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The 2018 World Congress was organized by TAFE Directors Australia with the support of the Victorian TAFE Association and students and faculty of Melbourne's TAFEs. The three-day World Congress was one of Australia's largest gatherings of education and skills leaders, with almost 140 speakers and 44 concurrent sessions, under the theme of Preparing for the Skills Future, Now. Speakers and presenters explored the changing nature of work with particular focus on the impact of advances in technologies and automation on [professional and technical education and training] PTET. The World Congress focussed on solutions to these challenges and provided an opportunity for international delegates to look at their own PTET systems from the outside and compare their readiness to that of other countries.

Excerpts from the WFCP website.

See the attached 'List of presentations' for the titles of the papers presented at this conference. Show less

A model describing the development of curriculum and coursework for dual certification programs in two-year postsecondary vocational education institutions throughout China is described. Dual certification programs allow students to obtain an academic diploma and a national vocational qualification certificate concurrently. Chinese educators and political leaders have engaged critical stakeholders in a three-stage process to develop relevant curriculum and coursework in areas of demonstrated need within local or regional business and industry. The workflow for course development contains multiple quality control aspects designed to ensure that courses address programs goals and, ultimately, prepare participants to meet emerging workplace needs, both academic and vocational.

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This book contributes to the debate over the relationship between education, innovation, work and the workforce. The acute concerns around rising unemployment in a global recession have sharpened focus on how we prepare young people for the rapidly changing world of work. The book highlights 15 case studies from around the world. It is hoped that together they may inspire wider adoption of their innovative practices.

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In recognition of the need to lift Australia's Year 12 or equivalent completion rates, the Council of Australian Governments (COAG) agreed to a National Partnership on Youth Attainment and Transitions in July 2009. The School Business Community Partnership Brokers program is one of the programs administered by the federal government as part of this partnership. The Partnership Brokers program aims to build partnerships to improve education and transition outcomes for all young people, with a particular emphasis on supporting young people to achieve Year 12 or equivalent qualifications. Partnership Brokers form locally relevant partnerships that harness community resources and share responsibility for young people's learning and development. They encourage the development of partnerships between education and training providers, business and industry, parents and families, and community groups. The Smith Family is the provider of the Partnership Broker program in six regions (Brisbane North and West, Brisbane South East and Redland City, Gold Coast and Darling Downs in Queensland, the Illawarra in New South Wales and Darwin and Tiwi Islands in the Northern Territory). This report examines 11 partnerships that have been developed and supported by some of the Smith Family Partnership Brokers across the six regions in which it operates. The partnerships focus on improving student wellbeing, empowering communities, and introducing young people to the world of work.

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This article is about a case study of school-enterprise dual system in Guangzhou Industry and Trade Technician College (GZITTC). GZITTC has explored a modern apprenticeship called a school-enterprise dual system fit for skill development in China by drawing on the German dual system. GZITTC piloted 13 school-enterprise dual system classes and carried out substantive teaching by selecting famous business representatives as cooperative enterprises. It has been proven that the implementation of the school-enterprise dual system has strengthened the effectiveness and relevance of skill development.

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Engineering education has been well implemented in the majority of developed countries such as the USA, Germany, and the United Kingdom so that the gap between engineering science and engineering practice is greatly bridged. However, in China, the gap still exists, and some attempts by Chinese government, even though having made obvious progress, are not very satisfactory yet. Thus, the research on feasible engineering education strategy has drawn our pressing concerns. Based on the analyses of participants' motivation and value chain, an evolutionary model of institute-industry interoperation is proposed, which includes isolated stage, orienting stage, interacting stage, interoperating stage, and convergence stage. The case of one school of software in China is analyzed to support and clarify this model. This institute-industry interoperation model is showing considerable vitality in the development of engineering education, and it can present reference value not only to China but to other countries as well.

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The theme of the conference held on October 2-3, 2017 in Washington, DC was 'Modern apprenticeships: widening their scope, sustaining their quality'. The key issue discussed was how countries can retain the strength of traditional elements of apprenticeship, widen the occupational range of apprenticeships, and insure that the skills learned through apprenticeships are of sufficiently high quality to improve productivity and to assure that workers adapt to changing technologies and industry structures. This volume provides papers that are summary versions of the presentations partly aimed at answering this question. The papers and conference discussions dealt with the diversity of apprenticeship trends across countries. The cross-country variations reflect not only the scope and structure of systems on the ground, but also how employers, workers, educators and policymakers understand apprenticeship.

Edited excerpts from publication.

Keynote presentation: Collaboration between companies and schools in the German Dual Apprenticeship System / Michael Gessler. Papers from the first four topics are as follows: (1) Costs and benefits of apprenticeships - Costs, benefits and quality of in-company training and the great potential of SMEs / Ursel Hauschildt; Investment in apprenticeship: a matter of calculation or of culture?: considerations from the point of view of individuals, enterprises, society / Peter Hartel and Michaela Marterer; The benefits and costs of apprenticeship: a business perspective / David Langdon, Jessica R. Nicholson, Ryan Noonan; (2) Governance: including stakeholders roles and responsibilities - Mixed-ownership: a new experiment to encourage enterprise effectively participate in vocational education / Ximei Han, Haisheng Pan, Shibin Wang, Haixia Qie; On the fringe or in the fold: issues of policy, governance and recognition of artisanal workers in the economy / Ansa Liebenberg; (3) Apprenticeships and universities: substitutes or complements - VET and universities in the German context: substitutes or complements?: a problem analysis / Thomas Deissinger; Pastoral care within a college setting: customising individual apprenticeship support towards lifting participation and completion rates / Warren Guest and Mike Brown; Teaching practices among college-based teachers of apprentices / Erica Smith; Measuring experience-knowledge as factor for 'Industrie 4.0' (Industrial Internet of Things) / Sui-Ping Yuen; Lessons learned from the implementation of Ireland's first degree level apprenticeships using the BA (Honours) in Insurance Practice / Michael Barrett, James Eustace, Sandra Harvey-Graham, Breda McNally, Vivienne Patterson; (4) Innovative teaching and learning - Enhancing apprentice training through supervision / J. Scott Christman; Using digital technologies in the training of craft apprentices: is this the future? / Shaun Ferns, Robert Hickey, Douglas Hynes, Mark Keyes, Richie Ryan, Joe Smith; Teaching creativity in VET / Antje Barabasch; Tweaking success: a case study on developing a pre-apprenticeship program for at-risk high school students / John S. Gaal; Using reflective online diary entry to enhance teaching, learning and assessment in online apprenticeships: pedagogy perspective / Aine Doherty; Heterogeneity as a challenge in assistant nurse training: which support strategies do teachers use? / Bettina Siecke.

Papers from the second four topics are as follows: (5) Occupational standards and assessing competence - 'Innovative assessment' and its implication for apprenticeship / Shaun Ferns, Robert Hickey, Douglas Hynes, Mark Keyes, Richie Ryan, Joe Smith; E-assessments to support apprentices learning at work / Selena Chan; Competence measurement and development in South Africa: exploring the determinants heterogeneity / Ursel Hauschildt and Helen Brown; Work-process oriented content of VET: a concept facing the development of Industry 4.0? / Ralph Dreher; (6) Trends and patterns across countries - France, a holistic approach of apprenticeship / Eric Dumartin; Successful apprenticeships: observations from an Australian study / Damien Pearce; Challenges of the school-to-work transition and youth employment in Kosovo / Lumnie Mehmetaj; VET research in Switzerland: how does Swiss VET research funding help to stabilize the apprenticeship system? / Silke Fischer, Philipp Gonon; Influences of occupational status and workplace training on vocational students' occupational identity: a Chinese context / Yingyi Zhou, Zhiqun Zhao, Xueling Fu, Felix Rauner; External assessment under the German apprenticeship system: lessons for the US / Hermann Nehls, Robert I. Lerman; A qualitative research of apprenticeship competency training in school-based master studio in China / Bai Bin; A qualitative study of Traditional Arts and Crafts apprenticeship skills and deliberative practice / Liu Yuting; (7) Engaging employers - Australian multi-industry pilot programs support better apprenticeship completion rates and employer engagement / Gary Workman and Dean Luciani; Improving engagement of construction industry firms in apprenticeship training in a post-recession economy / Eoghan O Murchadha and Roisin Murphy; Analysis of the decision logic and internal measures used by large German industrial firms to support investment in large-scale apprenticeship style workforce development programs / Simon Whatmore, Nicholas M. Wyman, Andrew Sezonov; Institutional arrangements for artisan development in the manufacturing sector / Sinaye Mgidi and Sebolelo Nomvete; (8) Occupational and organizational identity and commitment research - Assessment of the current state of inclusion in apprenticeship and identification of consequences for in-company training in construction / Christian K. Karl and Martin Lang; Apprenticeship formalization and gender in Ghana / Daniel Kuehn and Phanwin Yokying; An investigation on the implementation of Modern Apprenticeship between higher vocational colleges and enterprises in China / Zheng Li. Show less

Governments have recognised that the technological trades rely on knowledge embedded traditionally in science, technology, engineering and mathematics (STEM) disciplines. However, there is substantial evidence that students are turning away from these subjects in schools because the school curriculum is seen as irrelevant, with clear implications for not just vocational education but also higher education. In this paper, [the authors] report preliminary findings on the development of two curricula that attempt to integrate science and mathematics with workplace knowledge and practices. [The authors] argue that these curricula provide educational opportunities for students to pursue their preferred career pathways. These curricula were co-developed by industry and educational personnel across three industry sectors, namely, mining industry, aerospace and wine tourism. The aim was to provide knowledge appropriate for students moving from school to the workplace as trade apprentices in the respective industries.

The analysis of curriculum and associated policy documents reveals that the curricula adopt applied learning orientations through teaching strategies and assessment practices which focus on practical skills. However, although key theoretical science and maths concepts have been well incorporated, the extent to which knowledge deriving from workplace practices is included varies across the curricula. The extent to which applications of concepts are included in the models depends on a number of factors not least the relevant expertise of the teacher as a practitioner in the industry. [The] findings highlight the importance of teachers having substantial practical industry experience and the role that whole school policies play in attempts to align the range of learning experiences with the needs of industry.

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Recent academic trends are requiring tourism educators to redefine their practice. Students are demanding vocational outcomes, and the market is demanding industry-ready graduates. This article reports on an innovative response to these new directions, outlining the conceptualization, objectives, delivery, outcomes, lessons learned, and future of a Tourism Regional Internship Project (TRIP). The initial pilot was a joint initiative of the University of Queensland School of Tourism (UQST) and the Roma-Miles Tourism Development Unit (RMTDU). The design and development of the project was built on existing theories that frame student internships, industry partnerships, and knowledge exchange, with the addition of new and creative industry collaboration and student to industry exchange. The five objectives of this Australian-based project were to foster partnerships, generate knowledge exchange, support workforce development, maximize marketing opportunities, and develop a research agenda. The success of the pilot has resulted in funding for a future wider project rollout. This article illustrates how other educationalists may use this innovative tourism regional internship model in their own areas as part of their response to the changing climate of tourism education.

Published abstract reprinted by permission of the copyright owner. Show less

The Korea Research Institute for Vocational Education and Training (KRIVET) holds an annual workshop to contribute to international perspectives on technical and vocational education and training (TVET). The theme of this year's workshop was 'Beyond new normal, towards the transition: TVET for resilience'. The workshop took place over two consecutive days (September 28-29, 2022) and consisted of four sessions - namely (1) Innovation and future of TVET, (2) Linking skills development and labor market, (3) Lifelong TVET, and (4) Green TVET. With these four subtopics, which were carefully selected based on the survey results from regional member states, KRIVET intended not only to discuss recent TVET events, ideas, policies, and best practices but also to strengthen the network among UNESCO-UNEVOC Centres in the East and Southeast Asia.

This volume includes the detailed programme for the workshop and the presentation slides for the following: Keynote speech - Recent trends in TVET related to sustainable development: scenarios for cooperation of UNEVOC Network Members / Harry Stolte; The institutional change on digital reform for the quality TVET / Huang Chunlin; Digital transformation of TVET institutions / Yang Wenming; The use of innovative technologies in TVET / Paryono Paryono; Bringing the labor markets into skills development: the ASEAN context / Jihee Choi; PPP initiative towards work based learning implementation in Malaysia / Razali bin Hassan; Can skills framework bridge TVET to frontier competencies? / Anderson Tan; Pathways to professions / Viktoria Kis; Linkage of school education and TVET sector using vocational classroom / Rangsan Thepmondhri; Integrating entrepreneurship education and professional education to promote employment / Zheng Gangqiang; Sustainable green TVET / Soorin Yoon, Dahee Choi and Jong Tack Han; Reskilling and transition for green TVET / Margarita Pavlova.

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