Work-Based Learning in California: Opportunities and Models for Expansion

Work-based learning is an educational strategy that links academic instruction with the world of work. By itself, it is a powerful tool for motivating students and enhancing learning. But it holds particular promise in the context of multiple pathways, an approach to high school reform in California that seeks to prepare more young people for success both in college and the workplace. This report by WestEd takes a broad look at work-based learning in California: how it is practiced, what it looks like when done well and how it could be expanded to engage more students

Workplace Learning: Organizations, Ethics, and Issues

The rhetoric surrounding workplace learning is overwhelmingly positive. Boud and Garrick (1999) declare, for example: “Learning at work has become one of the most exciting areas of development in the dual fields of management and education” (p. 1). Advocates promise that education on the job will promote economic prosperity, empower workers, foster collaboration, encourage lifelong learning, and reduce the need for organizational hierarchy (Fenwick, 1998). Government policy makers, human resource professionals, college administrators and faculty, employees, union officials, and executives all support corporate learning. Even the term “workplace learning” has positive connotations. This phrase makes older terms like “vocational education” and “training” appear quaint and outdated

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Enhancing SET Teaching at Level 3

The initial source of motivation for this report was the national response to the Commission on Adult Vocational Teaching and Learning (CAVTL) Report It’s All About Work (2013), and it addresses an issue that remains relevant to the current discussion about the creation of Professional and Technical Pathways to employment - the contribution that excellent vocational teaching and learning makes to the development of the forms of expertise that employers’ require and that facilitate learners’ continuing employability. In the course of discussions between the Gatsby Foundation and the research team the following rationale, focus and outcome was agreed. In the case of the former, to develop a conceptual framework to investigate vocational pedagogy that drew on insights from the academic and grey literature and, in the case of focus, to use that framework to investigate learning and teaching in Science, Engineering and Technology (SET) programmes at Level 3 in a variety of SET contexts. In order to do so, it was recognised that it would be important for the research team to take account of the way in which colleges respond to known as well as emerging employer demand for SET skills

The pulse of change : E-education and other reforming influences on vocational education and training

Reform has been a feature of the Australian Vocational Education and Training (VET) system for more than a decade. The Portfolio tracks the theme of reform through the sub-themes of e-education and globalisation, considering each as a set of changing hegemonic discourses that have redefined VET over the intervening years. Into this mix it is speculated a third sub-theme, that of social capital development, is now emerging. The new social paradigm however is likely to create new uncertainties and expectations in a system that struggles to cope with existing reforms

TVET in the 21st Century: A Focus on Innovative Teaching and Competency Indicators

Technical and Vocational Education and Training (TVET) has played a vital role in equipping individuals with the necessary skills and knowledge for employability and socio-economic development. In the twenty-first century, it has become imperative for TVET institutions to evolve and adapt to the rapidly changing global landscape, focusing on innovative teaching and competency indicators. TVET in the twenty-first century must embrace innovative teaching approaches and focus on developing the necessary competencies to meet the demands of a rapidly changing world. By incorporating problem-based learning, blended learning, flipped classrooms, and work-integrated learning, TVET institutions can create an engaging and effective learning environment. Furthermore, by emphasizing green skills, digital literacy, entrepreneurship and innovation, and soft skills development, TVET can better prepare students for success in the global workforce. By incorporating the latest teaching practices and aligning them with industry needs, TVET institutions can ensure graduates are well-prepared to succeed in the workforce. This chapter delves into the innovative teaching approaches and the competency indicators that are shaping TVET in the twenty-first century. This chapter also offers recommendations for improving TVET programs

Bridging the Gap: The Role of Apprenticeship Training Programs

This paper summarizes a study on the prospects and challenges of apprenticeship training programs for vocational students from schools in India. The study explores the current state of vocational education in India and the potential benefits of apprenticeship programs for students. It also discusses the challenges faced by the implementation of such programs, including the lack of coordination between educational institutions and industry, inadequate infrastructure, and inadequate regulatory framework. The study concludes that apprenticeship training programs have the potential to address the skills gap in India's workforce and improve the employability of vocational students, but significant efforts are needed to overcome the existing challenges and create a more supportive ecosystem for apprenticeship training programs in India

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort