Workplace Learning Statistics Infographic 2014

It's 2 years old but I suspect still very relevant. It would be interesting to see how te stats have moved over the past 2 years.

http://ec.europa.eu/epale/en/resource-centre/content/online-learners-workplace-learning-statistics-infographic

In support of Adult Learners’ Week 2014 Virtual College put together the Workplace Learning Statistics Infographic to share some stats on workplace learning.

/epale/en/file/adult-learners-week-2014-infographicjpgAdult Learners Week 2014 infographic.jpg

Resource Link(s): 

Online Learners Workplace Learning Statistics Infographic(link is external)

Resource Author(s): 

Virtual College

Publication Date:

Friday, 15 July, 2016

Copyright Status:

• No cost. Freely available to download.

Themes:

• Learning Environments

Type of resource:

• Studies and Reports

Country:

• United Kingdom

Tags:

• Adult learning
• Education or training
• Employability
• Learning environments
• NSS UK
• Workplace training

Partnerships between educators and businesses in Europe

George Holt

Partnerships between educators and businesses was the central theme of my recent study tour in Europe. Finland and Austria do an amazing job with workplace learning, in fact the vast majority of students have to do work placements as a part of their vocational or University qualifications.
This is a great opportunity for Australia to learn from the European experience and encourage more workplace learning. The business and employability advantages are huge!

http://ec.europa.eu/epale/en/theme/resources/19483

Recognizing non-formal and informal competences

European countries need a binding validation system for non-formally or informally acquired competences to establish equal opportunity on the employment market and utilize the potential of refugees. Seven European countries have demonstrated how such systems can be designed.

https://www.bertelsmann-stiftung.de/en/our-projects/weiterbildung-fuer-alle/projektnachrichten/study-on-validation-of-competences-released-in-brussels/

eCoP meeting - Guest Presenter George Holt, Head of Department Information Technology https://webconf.det.nsw.edu.au/iitaa/

eCoP meeting - Guest Presenter George Holt, Head of Department Information Technology https://webconf.det.nsw.edu.au/iitaa/

In this session George will report on his recent five week study tour to Europe and draw comparisons to identify opportunities for development in Australia.

This five week study tour conducted in April and May 2016 was focused on interviews with both education and business stakeholders in Finland, Austria and Tasmania.

Finland is ranked No 1 in Education in the OECD rankings, Austria has one of the world’s highest rates of workplace training. TASTAFE in Hobart is doing an excellent job with strong local business links.

During this time George conducted interviews with eight vocational campuses, two Ministries of Education, representatives from businesses and fourteen lecturers from IT, Electronics and Business faculties. This gave him a unique opportunity to identify strengths from the European system that could be applied to strengthen regional development in Australia.

In George’s words….

‘What have I learnt:

·         Australia has excellent teaching practices but we have huge opportunities to partner up with regional businesses to fine tune teaching and assessment practices to ensure that our students are “job ready”. In particular we have opportunities to improve assessment

·         Vorarlberg state in Austria has the strongest economy in Austria and this has been built on a high tech manufacturing sector. This partnership was built around their own business chambers working with the Austrian education ministry to develop vocational colleges and universities of applied science.
In other words they built their own opportunities for their own region. They are now world leaders!

My conclusions can be simply put “Partner up or Perish!”. Economic development needs a workforce that is qualified and experienced in the most modern practices. This can only be achieved by communities, businesses and educators working together to ensure our students are job ready’.

http://www.slideshare.net/georgeholt39/partners-in-vet-eu-ecop-presentation

Summary notes to compare the major components of our education systems.

Comparison

Summary notes to compare the major components of our education systems.

	RI IT Teaching	TASTAFE ICT Teaching	Finland	Austria
Campus ownership and management	TAFE NSW. This brings a social responsibility that spans communities and adds to the complexities where we have to try and offer training options to a wide range of perceived needs	TASTAFE. This brings a social responsibility that spans communities and adds to the complexities where we have to try and offer training options to a wide range of perceived needs	Campuses are owned by either local Govt or Business chamber HBC is owned by the local business chamber. Their responsibilities align to the local community and local business needs	Campuses are owned by either local Govt or Business chamber. Their responsibilities align to the local community and local business needs
Campus structure	Business Line/MET Line/Faculty model	Faculty model	Individual campus with faculties. Business/IT joint faculty.	Individual campus with faculties. Electronics/IT joint faculty.
Industry Consultation and Course Selection	Through Skills Councils, various rep bodies and local employers through consultation and workplace assessment	Through Skills Councils, various rep bodies and local employers through consultation and workplace assessment	Typically Campuses are owned by the Business Chamber or Local Govt so their scope of courses automatically aligns to their own needs	Typically Campuses are owned by the Business Chamber or Local Govt so their scope of courses automatically aligns to their own needs
Delivery modes	Very similar across my study tour visits, we are all applying similar ideas. Units force a very granular approach, we try to compensate by clustering to align to business practices	Very similar across my study tour visits, we are all applying similar ideas. Clustered delivery and assessment	Very similar across my study tour visits, we are all applying similar ideas. Much smaller No of subjects in a qual eg 5-8	Very similar across my study tour visits, we are all applying similar ideas. Much smaller No of subjects in a qual eg 5-8
Unit selections	Very networking centric	Networking plus more generalist options	Strong partnerships between Business and IT skills	Strong partnerships between Electronics and IT skills Based on high-tech manufacturing job opportunities
Teaching methods	Partly focused on DE delivery modes as our responsibilities span campus areas	Partly focused on DE delivery modes as our responsibilities span campus areas	Courses are targeted to local students for local business needs. Not heavily focused on DE	Courses are targeted to local students for local business needs. Not heavily focused on DE
Assessment methods	Very process driven with multiple steps around validation, moderation and ASQA requirements	Very process driven with multiple steps around validation, moderation and ASQA requirements	Much simpler than Australia, not as much process around validation and moderation. Students are assessed on a 3 way vote- student, employer, teacher	Much simpler than Australia, not as much process around validation and moderation. Students are assessed by the teacher based on employer feedback.
Workplace learning	Yes for trainees and workplace students but not required or common for other students. We encourage students to do workplace projects	Yes for trainees and workplace students but not required or common for other students. They run a simulated helpdesk for IT problems within their campus	100%. All students do workplace training in conjunction with classroom delivery.	100%. All students do workplace training in conjunction with classroom delivery. 1:4 ratio either 1 day/week or 10 weeks/year. Larger employers often provide in-house trainers who support students and liaise with campuses
QA	Based on Institute and ASQA processes	Based on Institute and ASQA processes	QA is based on student feedback, all students in all subjects are surveyed and this is analysed for QA improvement opportunities	QA is based on student feedback, all students in all subjects are surveyed and this is analysed for QA improvement opportunities

Estonia’s Road to a Digital Society

This is not directly related to my study tour but I thought that the lessons learned in Estonia, just 75km south if Helsinki, were so interesting that they were worth noting.
I repeatedly heard about the huge leap that Estonia had made in e-governance while I was in Europe.
This is especially relevant to to the systems disasters plaguing TAFE.

Life in the Digital Society

e-Estonia means voting in elections from the comfort of your own living room. Filing your income taxreturn in just five minutes. Signing a legally-binding contract over the Internet, from anywhere in the world, via your mobile phone. These are just a few of the services that Estonians take advantage of on a regular basis.

Some Do’s and Don’ts, based on Estonia’s experience:

• Do – Create a decentralized, distributed system so that all existing components can be linked and new ones can be added, no matter what platform they use
• Don’t – Try to force everyone to use a centralized database or system, which won’t meet their needs and will be seen as a burden rather than a benefit
• Do – Be a smart purchaser, buying the most appropriate systems developed by the private sector
• Don’t – Waste millions contracting large, slow development projects that result in inflexible systems
• Do – Find systems that are already working, allowing for faster implementation
• Don’t – Rely on pie-in-the-sky solutions that take time to develop and may not work

Estonia’s Road to a Digital Society

https://e-estonia.com/the-story/how-we-got-there/

Vocational Placements in Australia

Work placement if it is not madatory?

When writing a delivery and assessment strategy for a course, can the RTO decide to add a work placement component to the course if it is not a mandatory part of the training package? For example, Certificate IV in hospitality, it is a requirement of one of the units that they complete 36 shifts in the industry so that would be classed as mandatory for that course. A certificate IV in business does not have any requirement like this however in order to fill up some of the volume of learning and to improve their experience in learning, could one include a period of work experience? Would work experience be classed as 'contact hours' that students should be completing?

https://www.linkedin.com/groups/4340636/4340636-6138976381205233664?midToken=AQHPQDZP4yzqbQ&trk=eml-b2_anet_digest_of_digests-group_discussions-14-discussion%7Esubject&trkEmail=eml-b2_anet_digest_of_digests-group_discussions-14-discussion%7Esubject-null-u4ad2%7Eioks5e0f%7E2&_mSplash=1

Vocational Placements Fact Sheet
 https://www.fairwork.gov.au/ArticleDocuments/723/Student-placements.pdf.aspx

TAS TAFE ICT teaching department in Hobart

Great meeting today with the TAS TAFE ICT teaching department in Hobart. They are a very progressive department with a good choice of courses that are obviously setting their students up well for jobs. Like us they are getting students "head hunted" into jobs before they can even finish their courses!

It was funny, I was really jetlagged and managed to cut myself shaving just before the meeting. I turned up with a Norman Gunstan styled repair job. Kerryn and her team were very understanding and at least my clumsiness led to a few good jokes and I ensured that I am memorable.  :-)

Kerryn Meredith-Sotiris, Education Manager, ICT State-wide TasTAFE
75 Campbell street, Hobart | GPO Box 2015, Hobart TAS 7001 
kerryn.meredith-soti@TasTAFE.tas.edu.au

Kerryn gave me a tour to show me facilities and a chance to talk to her team and some of the students.
eLearning, project based assessment, clustered project based delivery, web conferencing, TAFE Uni pathways, contact with local employers....I'm really impressed

They are running a great cross section of courses with a mix of generalist and networking specialist courses. I worry at times that my own department is becoming too specialised around networking and we are not covering a diverse enough range of skills eg Support, Programming, DBA, Helpdesk.

• ICT60515 Advanced Diploma of Computer Systems Technology
• ICTSS00033 Basic Computer Hardware and System Troubleshooting Skill Set
• ICT20115 Certificate II in Information, Digital Media and Technology
• ICT30115 Certificate III in Information, Digital Media and Technology
• ICT41015 Certificate IV in Computer Systems Technology
• ICT40115 Certificate IV in Information Technology
• ICT40415 Certificate IV in Information Technology Networking
• ICT40215 Certificate IV in Information Technology Support
• ICT50415 Diploma of Information Technology Networking

http://www.tastafe.tas.edu.au/courses/industry/business-and-ict/

I was really impressed to see them running a joint program with their electrotechnology department. The students are also learning hands on skills with tools as well as IT and telecommunications skills. I met some of the students and this was very popular with them.

They have similar concerns to RI with worries about the future viability of Cert II courses aimed at digital literacy, Cert II courses in IT don't really have a job outcome. We discussed alternate options with running skillsets for digital literacy instead of full Cert II courses, the issue is the wide mix of digital literacy skills for incoming students, some have great skills from their school courses, other students have had very little training in digital literacy.

I saw a webconferenced class being run with a teacher connecting to a classroom of students via Blackboard collaborate. Like RI they are experimenting with a range of eLearning techniques and tools, I think over the next couple of years we will develop some really solid delivery models but we need to work through these trials to identify the best mix.

We talked about Business chambers in Europe and how we can connect to local businesses to ensure we can meet their IT needs. Kerryn told me about the role of  TASICT and what they have achieved for the Tasmanian IT industry.
http://www.tasict.com/about/

TASICT continues to focus on its vision for a large, dynamic and innovative Tasmanian ICT industry, recognised for its significant contribution to the economic and social wealth of all Tasmanians.

We discussed a range of future collaborations for our 2 departments: Assessment validations, resource sharing, comparing delivery models.

I think the IT department is doing a great job, the delivery models and tools really are world class, I think the challenge for all of us is to improve our administrative systems and processes to give our teachers a fair chance to apply those skills to support their students.

I'm looking forward to working with this department in the future. Very impressive!