A Guide for VET Teachers with a Focus on Aquaculture: Using Student Rapid Response Systems (SRRS) for Formative Assessment and for Recognition of Prior Learning (RPL)

Introduction: This Optimal Guide is organised into 6 Parts as illustrated below. The reader is free to follow the sequence of parts or simply go to the parts of relevance

A Guide for VET Teachers With a Focus on Aquaculture: Using Student Rapid Response Systems (SRRS) for Formative Assessment and for Recognition of Prior Learning (RPL)

Optimal was a European Commission funded Erasmus+ Key Action 2 Strategic Partnership Project KA2-SP, titled – ‘Optimised Training: Innovative Methods and Tools for Acceptance of Prior Learning in Qualifications and Workplace Training’. It started in 2016 and ended in October 2019. The Optimal project involved a consortium of partners as follows: Norway - Blue Competence Centre and Guri Kunna VET School, Hitra and Froya Belgium - Federation of European Aquaculture Producers (FEAP) Scotland - Pisces Learning Innovations (PLI) Ltd Ireland - Teachers’ Union of Ireland (TUI). The partnership investigated the delivery of VET to work-based learners through the application of Student Rapid Response Systems (SRRS), Recognition of Prior Learning (RPL) and teaching methodologies and tools, considering how teachers and/or instructors could optimise their approach to training adult workbased learners about relevant industry knowledge and skills in the classroom and during self-directed learning. The project built on the partners’ expertise and experience of different VET teaching and training methodologies and methods, exploring approaches to both formal and non-formal learning and the range of assessment and qualifications used in each partner’s system. This included reviewing different curriculum structures and learning outcomes. The project also engaged with industry to explore current needs and demands for training and qualifications. The partners looked at the practical application of using different types of questions and feedback in the classroom. The partners validated project material and outcomes through peer review engagement during transnational meetings. The project outcomes are based on the collaborative participation of all the project partners. The project piloted and tested several combined teaching and learning methodologies and methods in a VET school with adult learners studying fish farming. The project was aware of the aquaculture and fish farming sectors need to both upskill workers and to provide accredited training for new workers

D 3.1 Analysis and investigations of existing studies and research-based data on skills gaps in aquaculture industry and VET supply

Vocational Education and Training (VET) is an important component of any national educational system and supports workforce development in many fish producing European countries. The role VET plays in the education system is sometimes understated, and qualifications achieved through VET are perceived by some to be of a low quality or second rate. However, VET can offer an important and accessible education pathway that can prepare an individual for a specific job, thereby helping them to find initial employment, or improve their practical skills and knowledge for their current role. The low perception of VET in some countries as a credible educational pathway does not always apply in every sector. For example, VET is central to certain trades such as construction and engineering which are generally held in higher regard. Conversely, there appears to be some negative association with employment in aquaculture which is seen as a last resort in some countries. This can make it difficult to promote aquaculture VET as a career path due to the negative social association in countries where higher education in university is the aspiration of many. A Cedefop public opinion survey carried out in 2017 (2) found that VET may not be viewed with high regard as an educational pathway by those surveyed, but the general perception was that VET can prepare people well for the world of work and is a positive pathway towards finding employment. Web based research for specific VET in each of the 12 BlueEDU countries included in the project confirmed that each country does have a formal VET system, but frequently, an aquaculture or aquaculture related curriculum is missing. There is evidence to suggest that most countries do have some form of aquaculture education and training activity, but this is commonly fragmented, informal and lacking structure, or aimed at higher education. Identifying aquaculture VET currently available is an essential first step in establishing who is delivering what, where and how. The research for BlueEDU revealed that there is an existing VET system in each of the BlueEDU countries, but a very limited number of aquaculture VET programmes. This was an expected result but still something that had to be confirmed. Norway and Scotland both have long established VET systems that are respected and well structured. Both systems have benefits that could bring positive results if they were replicated in other countries. The system in Norway is well supported across the country by the Norwegian aquaculture industry, whereas the system in Scotland appears to be confined to delivery from two centres, NAFC in the Northern Isles and Inverness College, both of which are part of the University of the Highlands and Islands (UHI). The systems used in both Norway and Scotland are currently being evaluated by other countries aiming to setup an aquaculture VET system to support their growing industries, namely, Iceland and Faroe Islands. There are aquaculture VET systems ongoing in Spain, France, Italy and Greece although the options available in Italy and Greece are very limited. France has a well-established VET and aquaculture full time course provision distributed across the country. There is however a general lack of aquaculture VET provision in southern European countries where tertiary education at university is held in high esteem. Information on countries in southern Europe was difficult to obtain as online searches would reveal very limited information. Requests for information sent to contacts generally received little or no response. There have been several EU supported projects in southern Europe that have developed a wide range of learning tools aimed at: • fish health monitoring and disease control, • improving fish welfare, • improving skills and general aquaculture knowledge, • creation of an aquaculture glossary, • improve research knowledge and infrastructure and • creation of a Europe wide networking system. These initiatives have led to the creation of a number of online courses and training tools that could be utilised by any aquaculture VET system to help address knowledge gaps. It appears that most of the resources created are no longer in use or are rarely used. This may be down to the lack of effective promotion and they may be put to good use if updated and promoted to a wider audience

WP3 Analysis and Investigation

Vocational Education and Training (VET) is an important component of any national educational system and supports workforce development in many fish producing European countries. The role VET plays in the education system is sometimes understated, and qualifications achieved through VET are perceived by some to be of a low quality or second rate. However, VET can offer an important and accessible education pathway that can prepare an individual for a specific job, thereby helping them to find initial employment, or improve their practical skills and knowledge for their current role. The low perception of VET in some countries as a credible educational pathway does not always apply in every sector. For example, VET is central to certain trades such as construction and engineering which are generally held in higher regard. Conversely, there appears to be some negative association with employment in aquaculture which is seen as a last resort in some countries. This can make it difficult to promote aquaculture VET as a career path due to the negative social association in countries where higher education in university is the aspiration of many. A Cedefop public opinion survey carried out in 2017 (2) found that VET may not be viewed with high regard as an educational pathway by those surveyed, but the general perception was that VET can prepare people well for the world of work and is a positive pathway towards finding employment. Web based research for specific VET in each of the 12 BlueEDU countries included in the project confirmed that each country does have a formal VET system, but frequently, an aquaculture or aquaculture related curriculum is missing. There is evidence to suggest that most countries do have some form of aquaculture education and training activity, but this is commonly fragmented, informal and lacking structure, or aimed at higher education. Identifying aquaculture VET currently available is an essential first step in establishing who is delivering what, where and how. The research for BlueEDU revealed that there is an existing VET system in each of the BlueEDU countries, but a very limited number of aquaculture VET programmes. This was an expected result but still something that had to be confirmed. Norway and Scotland both have long established VET systems that are respected and well structured. Both systems have benefits that could bring positive results if they were replicated in other countries. The system in Norway is well supported across the country by the Norwegian aquaculture industry, whereas the system in Scotland appears to be confined to delivery from two centres, NAFC in the Northern Isles and Inverness College, both of which are part of the University of the Highlands and Islands (UHI). The systems used in both Norway and Scotland are currently being evaluated by other countries aiming to setup an aquaculture VET system to support their growing industries, namely, Iceland and Faroe Islands. There are aquaculture VET systems ongoing in Spain, France, Italy and Greece although the options available in Italy and Greece are very limited. France has a well-established VET and aquaculture full time course provision distributed across the country. There is however a general lack of aquaculture VET provision in southern European countries where tertiary education at university is held in high esteem. Information on countries in southern Europe was difficult to obtain as online searches would reveal very limited information. Requests for information sent to contacts generally received little or no response. There have been several EU supported projects in southern Europe that have developed a wide range of learning tools aimed at: • fish health monitoring and disease control, • improving fish welfare, • improving skills and general aquaculture knowledge, • creation of an aquaculture glossary, • improve research knowledge and infrastructure and • creation of a Europe wide networking system. These initiatives have led to the creation of a number of online courses and training tools that could be utilised by any aquaculture VET system to help address knowledge gaps. It appears that most of the resources created are no longer in use or are rarely used. This may be down to the lack of effective promotion and they may be put to good use if updated and promoted to a wider audience

TRY plant trait database – enhanced coverage and open access

Plant traits - the morphological, anatomical, physiological, biochemical and phenological characteristics of plants - determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait‐based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits - almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives

Rehabilitation versus surgical reconstruction for non-acute anterior cruciate ligament injury (ACL SNNAP): a pragmatic randomised controlled trial

BackgroundAnterior cruciate ligament (ACL) rupture is a common debilitating injury that can cause instability of the knee. We aimed to investigate the best management strategy between reconstructive surgery and non-surgical treatment for patients with a non-acute ACL injury and persistent symptoms of instability.MethodsWe did a pragmatic, multicentre, superiority, randomised controlled trial in 29 secondary care National Health Service orthopaedic units in the UK. Patients with symptomatic knee problems (instability) consistent with an ACL injury were eligible. We excluded patients with meniscal pathology with characteristics that indicate immediate surgery. Patients were randomly assigned (1:1) by computer to either surgery (reconstruction) or rehabilitation (physiotherapy but with subsequent reconstruction permitted if instability persisted after treatment), stratified by site and baseline Knee Injury and Osteoarthritis Outcome Score—4 domain version (KOOS4). This management design represented normal practice. The primary outcome was KOOS4 at 18 months after randomisation. The principal analyses were intention-to-treat based, with KOOS4 results analysed using linear regression. This trial is registered with ISRCTN, ISRCTN10110685, and ClinicalTrials.gov, NCT02980367.FindingsBetween Feb 1, 2017, and April 12, 2020, we recruited 316 patients. 156 (49%) participants were randomly assigned to the surgical reconstruction group and 160 (51%) to the rehabilitation group. Mean KOOS4 at 18 months was 73·0 (SD 18·3) in the surgical group and 64·6 (21·6) in the rehabilitation group. The adjusted mean difference was 7·9 (95% CI 2·5–13·2; p=0·0053) in favour of surgical management. 65 (41%) of 160 patients allocated to rehabilitation underwent subsequent surgery according to protocol within 18 months. 43 (28%) of 156 patients allocated to surgery did not receive their allocated treatment. We found no differences between groups in the proportion of intervention-related complications.InterpretationSurgical reconstruction as a management strategy for patients with non-acute ACL injury with persistent symptoms of instability was clinically superior and more cost-effective in comparison with rehabilitation management

Build better bones with exercise: Protocol for a feasibility study of a multicenter randomized controlled trial of 12 months of home exercise in women with a vertebral fracture

Background - Our goal is to conduct a multicenter randomized controlled trial (RCT) to investigate whether exercise can reduce incident fractures compared with no intervention among women aged ≥65 years with a vertebral fracture. Objectives - This pilot study will determine the feasibility of recruitment, retention, and adherence for the proposed trial. Design - The proposed RCT will be a pilot feasibility study with 1:1 randomization to exercise or attentional control groups. Setting - Five Canadian sites (1 community hospital partnered with an academic center and 4 academic hospitals or centers affiliated with an academic center) and 2 Australian centers (1 academic hospital and 1 center for community primary care, geriatric, and rehabilitation services). Participants - One hundred sixty women aged ≥65 years with vertebral fracture at 5 Canadian and 2 Australian centers will be recruited. Intervention - The Build Better Bones With Exercise (B3E) intervention includes exercise and behavioral counseling, delivered by a physical therapist in 6 home visits over 8 months, and monthly calls; participants are to exercise ≥3 times weekly. Controls will receive equal attention. Measurements - Primary outcomes will include recruitment, retention, and adherence. Adherence to exercise will be assessed via calendar diary. Secondary outcomes will include physical function (lower extremity strength, mobility, and balance), posture, and falls. Additional secondary outcomes will include quality of life, pain, fall self-efficacy, behavior change variables, intervention cost, fractures, and adverse events. Analyses of feasibility objectives will be descriptive or based on estimates with 95% confidence intervals, where feasibility will be assessed relative to a priori criteria. Differences in secondary outcomes will be evaluated in intention-to-treat analyses via independent Student t tests, chi-square tests, or logistic regression. The Bonferroni method will be used to adjust the level of significance for secondary outcomes so the overall alpha level is .05. Limitations - No assessment of bone mineral density will be conducted. The proposed definitive trial will require a large sample size. Conclusions - The viability of a large-scale exercise trial in women with vertebral fractures will be evaluated, as well as the effects of a home exercise program on important secondary outcomes