with teaching skills, basic teaching skills important. Whole school approach important (every 6 weeks); collaboration on teaching strategies, not just the building site; development for trades teaching apprenticeship; and creation of trades learning and teaching advisory group. Qualified teachers increased from 33% to 78%, 1 to 7 senior lecturers, 6 institutional awards and 1 national award. Transformation of identity is a key, not just skills, but becomes who they are. 

Back to the AI track after la convivial lunch.

- Students use of Gen AI in online VET in the school of business: insights for teaching, assessment, and academic integrity. - Dr. Kalpana Narayanan, Dr. Darren Turnbull, Silpi Pant and Allie Swan from Central Queensland University. Started with the context of the study. Conceptual framework was summarised through TPACK and Grow-AI. Focus groups and interviews used along with surveys. To find out why, how and when Gen AI is used. Findings indicate Gen AI present but not universal; ethical awareness and integrity concerns, support for independent learning, shared responsibility, guidelines and policy clarity important, skills development possible and AI literacy required. Therefore key findings are not all students use Gen AI, ethics remains a concern, low student recognition of Gen Ai as a learning support, students aware of their responsibilities but need clearer guidelines and Gen AI builds skills, but students need AI literacy to use it well. 

Navigating the AI revolution with an inclusive twist: strategies for ethical integration in the Australian VET sector - Dr. Tyler Payne from RMIT University. Capabilities exist so it is not the problem. It is system design and communication standards. Over 5 decades, the same 7 groups of retained their label of disadvantage despite extensive research and public programmes. Introduced institutional ethnography as a way to map policies, paperwork and systems, shape day to day work. In doing, real workflows and decision chains are mapped, brings to light administrative labour, reveals how policy shapes language and practice, produce field evidence and case examples, and map RTO, teacher and industry communication gaps. Generally, insitutions recognise one kind of communication as professional. Recommended drawing on Norway's language bank (2024) establishing open shared data infrastructure built on transparency, privacy and user consent. Ethical Ai frameworks are mandated with a focus on human rights and inclusivity. Human oversight maintained in all AI decision making. Shared the neuro framework to name the system, expose the gap, use the data, redesign daily practice and own the change. Institutional ethnography helps us understand what is happening. Carnal sociology tells us what it feels like. NEURO framework helps to work out what to do next. A useful framework applicable to many circumstances. Shared various resources, including a communication guide - learn to code switch. 

A panel on workforce needs and skills priorities: a cross sector perspective, facilitated by Natasha Arthars, closes the conference. Panelist are Dr. Aneeq Sarwar (Workforce planning), Dr. Niall Smith (Skills insight)  and Craig Robertsonn (Victorian Skills Authority).  

Aneeq began with the importance of enabling people to operate beyond a task. Doing the task is surrounded by many other skills with being able to identify what has to be learnt next, a key skill. Niall provided example of 'traceability of food' where by it is not new skills to be learnt, but adaptation of current skills. Craig advocates the use of educational institute instead of provider and to respect teachers/educators's perspectives. Tight job market but qualifications have value but often, someone with the right attitude is more important. Teaching is an example of where having a degree, may not prepare one for the teaching techniques required to engage diverse cohorts of students. Again, those who are ready to continually learn, have an advantage. 

The panel moved on to the impact of technology (and AI) on work and skills. Craig postulated using AI to develop training packages to help maintain their currency. Technology changes the ways things are done, and these lead to behavioural changes. How are these worked through and how do they affect the workplace culture? Therefore, technology is not only a structural shift but leads to behavioural/culture change. Leadership is important when change is rapid and new technologies are available with little time to plan their implementation and use. 

What are the skills that are essential? Human focus through communication and collaboration are key components going forward. Technology has been making things safer, less manual, less complex/ onerous/ repetitive but human contribution is still required. Human's abilities to use tools to craft unique bespoke/designed items will remain. Experience is important as wisdom is difficult to replace with AI. Problem solving draws on deep understanding of specialist processes. Innovation also comes from expertise. However, need to relook at how much expertise is required, given the time required to attain it. Exampled with doctors, specialists had heavy cognitive load and AI can replace some of this. So, perhaps, into the future, more generalists physicians and a few specialists? Employers are keen on workers with good soft and metacognitive and problem solving skills and willing to train for specialised work processes and tasks. Adaptability and flexibility are important skills going forward. 

Research on workforce needs and skills will have to focus on research quality, ensuring data and analysis integrity, given that AI will be used. Science of learning and learning design now required to understand how pedagogy, given the challenges brought through by AI and the need for workers to ramp up their skills to continually learn, unlearn, and relearn. 

Conference closed with thanks to sponsors and the conference committee. Next years conference will be in Melbourne 14-15th April.

An enjoyable conference. As always, good to catch up with kindred spirits. This year's presentations were well-focused, relevant with several providing concepts and resources to draw on. 

AI forum NZ report on impact of AI in NZ

The AI Forum in New Zealand has published the results of a survey conducted earlier in 2024.

The report published in the first week of September, is an initial snapshot of AI adoption and use across NZ industries. The survey was completed by 155 organisations with 232 valide responses. 67% reported using AI, with Gen AI the most common type of AI being used. 50% of the respondents reported financial benefits with 96% citing increased efficiency. There was minimal replacement (8%) of employees by AI. 

The most prevalent use of AI was in administration and marketing. Over half of the respondents agreed that AI would create new career opportunities. Although a small survey, some indication of adoption and utilisation is collated, providing an overview of the industries presently using AI in New Zealand. 

Trainees at work - online presentation for ConCOVE project

 As a follow-up to another ConCOVE project (see this one in May on Supporting Māori learners in the workplace). Jackie Messam presents findings from the 'supporting technical experts to be workplace trainers' project.

Supporting people who learn on-job has been an under-researched topic. Many sectors are involved in construction and infrastructure - over a dozen - the project involved 7 sectors. Many apprentices learn on the job only but there is a range across sectors. Most trainers are supervisors or peers with some support from the training advisor (from an industry training organisation - now the workplace-based subsidiaries at Te Pūkenga).

One of the rationale for the project was that supervisors had diverse views on training apprentices. Some felt apprentices bring fresh perspectives and new techniques and some felt it was a waste of their time. So do we need adult trainers to complete a 'teaching' qualification or should site supervisors put their emphasis only on health and safety and team leadership? Previous literature on the topic losing currency. Important to gather updated data from trainers and trainees.

Last year, 27 interviews with trainers (9), trainees (7) and strategic roles (11) to establish motivation, knowledge and skills in training. 

Found lots of different people doing the training - the uninformed, the buddy, the recent graduate, the technical expert, the chosen one, the supervisor and the learning/ development team member. 

The reasons they chose to train depended on perspective of trainees (grateful for trainers), trainers (want to see trainee suceed, contribute to team work, better team cohesion), and strategic role (technical experts want to pass on skills and knowledge). From Te Pūkenga Te Rito reports, trainers needed to be responsive to learners and help make learning accessible; provide hands on learning experience; build relationships and connections; and take a future focused approach. The current project identified the attributes of trainers including having emotional intelligence, being experienced, engaging with the qualification and making the workplace a good place to learn and work. 

The project came up with a framework to help workplaces put in place processes to support workplace training. The categories are trainer readiness, focus on the trainee, training skills and strategies, assessment and feedback, and building independence. 

Summarised capability development solutions proposed through survey. There are many trades-relevant resources that can be used to support trainers and examples provided - Spotify podcast (The Tradie show); Tik Tok videos, various courses etc. The project findings are useful to vocational education and training - employers, educational providers, qualification developers, programme designers, industry bodies, procurement decisions, other trade-based industries. 

A good project to update the data from industry perspectives. Workplace learning is always a complex and contested environment. Therefore, important to keep tabs on what is happening at the 'coal face' to support the work of workplace trainers as they are the people who develop the next generation of industry experts. 

He Ruku Hohonu - supporting Mōari apprentice carpenters

Unable to attend the synchronous presentation of He Ruku Hohonu, held at the end of March. Instead, the efficient organisers provided access to a recording. The presentation is well worth watching as it provides a good example of rangahau (Maaori research approaches) and contributes much to a better understanding of how to meet the needs of all learners.

This project is a partnership between ConCove Tūhura and Te Kōrari Rangahau, Tui Bradbrook, Susan Luke and Jamie Ihimaera Smiler and has been funded by the ConCove Project Fund. The report can be found here along with the literature review. 

The recording of a presentation is archived on YouTube. 

The research draws on the small corpus of work undertaken in the last 2 decades - many funded through either Ako Aotearoa or through the ex-industry training organisations (ITOs). For construction-related industries research funding has been provided through the BCITO.

The research is important. Statistics are worrying for Maaori - in 2018, 2,455 began apprenticeships. By 2022, there were 584 successful completions, 601 were still engaged but 1296 had left the industry.

The literature review looked through 65 articles published in the last 15years and categorised them into 3 groups - whakamana (39), whakakaha (18) and whakaihihi (8). 15 of the most relevant were summarised and the 65 articles synthesised with 9 kaupapa (themes) identified. Of note is the need for sector capability with capacity constraints and that current interventions which are not specifically designed to support Maaori, perform poorly for Maaori.

Interview data was gathered from students, teachers, iwi, whanau (family) and kaiwhakawhihi mahi (assessors).

Kaupapa Maaori theory analysis underpinned analyst. Tino rangatiratanga (self determination), Taonga tuku iho (cultural aspirations, ako Maaori (culturally preferred pedagogies), Kis piki ake (socioeconomic mediation), Whaanau (extended family support) and Kaupapa (collective philosophy). 

Findings for each theme from each group of interviewees were shared.

Recommendations included: celebrating aakonga success; clarifying pathways for continuing education; strengthening kanohi ke te kanohi (f2f( delivery; integrating marae infrastructure into support and delivery; communicating better with whanau; establishing peer support infrastructure; establishing a clear timeline for tracking progression; increasing access to academic learning support; and providing comprehensive mentoring and wrap-around support.

Going forward, the challenge is how these recommendations and findings can be enacted. 

Handbook of AI at work - book overview

This book is edited by M. Garcia-Murillo, I. MacInnes and A. Renda. It is published by ElgarONline at the beginning of 2024. 

The book has 18 chapters, organised into 3 parts. An introduction by the editors provides a good overview of AI, its historical development and its implications to human labour. 

The first part has 4 chapters on the theme of 'conceptualising the human with the machine'. The main discussion in this section is on the interrelationships and interactions between humans and machine with a strong message about the importance of aligning machine potential and human values.

The second part has 10 chapters, each providing a case study or a specialised application of AI into work. Industries include agriculture, manufacturing, construction and civil engineering, home-based care of the aged, professional learning, entrepreneurial finance, creative industries, judicial systems, national security and governance and policy making.

The last section has 3 chapters discussing ' the labour implications of AI at work'. 

All in, a good overview of how AI impacts on work, the 'guardrails' that need to be in place to ensure ethical integration of AI into work, and examples of the reach of AI across industries.

Sociomaterial design: Bounding technologies in practice - book overview

The book - Sociomaterial-Design edited by P. Bjorn and C. Osterlund was published in 2014 by Springer. 

There are 9 chapters, including the first chapter which introduces the concepts of sociomateriality and design.

The precepts of sociomateriality are argued to be useful in better understanding complex interactions. Design is brought in as to how processes are developed, and planned, initially impact on how people and things interrelate and interact. Therefore there are connections and commonalities between the two. How sociomateriality is affected by design and in turn feeds back on the efficacy of design, is a basis for better understanding intricate human associations, reactions and responses. 

5 chapters follow the introduction, reporting on a project (the emergency department in a hospital) and using it as a way to further illustrate the principles of how sociomateriality impinges on work. The last three chapters bring the various threads together with a chapter specifically on 'boundaries' and how actions affect these, how the findings can be applied to contexts beyond the healthcare sector and the overall implications on the discipline.

The concepts are now even more relevant as humans and machines' interactions and even the intertwining of the two into 'enhanced' entities become reality. 

Work and Learning in Difficult Times

Open access book published by Sense Publishers (now Brill) in 2015 titled 'Work and Learning in Difficult times. 

The book is volume 4 in a series on research on the education and learning of adults, in turn affiliated to The European Society for Research on the Education of Adults (ESREA)

The book is edited by S. Bohlinger, U. Haake, C. H. Jorgensen and H. Toiviainen.

The introductory chapter by the editors is followed by 15 chapters and a closing concluding chapter by the editors.

Chapters are organised into 3 sections covering the micro, meso and macro levels of working and learning.

The Micro level has 5 chapters beginning with H. Toiviainen on 'Configurations of learning in global work'. The chapter reports on a study of how a multinational engineering company, embarked and changing the ways its many global units worked. The study focused on how new networked ways of work practices development and evolved. CHAT (cultural historical activity theory) is used to unpack the complicated relationships, tasks and objectives of the diverse and distributed workforce. Learning for work was found to be undertaken 'under control', through meaningful work and through participation. 

Chapter 3 by S. Kondrup covers 'worker and learner identity: developing an analytical framework'. Uses Archer's critical realist approach and ideas on personal identity with the influences of natural, practical and social concepts, to understand how worker and learning identities develop. Proposes learner identity as being made up of life (historical) experiences, immediate experiences from specific work situations, and objectified (cultural) knowledge.

Then M. Gessler and A-C Hinrichs with a chapter on 'key predictors of learning transfer in continuing vocational training'. Undertakes a thorough examination of the origins, pros and cons of 'transfer of learning'. Proposes a model based on synthesis of the current understandings in the field.

The next chapter is ' Knowledge development in internships: a case study of students' access to tacit and explicit knowledge in blended learning' by S. Dau. Unpacks the foundational understanding of tacit and explicit knowledge and proposes how blended learning provisions opportunities for attaining both.

The last chapter in the section is by G. Sparrhoff  on 'leaderships in times of globalisation and uncertainty'. Summarises understandings of leadership and proposes principles required to lead in a global world.

The next section has 5 chapters.

T. Back covers 'police students values of competence related to professional career' based in Sweden.

Another one in a similar context to the previous chapter with 'police leadership practice in times of uncertainty and organisational turmoil' by O. Linberg, O. Rantatalo and U. Haake.

Then a chapter by K. Kallio on 'Dilemmas in automation engineers' daily work and changing form of learning'. Studies the changing nature of work and learning for automation engineers using CHAT. Outlines the many challenges and requirements to change and adapt across all aspects of engineering including administrative (i.e. accounting) services. 

R. Ronnqvist, A. Wallo, P. Nilsson and B. Davidson contribute to the chapter 'employee resourcing in elderly care: attracting, recruiting and retaining the right competence'

Followed by another chapter by A. Fejes and P. Andersson in a similar context ' recognition of prior learning within elderly care work'

The last section also has 5 chapters.

Beginning with C. H. Jorgensen on 'challenges for work-based learning in VET in the Nordic Countries'

Then 'Vocational education and school to work transitions in Norway by T. Nyen, A. Skaholt and A.H. Tonder

C. Quesada-Pallares, A. Ciraso-Cali, P.Pineda-Herero and A Janer-Hildalgo write on 'training for innovation in Spain: Analysis of its effectiveness from the perspective of transfer of training'.

Another Spanish context chapter with R. M Hernanxes Carrera and E. Lucio-Villegas with 'VET from the perspective of employer associations in Spain.

The last chapter is by S. Bohlinger on 'governing VET in Europe'. Bases discussion on Germany but the chapter undertakes an outline of European VET policy to find out how these impact on VET. 

The conclusion 'contested field of working and learning' by the editors, closes the book.

All in, a good book to consult for key principles in a range of workplace learning concepts. Most of the chapters, utilise authentic studies to build a contemporary evidence base, albeit within a mainly European context, to inform our continued understanding of work and learning. 

Innovative approaches to Technology-enhanced learning for workplace and higher education

 This is a compilation of papers from the 'Learning ideass' conference held in 2022. The proceedings are edited by D, Guralnick, M. A. Auer, and A. Poce ad published as a book by Springer. 

There are 56 papers. The bulk of the papers come from the conference's main stream with 4 - 5 papers in two special tracks - emotional approaches and inclusive learning. 

Abstracts and references are available for all the papers. Several papers of interest to dip in and out of. 

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

 

Disclaimer: I am co-author for this book. 

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

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

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

Powering a learning society during an age of disruption - book link and brief overview

 This is a timely open access book, edited by Sungsup Ra, Shanti Jaganathan and Rupert  Maclean and jointly published by the Asia Development Bank and Springer in 2021. 

The book has 6 sections, including a introductory section with two chapters providing the rationale and defining the various conceptual models informing the other chapters in the book.

The other five sections include:

- Learnability and the learning crisis - with chapters on addressing the learning crisis with regards to basic skills; a reconsideration of student assessment to improve learning, the effects of the pandemic on schooling, and what works with regards to improving teacher quality and effectiveness.

- future proofing postbasic education - has perspectives from the university sector, European Union's intensification of skills development, quality assurance of online learning from Indonesia, and the certification of TVET.

- Communities as learning platforms - with chapters outlining examples and applications from mainly Asian perspectives including India and Singapore.

- Learning societies and Industry 4.0 - of relevance to VET with chapters on new directions for apprenticeship, promotion of workforce planning, workbased training in the EU, and work and learning balance, post COVID in Korea.

- Technology solutions to build a learning society - focuses on  learning platforms and digital learning with chapters on Coursera's global partnership to support workforce recovery, role of the private sector for future-ready education and training, and data and digital technologies that can transform education systems.

All in, a range of  short chapters to dip in and out of for background, perspectives and frameworks. The entire book can be downloaded, or individual chapters accessed as relevant/required. 

Measuring professional knowledge - book overview

 This book provides a good in-depth outline of one European approach to better understanding vocational learning. The authors are Professor Felix Rauner and Professor Martin Ahrens. 

The book has 11 chapter, bracketed by an introduction and conclusion, organised into two sections.

The first section has 6 chapters centred around 'professional knowledge'.

The first chapter, 'competence development in vocational training courses and action contexts' rationalises the importance of vocational education. In particular, how vocational education is now only based on the subject/theory component but has contributions into how work is practiced. The differences between practical knowledge and practical concepts are discussed.

In the next chapter, the work of Matthew Crawford who philosophised about the value of work in 'Shop Class as Soulcraft (see here for my summary), is used to discuss the concepts of craftsmanship and professional knowledge. 

Then chapter 3 describes and critiques the current development of school curricula by the German Conference of Ministers of Education and Cultural Affairs (KMM).

Then the chapter ' methods of occupational scientific knowledge research' provides the framework for how various proposals / models / frameworks are developed through the book.

Chapter 5 then focuses on professional scientific knowledge and work process studies, carried out within the German context.

The last chapter in this section, sets out the details of the COMET competence and measurement Model. 

The next section has 3 chapters on 'knowledge as a dimension of professional competence'.

The section begins with discussion on the 'competence diagnostics and competence development with the COMET method'. Provides a summary of work, carried out over the last three decades on using COMET to trace how it has been applied to vocational education practice. Subject/content knowledge is replaced with the 'learning field' concept (similar to graduate profile outcomes but more detailed).

The next chapter provides examples of applying the KMK framework curriculum to vocational training programmes/.

The last chapter in the section, looks at the evaluation of the validity and robustness of the COMET method.

The book concludes with acknowledgement of the work undertaken thus far and the continuation of research and evaluation of the COMET model.

Developing connectivity between education and work - book overview

 This book, developing connectivity between education andwork: principles and practices is edited by E. Kyndt, S. Beausaert and I.Zitter and published in 2022 by Routledge. Accessed via the Ara library as an ebook.

The book has 11 chapters plus a preface and a conclusion, collated into 4 sections.

Section 1 – setting the stage has 3 chapters covering the main theoretical frameworks on how education should be and can be connected to work.

Chapter 1.1 by Päivi Tynjälä, Simon Beausaert, Ilya Zitter and Eva Kyndt – connectivity between education and work: theoretical models and insights – overviews the main models informing the various authors.  These include the integrative pedagogy model which is modified from work (2021) by Tynjälä, Heikkinen and Kallio. This model includes “(1) application of theoretical (conceptual/declarative) knowledge into practice; (2) explication and conceptualisation of practical (experiential/procedural) knowledge; (3) problem solving; (4) integrative thinking; and (5)
socially responsible, ethical action and interaction”. These are facilitated by pedagogical tools provided by schools or work. The tools mediate between the different knowledge forms and there is an emphasis on the socio-cultural aspects of learning through guidance and feedback to support learning.

Summarised the various forms of curriculum planning used in VET – traditional, experiential, generic, work process model and connective model.; and in HE – science-based renewal model, specialist model, project-based integrative model, model of networked culture and the connected curriculum model (Fung, 2017).  Proposed the need to align, incorporate or hybridise as a means to bring both the school and the work context together.

Chapter 1.2 on ‘rethinking the connective typology of work experience: the challenge of learning through internship’ is by David Guile and Ann Lahiff. Introduces, rationalises and provides examples of the connective typology of work experience and how it has evolved through work activity, work experience and internship. Compares how various models of work activity (as per work from Leontev) have morphed into and match the models of traditional experiential, generic, work process, connective and internship as in detailed in the previous chapter.

Chapter 1.3 follow with ‘integrating workplace learning in formal educational programmes’ is by David Gijbels, Piet Van den Bossche, Vincent Donche and Jetje De Groof. Reviews the work on ‘the workplace as a formal learning context’ and reports on a Delphi study to better understand the organisation of workplace learning. A model of integrating workplace learning in formal educational programmes is then proposed. To begin competencies need to be specified through the development of an instructional line on how best to integrate workplace learning into the curriculum; competences can then be formulated; then the acquisition of competences requires alignment of these to the workplace and offering guidance in the workplace; competencies of learner, workplace and educational institute are then evaluated.

The next section covers ‘designing across boundaries’

2.1 is written by Ele Holvoet and Delphine Wante with a chapter on ‘teacher externships: designing a boundary crossing professional initiative in higher education’. A good example is presented, described, and evaluated in this chapter. The ‘designable’ elements in boundary crossing between ‘school’ and work are identified as the spatial (where is learning situated); instrumental (tools and instruments to perform the work); temporal (timeframe); and social (the actors in each context). These are then aligned through studying cases of learners in teacher externship to identify processes which support the boundary crossing effort.

2.2 ‘Learning at the interface of higher education and work: experiences of students, teachers and workplace partners is with Päivi Tynjälä, Anne Virtanen, Maarit H. Virolainen
and Hannu L.T. Heikkinen. Applies the 3-P model of student learning to workplace learning. The 3 Ps are presage, process and product. Each is ‘unpacked’ to inform better implementation and support of workplace learning for learners, teachers and workplace representatives.

2.3 with Niek van den Berg, Pieter Seuneke and Frank de Jong on ‘boundary crossing in vocational education and research: the case of regional learning. This chapter details a project to foster collaboration between a college and its regional partners (employers, entrepreneurs, city councils, local communities etc.). The journey from initiation based on ‘desk study’, through to what happened at actual implementation and practice, and recommendations for further development are presented.

Section 3 focuses on ‘boundary objects of connectivity’

3.1 is on ‘teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education by Nina Kilbrink, Ann-Britt Enochsson, Annelie Andersén
and Annica Ådefors. Reports on how an identification model of boundary crossing with boundary objects is used to move from coordination to reflection and transformation. Identification is used at each stage to help shift learning from one to the next. Similar to the SAMR model whereby each stage of support is enhanced and improved through reflective study and learning. Shifting from tools to communicate and standard resources to using interactive technology (chat, discussion forum) and then to applying technology that can change the way teaching occurs.

3.2 is on ‘digital tools as boundary objects to support connectivity in dual vocational education: Towards a definition of design principles’ by Alberto A.P. Catteneo, Jean-Luc Gurtner and Joris Felder. Uses the context of chef training and the use of ‘portfolios’ to illustrate design principles for using digital tools as boundary objects to support learning. Proposes design principles – trust-based systemic culture; reciprocal peeking into the neighbour’s garden; tripartite engagement; flexible defined access; and bi-located reflection in action.

The last section covers ‘guidance for connectivity’

Chapter 4.1 by Wendy Nuis and Simon Beausaert on ‘fostering students’ reflection and employability competences through a mentoring programme in higher education’. Defines mentoring, describes the formal and supportive processes and the need to develop strong mentor-mentee relationships and summarises various ways mentorship may be enacted.

4.2 is on ‘ collaborative communication between teachers and company supervisors for integrative teaching: an exploratory study in Australia, Germany and Switzerland by Viviana Sappa, Sarojni Choy and Carmela Aprea. Overviews the ways support is provided to learners in the workplace through collaborative conversations, and the design of arrangements to integrate learning at school and in the workplace. Covers the various ways each country offers support. Investigates whether the support,  collaboration and integration actually occurs. Found that in the main, this occurs but improvements can still be made, especially in more expansive coordination and cooperation to enhance integrative learning for students.

 4.3 is with Anne Khaled, Marco Mazereeuw and Machiel Bouwmans with a chapter on ‘pedagogic strategies at the boundary of school and work’. The pedagogical strategies for guiding at the boundaries of school and work are introduced and discussed. Uses the ways which teachers ;notice’ , ‘frame’ and then ‘intervene’ as ways to better understand what takes place when teaching and learning integrates learners’ experiences from work.

The Conclusion by the editors sums up ‘on principles for connectivity between education and work’.  The main principles across the book are summarised: design in collaboration with labour parties (stakeholders); develop a common language; prepare learners deliberately (to gather the learning afforded at work); make boundaries between education and workplace more ambiguous; provide students with guidance in professional growth; provide a variety of working environments and provide space for mistakes and repetition; provide space to discover professional culture; support the workplace mentor; organise reflection and feedback; and ensure the quality of workplace learning.

Written with the European context and perspectives but there are good summaries and discussions of relevance to inform practice and policy across other countries.

Pedagogies for future orientated learning - a book overview

 This book edited by Helen Bound, Jennifer Pei-Ling Tan and Rebekah Lim Wei Ying, proposes some responses to the current challenges posed by the rapid changes wrought by the 4^th Industrial revolution.

It brings together two topics within my research sphere – pedagogy and identities. It’s a relatively short book – not quite 200 pages – with 10 chapters.

The book begins with an Introduction: Flipping the lens from educator to learner, written by Helen Bound. This chapter, along with the following chapter, introduces the book’s focus on learners as being at the centre of learning, instead of educators or teachers. The rationale is that work constructs will shift but it is the individual who has to adjust to these changes. Providing agency and opportunities for learners’ continued professional development, equips them with the skill sets and attributes to make choices and continue with ongoing employment.

The second chapter by the book’s 3 editing authors, introduces the key constructs: conceptions of learners’ future-orientation, identities, contexts, and practices. These three are interconnected. Learners embark on a continuous journey to become and be, meaning their identities shift as contexts of their work and occupational practices shift with time and future orientations.  

The next four chapters make up the section on ‘framing the issues’.

First up is Anne Edwards with a chapter on ‘rethinking learning for a high-skills economy: what a cultural-historical approach can offer. Uses Vygotsky ‘social pathway of learning’ as a means to explain how people’s agency are in turn supported by the various ways their learning environment, socio-cultural relationships, and work tasks. It is important to try to understand the multiplicity of paths individuals may select from and how these are impinged upon by many other factors.

Secondly, Roger Säljö writes on ‘learning in a designed work: symbolic technologies and epistemic practices in the evolution of professional knowing. Proposes that humans have always created artefacts (tools, machines, books etc.) to support their work. Intellectual activities also depend on symbolic technologies and these are much more prevalent now due to the advances in digital technologies. It is important to understand how we integrate these into our work as they assist as to think, problem solve and becoming competent workers.

The third chapter in the section is by Henning Salling Olesen. His chapter is titled ‘researching lifelong learning policy: concepts and tools’. Calls for the recognition of practical perspectives into how we understand ‘formal learning’ and ‘lifelong learning’.

The fourth chapter by Arthur Chia is on ‘future of work, transitions, and future-orientated learning’. Utilises a social economy perspective on work and poses the need to ensure there is a more equitable future that allows the needs and interests of working people’s learning are prioritised. Proposes future orientated learning as a means to enhance ownership and control of their work, labour and skills. This is supported through the ‘six principles of learning design’ to engender workers’ and learners’ agency, mutual exchange and interaction, participation and engagement in work. 

The next section covers ‘flipping the lens in practice’ and has 4 chapters.

First up, Christine Owen writes on ‘enhancing learning in the workplace’. Applies psychological and socio-cultural perspectives to argue that workplace learning is a two way process – between worker agency and workplace affordances. This chapter adds to the corpus of work on better understanding the complex nature of workplace learning.

Then, Rebekah Lim Wei Ying’s chapter ‘towards expertise: operationalizing identity development and considerations for the Singapore work-study programme covers how the growth of agency in workplace learners, is connected relationally to a complex web of ‘others’. These include the signs and symbols mediated by how people use these; and the identity positions assumed by people which augment or downgrade who they are. Proposes that study of work should include perspectives of the learner, the learners’ reflection of their growth, and how others view the learner.

Next up, Helen Bound and Seng Chee Tan write on ‘dialogic inquiry: a pedagogy for foregrounding future-oriented learners and their learning’. Argues for a shift from exploring ‘educator and content’ towards the dialogic processes of teaching and learning. There needs to be a stronger focus on learners and learning. Uses two case studies to illustrate the richness of data from applying dialogic inquiry to better understand learning.

The last chapter is by BiXioafang on ‘adult learners’ sense-making in blended learning environments: Healthcare and workplace safety and health’. Brings in the ‘blended learning’ environment into the milieu. Explores the sense-making features of individuals in two blended courses; and the impact of sense-making contributors (context, design and delivery).

Overall, good chapters to provide food for thought on the changes in how we understand workplace learning. Although a complex environment, context, individuals’ agency, and workplace affordances are predominate players. Ensuring learner support to understand better, their own motivations and learning trajectories; promoting better workplace understanding and support; and the provision of government policies to support seen to be the way to go.

CRADLE 2020 - keynote #2 with Professor Monika Nerland

The afternoon sessions were on moderation with focus on voices of sessional academics and support for disabled assessees. Rapid orals were then presented and these covered a range of topics. I did not take notes on these when too quickly.

The closing sessions begin with a keynote from ProfessorMonika Nerland who is Professor of Education at the University of Oslo. She speaks on ‘Reconfiguring relations between higher education and work: Knowledge practices and learning in the (post)digital era’.

The presentation concentrates on how knowledge practices have changed in the workplace and in turn, this impacts on how the processes are recognised as complex work. Examples from professional learning used to explain the various perspectives. Began with an overview of HE and digitalisation. Much attention now focused on digital platforms for learning and communication. Within work, specialised digitalisation processes are now advancing rapidly. There is therefore an extension and complexity of the possible learning spaces which are distributed across activities and resources. Less attention to the digitisation and its effects on work. Yet, as work shifts, work tasks also shift and these require attention and study.

Discussed the concepts of expert communities and how they are characterised by distinct knowledge practices. Professional expertise tends to be recognised by fellow-experts. May rest on different forms of knowledge and ways of knowing that are applicable in different work contexts. Ways of developing, enacting and recognising expertise is embedded in the distinct forms within specialised communities. The actors and networks at play are variable and specific to occupational specialities.

Epistemic practises is the knowledge which is generated and shared in a given field of practice. Includes the socially and interactionally accomplished ways that  the group communicate, justify, assess and legitimise knowledge. They play a crucial role in making knowledge ‘actionable’ and are required to help assemble, translate and represent practice.

In the post digital area has increased epistemic complexity. There is more abstraction in how knowledge is visualised to allow for computation thinking and automation.  This makes it difficult to access these knowledge domains.

Challenges to professional expertise includes the working with advanced technologies and representations as demanding’ increased need for systems understanding; extended responsibilitie for mastering knowledge; and the need to also establish and manage social relations both internally and externally of organisations.

Provided examples from an ongoing project (CORPUS) to study the changing requirements in public services due to the consequences of digitisation in general and specialised occupations. For example, a study of the introduction of ‘smart care tech’ into the health sector’. How is this new process/system developed and how does it evolve as it forms their new professional roles and responsibilities and a new approach to work. Requires system understanding to bring in the many ‘actors’. Listed a few research challenges – access to observing and participating in knowledge practice as a learner; develop specialised expertise; and navigating complex information environments and constructing productive spaces for learning.

So what is the role of HE in supporting the new demands on learning. Need to enrol students in evolving professional knowledge culture – to providing access to and participation in epistemic practices help to make the profession’s ‘machinery’ of knowledge construction more transparent. With learning an ongoing process of becoming rather that predicated on one end point.

Provided case studies in legal, teacher and software engineering education through design of inquiry tasks to help learning identified epistemic practices (learning outcomes) with professional knowledge sources and the ‘transformative’ means for getting there (i.e. signature pedagogies).

Another way is to attend to students’ navigation and ways of constructing spaces for learning – i.e. moving between educational and professional environments. Also a need to keep pace with an evolving field by developing productive relations between sets of epistemic practice in education ad work and to reconfigure educational arrangements, roles and responsibilities to move beyond the education-work divide.

Conclude with a call to move beyond the education – work dichotomy and to understand that professionalism is not a given. It needs to be continually worked on.

The conference closes with the launch of the book ‘ReimaginingUniversity Assessment in a Digital World’ by Emeritus Professor Beverley Oliver (Deakin). See brief notes on book here. 

Adult learning Australia webinar – Professor Stephen Billet on lifelong learning

Second webinar today organised by Adult Learning Australia (ALA) as part of Adult learning week.

Professor Stephen Billett shared findings from his latest project.

Provided an overview of the project which was to try to understand how working age Australians learning progresses and be better supported.

Involved collecting retrospective accounts of participants life histories, monitoring their learning longitudinally and surveying.

Also on the team are Professor Henning Salling Olesen(Denmark) and Professor Laurent Filliettaz (Switzerland) With Professor Sarojni Choy, Dr. RaySmith, Leah Le, Dominka Ohana, Dr. Debbie Bargaille and Dr. Darryl Dymock.

3 phases. 1 – collected histories through 2 interviews. Used both qualitative and quantative analysis. 200 participants.

Phase 2 had to be adjusted to allow for effects of Covid 19 . Map 30 participants’ work-life changes and learning through progressive analyses of their current work and learning

Phase 3 consolidating findings.

Phase 1 findings reported here. Stephen shared stories of two participants, including experiences of a refugee re-establishing in a new country and moving through a series of work as it became available; and an adult with learning disability.

Transitions through working life are important as learning is required to negotiate them. Most accounts of development across the lifespan emphasise stages along with various social and societal factors. Therefore include stages of life, changes in employment status, changes in occupations, changes in location, changes in physical and psychological health/well-being and changes in personal circumstances or lifestyle.

Personal/lifestyle, occupational and employment status are the most frequently mentioned in the sample.

Kinds of learning include language and literacy, cultural practices, the world of work, work/life engagement and occupational skills.

Conceptualised these as initiating factors through changes imposed. The types of learning and development and eventual outcomes of the learning.

Summarised implications for lifelong learning. Personal agency are important. Learning is mimetic. Discovery learning is not sufficient, access to guidance to access socially-generated knowledge, effortful engagement and external support required. In general, learning is goal-directed  but may not be singularly focused, long-term strategic or coherent. Therefore, individuals’ ‘education’ across working life is personally shaped. There is need to account for the continuities of transition.

Mediating factors include educational provision and community of the person.

Summarised main points. Lifelong learning needs to be broad, to meet the diverse needs of learners as each has different circumstances and goals through the life course.

Q & A session followed.

Use of technology in vocational education and training (VET) - European examples

There are not many easily accessible and contemporary resources or examples of the development and implementation of technology-enhanced learning (TEL) into VET teaching and learning.

Here is a list  authored by Professor Dr. Alberto Catteneo from the Swiss Federation Institute of VET,  Michael Hartel from the German Federal Institute of VET (BIBB) and Dr. Alexander Schmolz from the Austrain Institute of VET (oibf). The list is a support for a recent presentation and came up on my Google Alerts.

The list provides links to a series of projects to support VET teaching and learning with technology. Of note, are the following examples:

- Augmented reality for carpenters brings up the 'statics' project but also links to other examples at the bottom of the page, including literacy support.

- ivideo - a easy to use video editor

- examples of learning videos in the automotive field made by apprentices (German)

- example of games from a non-profit game developer (Austrian)

References listed are also useful. 

Vocational and Professional Education and Training econference -

The Vocational and Professional Education and Training sector  (VPET) in Hong Kong, held an e-conference on the 15th of May. 

Video of the keynote and panel presentations, along with accompaning presentation slides are now availed via this link.

Of note - Olli-Pekka Heinonen's (Finnish National Agency for Education) presentation on 'Six seismic shifts in VPET'. These are:

- Shifting the education system to a Learning system

- Focus on mass education to personalised learning

- Individual professionalism towards shared and dynamic professionalism

- Instead of recruitment based HR to supporting learning organisations

- Shift from fixed mindset to growth mindset 

- Instead of providing a map, ensure the skills required to be able to use a compass

Good overview on how to meet the challenges posed by the future of work.

On a similar vein, Professor Chris Hubbard (Vice-Chancellor of Sheffield Hallam University in the UK) on 'Making vocational education work in a changing world'. Stressed how work was changing faster than education change. Detailed the 4 steps to gear up education systems to cope with the rapid change in work:

- Put the individual learner at the centre

- Create multiple 'pathways' to prosperity

- Buld connections between government, employers and educational institutions

- Ensure accountability measures drive flexibilities

There were plenary/thematic sessions on:

- applied education and future skills in the digital era

- why workplace learning counts?

- Skills change lives

- AI, data analytics, cybersecurity: Are digital skills enough for workplace?

In these, a selection of presentations were made with some accompanied by presentation slides.

A reflection session closed the econference.

Good to see the layout of an e-conference. I particularly liked the reflection session at the end but may also be useful to have small reflective sessions after each keynote/thematic session. 

NZIST - publication of work stream reports

The reports from the workstreams set up to inform the establishment of the NZ Institute of Skills and Technology (NZIST) are now available.

A very short timeframe is provided for feedback by 15th of June.

The reports are from the 7 workstreams which include:
- the learner journey mapping
- a model to engage with employers and communities
- education services and online learning (2 workstreams into 1 report) of most relevance to my current work as it proposes centralisation of much of of the work of my current section - programme and curriculum design and online delivery
- work-based learning centred around the merger of Industry Training Organisations (ITOs) and the polytechnics (ITPs) and how Workforce Development Councils will work.
- new academic architecture - setting out the academic board/committees structure and reporting lines.
- international education.

Feedback is invited for the direction of the various proposed models, frameworks and structures including agreement/non-agreement, gaps and issues.

Will digest the relevant reports over the weekend and do a summary next week.

Working from home

We live in challenging times. Although the number of covid-19 cases in NZ is still low and almost all originating from returning Kiwis or tourists, the government has raised alert level to 2 on Saturday, out of a 4 level scale.

Following have been persistent calls to raise the level to 4 , basically to snuff out any possibility of virus spread NOW rather than wait until there is clear evidence of community dispersal.

Given the dire experiences in China, Europe and now Australia (with a lockdown imminent in NSW and Victoria), it is perhaps best to pay attention to the calls for lockdown now rather than later :(

As part of level 2 alert, all employees who are able to are called to work from home. So today, after a series of planning meetings, all of my division will be working from home. We have had several 'tryout' days in the past two weeks. Zoom, our video conferencing platform and microsoft Teams have been mainstays for work productivity along with email and the Teams 'chat function'. As an institution, we are better placed than nine years ago, when the Christchurch earthquake struck and we lost all access to our internal networks and physical entry to our main campus for a whole semester.

However, many of our programmes, due to their vocational nature, will be hard pushed to go fully on-line. The practice-based / hands-on emphasis for our courses makes going fully into on-line and distance delivery, a major challenge. The focus for these courses is to develop small and well-structured 'projects' or inquiries for students to apply what they have learnt so far, to complete. We will evaluate how this approach has worked after things calm down.

For the moments, it will take some adjustment for all our team and the wider Ara community to adjust to working from home, whilst still being able to support each other as we move through the challenge.

Work-based learning as a pathway to competence-based education - overview of 'report'

Read this over the weekend. A 'report' / book compiled by UNEVOC on Workbased learning and competency based education.

The report is edited by A. Bahl and A. Dietzen and published earlier this year.

There are 18 chapters collated into 5 parts. Also included are a foreword, introduction and a closing chapter on 'prospects'. Chapters are written by international VET scholars, each of whom brings their national context into the milieu.

Brief summaries of chapters follow:

Part 1 – Setting the frame for a global perspective on learning

Begins with S. Billett’s overview of his work – ‘securing occupational capacities through workplace experiences: premises, conceptions and practices’. The chapter is a good summary of Billett’s work. The central concepts underpinning his work are summarised. In particular, his work on workplace constituted curriculum, the pedagogy of workbased learning and the types of knowledge learnt at work are presented.

Continues with M. Mulder on ‘the global need for competence: competence-based VET and implication for policy and practice’. This chapter summarises the precepts of competency-based VET. The historical origins, CBT structures and characteristics and the theoretical approaches underpinning CBT are also provided.

Part 2 - conducive factors for learning on the level of the individual subject and work environment.

Chapter with A. Fuller and L. Unwin provide an application of their expansive framework with ‘improving workplace capacity as the prerequisite for effective work-based learning: a co-production approach’. Champions the need for both workplaces and workplace learning providers, to work together to create more meaningfully useful programmes. The expansive – restrictive framework is used to assist in shifting workplaces with limited workplace opportunities towards ones with more affordances for workplace learning.

Then C. Harteis on ‘supporting learning at work in an era of digitalisation of work’. Emphasises the importance of cognition, motivation to learn and emotion in ensuring workers are assisted to become prepared for the future of work. There is a need to explore the impacts on work transformation and to better prepare workplaces and workers.

Followed by S. Velten and A. Schnitzler on ‘assessing work-based learning in German dual VET from the apprentices’ perspective – the development of an inventory’. A questionnaire, developed to assess the quality of work-based training is presented in this chapter.

Part 2 – Curriculum development for work-based learning schemes

A Chinese contribution from Z. Zhao and Y. Shen on ‘striving for competence: China’s way of work-based learning curriculum development for VET institutions’. Describes the Chinese experience of adapting VET systems from other countries e.g. DACUM, dual apprenticeships and a way forward to find a distinct ways which fits in with the socio, cultural, political and historical contexts presented by the challenges distinct to China.

Then G. Spottl and G. Loose on ‘conducting work-process analysis for the development of advanced detailed curricula’. Details the work-process analysis methodology whereby instructors and workplace experts, collaborate to design flexible programmes and learning approaches.

Followed by B. A. Ogwo on ‘global perspectives and trends in work-based learning of TVET programmes in sub-Sahara Africa’. The informal economy is a challenge not just particular to Africa. The chapter discusses how to best support this informal, community-based learning approach without destroying it’s efficacy. The support of a range of work-based learning approaches is presented in this chapter.

B. N. Ezekoye on ‘integrating gender issues into work-based learning programmes of higher education and Nigeria’. Guidelines are presented towards assisting women to enrol in male-dominated programmes.

This section closes with chapter by A. Akoojee on ‘work-based learning in, and for, the informal economy: an African perspective’. Argues for the need of the formal learning sector to better understand the contributions made by the informal sector. In particular, how learning occurs in the informal sector and how this may inform better pedagogical approaches in the formal sector.

Section 4 – the role of tutors, fellow workers, and instructors in work-based learning

C. Jacinto and J. Pozzer on ‘work-based learning as a concept “under-construction”: evidence from two internships schemes in Argentina’. Compares two types of work-based learning programmes, each overseen by a different government body. Argues for the need for both these to be more collaborative and to undertake dialogue as the challenges are similar.

Then A. Bahl with ‘workplace training as social practice: How trainers experience the structural dynamics of German apprenticeship’. Collates the perspectives of trainers, their beliefs and narratives to better understand the dynamics of workplace based learning and training.

P. Rushbrook contributes ‘embedded research and learning at, for, and through work in Singapore’. Uses two studies to illustrate the situatedness of work-based and workplace based learning. Learning opportunities are influenced by occupations, work conditions and the personal motivations of the learner.

R. Harris with the last chapter in this section on ‘enhancing work-based learning: different ‘trainer’ roles, different types of guidance?’ Draws on three studies to present details on the support availed to workplace learners and these are influenced by personal, organisational and sector characteristics.

Part 5 – Boundary crossing: transfer and recognition of knowledge, skills and competence.

Begins with N. Kersh on ‘learning from knowledge transfer and recontextualisation of experiences in the context of workplace learning: insights from the UK’. The experiences of Further Education (FE) teachers are studied to provide better understanding of how people who have occupational expertise, ‘transfer’ these skills and continually ‘boundary cross’ between the occupational and the pedagogical.

Then, L. Nieuwenhuis, A. Hoeve, W. Kuijer and A. Peeters with ‘ bridging demands on education, innovation and practice-based research: the case of Dutch vocational and professional education’. Presents a model to assist students to move between the boundaries of work and higher education.

Last chapter in the section with C. Bose, A. Dietzen and C. Eberhardt on ‘challenges of formalising the informal in German VET – validation, certification and recognitions of competences’. Details approaches for people, without vocational qualifications, to enter into Germany’s tightly bound occupational systems. Offers three approaches, two of which are to support better recognition of prior and current skills and the third is to provide accelerated training to meet occupational certification requirements.

The final chapter is by B. Chakouri on ‘work-based learning: a research agenda for new policy challenges’. Proposes the need to support on-going research to ensure the sustainable development of workplace learning contexts.