I came upon this text today when I was seeking to extend on an article I was writing that included the idea of learning in four domains. It was produced, I think, for the EmployID MOOC on the Changing World of Work and was probably written by Alan Brown and Jenny Bimrose.Sadly, I was so tied up with producing my own materials for the MOOC and didn’t get to read all of the other peoples. But at a time when there is a growing need to question to division between humanities and technical subjects, I think this offers a good way forward.

Relational development – learning with and from interacting with other people

A major route for relational development is learning through interactions at work, learning with and from others (in multiple contexts) and learning as participation in communities of practice (and communities of interest) while working with others. Socialisation at work, peer learning and identity work all contribute to individuals’ relational development. Many processes of relational development occur alongside other activities but more complex relationships requiring the use of influencing skills, engaging people for particular purposes, supporting the learning of others and exercising supervision, management or (team) leadership responsibilities may benefit from support through explicit education, training or development activities.

Jack from the UK had switched career and now who worked as a carer. From the outset Jack learned much about his work from engaging with residents in the care home as well as learning from other staff. He had received letters from residents expressing their gratitude, which had boosted his confidence. His manager encouraged him to become a trainer in the care home, and although nervous and unsure he delivered the training and his self-efficacy increased.

Cognitive development – acquiring knowledge and thinking skills

A major work-related route for cognitive development involves learning through mastery of an appropriate knowledge base and any subsequent technical updating. This form of development makes use of learning by acquisition and highlights the importance of subject or disciplinary knowledge and/or craft and technical knowledge, and it will be concerned with developing particular cognitive abilities, such as critical thinking; evaluating; synthesising etc.

Bernard, a Czech automotive worker, participated in a short internal company technical training programme which positively surprised him in terms of practical outcomes and motivated him to actively work on his vocational development. ‘You had to know your stuff, the trainer was extremely competent, he knew his field very well, but sometimes I had difficulties to follow him. Anyway, it was really done by professionals who knew their stuff, and I appreciated it very much. I was very satisfied. I learned lots of things that were later very useful for my work […] It was very interesting to meet people from a completely different and a rather specialised area. I learned a lot of things and I was proud of it. I think this was the moment that made me change my attitude towards learning. I became much more curious.’

Practical development – learning by doing, by experience, by taking on challenges

For practical development the major developmental route is often learning on the job, particularly learning through challenging work. Learning a practice is also about relationships, identity and cognitive development but there is value in drawing attention to this idea, even if conceptually it is a different order to the other forms of development highlighted in this representation of learning as a process of identity development. Practical development can encompass the importance of critical inquiry, innovation, new ideas, changing ways of working and (critical) reflection on practice. It may be facilitated by learning through experience, project work and/or by use of particular approaches to practice, such as planning and preparation, implementation (including problem-solving) and evaluation. The ultimate goal may be vocational mastery, with progressive inculcation into particular ways of thinking and practising, including acceptance of appropriate standards, ethics and values, and the development of particular skill sets and capabilities associated with developing expertise.

Davide, an Italian carpenter, saw learning as a practice-based process driven by curiosity, a spirit of observation, and trial and error. A major role was played by his passion for the transformation of matter, which he perceived as an almost sacred event: ‘It really struck me to see that from a piece of wood one can create a piece of furniture’.

Emotional development – making sense of your own feelings and how others feel 

For emotional development, the major developmental routes are learning through engagement,  reflexiveness that leads to greater self-understanding, and the development of particular personal qualities. Much emotional development may occur outside work, but the search for meaning in work, developing particular mind-sets, and mindfulness may be components of an individual’s emotional development. Particular avenues of development could include understanding the perspectives of others, respect for the views of others, empathy, anticipating the impact of your own words and actions, and a general reflexiveness, which includes exploring feelings. Identity development at work may also be influenced by changing ideas individuals have about their own well-being and changing definitions of career success (Brown & Bimrose 2014).

Henrik from Denmark switched career, moving into caring and developed a new relationship with his work, which he found much more emotionally engaging. While studying for his skilled worker qualification, Henrik immersed himself in individual assignments of his own choice. In one assignment, he developed a ‘product’ to help improve a pupil’s ability to communicate, an ability which was being lost due to a rare disease. When Henrik talked about the assignment he was very engaged and showed insight into the syndrome. Because the assignment was closely related to his experience and practice, he saw meaning in undertaking it: ‘It was as though there was a circle I could complete on my own.’ He received a top grade for the assignment, and it is evident that positive learning experiences and the perception of entering into learning processes that are meaningful to his life and work situation are strong motivating factors in his engagement in further learning.

I’ve been doing quite a lot of thinking about how we use data in education. In the last few years two things have combined – the computing ability to collect and analyse large datasets, allied to the movement by many governments and administrative bodies towards open data.

Yet despite all the excitement and hype about the potential of using such data in education, it isn’t as easy as it sounds. I have written before about issues with Learning Analytics – in particular that is tends to be used for student management rather than for improving learning.

With others I have been working on how to use data in careers advice, guidance and counselling. I don’t envy young people today in trying to choose and  university or college course and career. Things got pretty tricky with the great recession of 2009. I think just before the banks collapsed we had been putting out data showing how banking was one of the fastest growing jobs in the UK. Add to the unstable economies and labour markets, the increasing impact of new technologies such as AI and robotics on future employment and it is very difficult for anyone to predict the jobs of the future. And the main impact may well be nots o much in new emerging occupations,or occupations disappearing but in the changing skills and knowledge required n different jobs.

One reaction to this from many governments including the UK has been to push the idea of employability. To make their point, they have tried to measure the outcomes of university education. But once more, just as student attainment is used as a proxy for learning in many learning analytics applications, pay is being used as a proxy for employability. Thus the Longitudinal Education Outcomes (LEO) survey, an experimental survey in the UK, users administrative data to measure the pay of graduates after 3, 5 and 0 years, per broad subject grouping per university. The trouble is that the survey does not record the places where graduates are working. And once thing we know for a certainty is that pay in most occupations in the UK is very different in different regions. The LEO survey present a wealth of data. But it is pretty hard to make any sense of it. A few things stand out. First is that UK labour markets look pretty chaotic. Secondly there are consistent gender disparities for graduates of the same subject group form individual universities. The third point is that prior attainment before entering university seems a pretty good predictor of future pay, post graduation. And we already know that prior attainment is closely related to social class.

A lot of this data is excellent for research purposes and it is great that it is being made available. But the collection and release of different data sets may also be ideologically determined in what we want potential students to be able to find out. In the same way by collecting particular data, this is designed to give a strong steer to the directions universities take in planning for the future. It may well be that a broader curriculum and more emphasis on process and learning would most benefits students. Yet the steer towards employability could be seen to encourage a narrower focus on the particular skills and knowledge employers say they want in the short term and inhibit the wider debates we should be having around learning and social inclusion.

I’ve spent a lot of the last two months writing papers. I am not really sure why – other than people keep asking me to and I really do have a built up load of things which I haven’t written about. But one bad consequence of all this is I seem to have abandoned this blog. So,  time to start catching up here.

This paper – Learning about Careers: Open data and Labour Market Intelligence – is co-written with Deirdre Hughes. It is a preprint and wil be published in RIED – Revista Iboeroamericana de Educación a Distancia (The Iberoamerican Review of Digital Education) some time soon.

The full paper can be found on Research Gate or alternatively you can download it here. The abstract is as follows:

“Decisions about learning and work have to be placed in a particular spatial, labour market and socio-cultural context – individuals are taking decisions within particular ‘opportunity structures’ and their decisions and aspirations are further framed by their understanding of such structures. This article examines ways in which learning about careers using open data and labour market intelligence can be applied. An illustrative case study of the LMI for All project in the UK shows the technical feasibility of designing and developing such systems and a model for dissemination and impact. The movement towards Open Data and increasingly powerful applications for processing and querying data has gathered momentum. This combined with the need for labour market information for decision making in increasingly unstable labour markets have led to the development and piloting of new LMI systems, involving multiple user groups. Universal challenges exist given the increasing use of LMI, especially in job matching and the rapidly expanding use of open source data in differing education and employment settings. We highlight at least six emergent issues that have to be addressed so that open data and labour market intelligence can be applied effectively in differing contexts and settings. We conclude by reflecting on the urgent need to extend the body of research and to develop new methods of co-constructing in innovative collaborative partnerships.”

Good presentation at Open Education Global Conference, April 24th, 2018 – based on a paper by Catherine Cronin & Iain MacLaren (2018), Open Praxis, 10(2). They define Open Educational Practices (OEP) as the Use/reuse/creation of OER and collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners. Open Educational Practices.

Catherine Cronin has also posted References and Links from the presentation in an open Google document.

A European Framework for Quality and Effective Apprenticeships (2018/C 153/01) has been published in the Official Journal of the European Union. The Recommendation aims at increasing the employability and personal development of apprentices and contributing towards a highly skilled and qualified workforce responsive to labour market needs. Quality apprenticeships, the EU says, also help encourage active citizenship and social inclusion by integrating people of different social backgrounds into the labour market. The framework sets out 14 criteria in relation to working and learning conditions as well as to framework conditions aimed at providing a common understanding among Member States and supporting their efforts to reform and modernise apprenticeship systems that provide an excellent learning and career pathway.

Apprenticeships are understood as formal vocational education and training schemes that

a) combine learning in education or training institutions with substantial work-based learning in companies and other workplaces,
b) lead to nationally recognised qualifications,
c) are based on an agreement defining the rights and obligations of the apprentice, the employer and, where appropriate, the vocational education and training institution, and
d) with the apprentice being paid or otherwise compensated for the workbased component.

The Framework sets out the following criteria for living and working conditions:
1. Written agreement
Before the start of the apprenticeship a written agreement should be concluded to define the rights and obligations of the apprentice, the employer, and where appropriate the vocational education and training institution, related to learning and working conditions.

2. Learning outcomes
The delivery of a set of comprehensive learning outcomes defined in accordance with national legislation should be agreed by the employers and vocational education and training institutions and, where appropriate, trade unions. This should ensure a balance between job-specific skills, knowledge and key competences for lifelong learning supporting both the personal development and lifelong career opportunities of the apprentices with a view to adapt to changing career patterns.

3. Pedagogical support
In-company trainers should be designated and tasked to cooperate closely with vocational education and training institutions and teachers to provide guidance to apprentices and to ensure mutual and regular feed-back. Teachers, trainers and mentors, specially in micro-, small and medium-sized companies, should be supported to update their skills, knowledge and competences in order to train apprentices according to the latest teaching and training methods and labour market needs.

4.Workplace component
A substantial part of the apprenticeship, meaning at least half of it, should be carried out in the workplace with, where possible, the opportunity to undertake a part of the workplace experience abroad. Taking into account the diversity of national schemes, the aim is to progress gradually towards that share of the apprenticeship being workplace learning.

5. Pay and/or compensation
Apprentices should be paid or otherwise compensated, in line with national or sectoral requirements or collective agreements where they exist, and taking into account arrangements on cost-sharing between employers and public authorities.

6. Social protection
Apprentices should be entitled to social protection, including necessary insurance in line with national legislation.

7. Work, health and safety conditions
The host workplace should comply with relevant rules and regulations on working conditions, in particular health and safety legislation.

After years of running down apprenticeship schemes through a policy focus on mass university education, the UK, in common with other European countries, has in the past few years turned back to apprenticeship both as a strategy for providing the skills needed in the changing economy and as a way of overcoming youth unemployment especially or those with low school attainment.

The turn to apprenticeship has gone through a number of phases. In its earliest incarnation there was a tendency to just label any vocational work based programme as an apprenticeship. This did nothing for the reputation of apprenticeships either with young people or with employers and there was widespread criticism of the quality of many of the courses on offer.

Two years ago, the government undertook yet another shakeup of the apprenticeship programme, introducing a training levy for large companies and placing a focus on higher level apprenticeships including degree programmes.

Yet this reform has also run into problems. Despite setting a target of three million new apprenticeships by 2020, there was a near 27% fall in the number taking up trainee posts in the last quarter of 2017.

The number starting apprenticeships dropped to 114,000 between August and October, down from 155,700 in the same period in 2016. That followed a 59% drop in the previous three months after the introduction of the apprenticeship levy in April last year.

The biggest drop came in “intermediate” apprenticeships, the basic level, which dropped 38% to 52,000. The highest level of apprenticeships – known as degree apprenticeships – rose nearly 27% to 11,600. Schemes for adult apprentices were worse affected than for those young people, falling by just over 30% compared with 20%.

Last week, the UK House of Commons Education Select Committee heard evidence from the Further Education minister Anne Milton, the quality inspectorate Ofsted, the Institute for Apprenticeships and the Education and Skills Funding Agency on the quality of apprenticeships and skills training.

What seems remarkable from the TES report on the issues emerging from the meeting is how much they parallel problems in other European countries attempting to develop new apprenticeship systems, such as Italy and Spain. Indeed, nearly all of the issues also emerged in our study on apprenticeship in Valencia, Spain, all be it in different forms. This first article provides a quick summary of some of the issues raised at the House of Commons, together with a look at their resonance in Spain. In later posts I will look at some of the issues separately, particularly in reference to developments in the Dual System in Germany.

Higher level apprenticeships

According to the TES, high up the agenda were degree apprenticeships. While degree apprenticeships may raise the prestige of apprenticeship funding, this does little for the lower skilled young people looking for what in the UK are called intermediate level qualifications. Similarly, in Spain the new FP Dual apprenticeship programme has gained biggest traction at a higher apprenticeship level, demanding good school examination results for entry.

Despite the fact that Spain has a decentralised regional system for approving new apprenticeship programmes and the UK operates a national system, in both countries there seems to be significant issues around the level of bureaucracy in getting approval for new programmes and for the management of programmes.

Judging quality

In both countries too, the quality of apprenticeship programmes appears to be variable. Paul Joyce, deputy director for FE and skills at Ofsted, said there was a “very mixed picture” in terms of the quality of apprenticeships, adding: “It is certainly not a universally positive picture in terms of quality.” He said that of those providers inspected so far this year, “round about half are ‘requiring improvement’ or are ‘inadequate’, so it’s a very mixed bag”.

In Spain with no inspection system and few attempts at any systematic evaluation it is difficult to judge quality. Anecdotal evidence suggest also a “very mixed picture” in part due to the lack of training for trainers.

The role of Small and Medium Enterprises

The House of Commons Select Committee heard from Keith Smith, director of apprenticeships at the Education and Skills Funding Agency (ESFA), who said there was an aspiration to give employers more control in the system.

He added: “For small businesses, we need to be really careful we provide them with the right support and infrastructure to do that. They’re not the same as big levy-paying employers, they don’t have the same back-office support.

“We’re trying to design this very much with micro-businesses in mind. So, if it works for micro-businesses, it will work for all small businesses.”

Despite that, there would appear to be little take up from small businesses at present, possibly due to lack of knowledge about the new system, or because of the bureaucracy involved.

Similarly in Spain, there is limited take up by small businesses, Whilst in reality vocational schools are in charge of the system, the curriculum for apprenticeship programmes is developed in partnership between the schools and the companies.

More support needed for disadvantaged

Apprenticeships and skills minister Ms Milton said she will do what she can to break down barriers for disadvanataged people, including lobbying other ministers on issues such as travel discounts, an apprentice premium and the benefits system. After education secretary Damian Hinds yesterday refused to commit to the Conservatives’ manifesto pledge of transport subsidies for apprentices, Ms Milton was also coy on the issue.

In Spain there is continuing confusion over support for apprentices. With the adoption of the FP Dual system largely in the control of the regional governments, different regions have different policies, some stipulating pay for apprentices, some of training allowance and others not. Similarly, in some regions transport is paid and in others not. Sometimes it depends on agreements between individual employers and vocational schools.

For years, Jenny Hughes and I have been promising ourselves to submit a paper for the Academic Archers Conference. And this year we have finally got our act together. You can read the short abstract below. But first, for non UK readers what is the Archers? According to Wikipedia:

The Archers is the world’s longest-running radio soap opera. The British production, which has aired over 18,600 episodes, is broadcast on Radio 4, the BBC‘s main spoken-word channel. Originally billed as an everyday story of country folk, it is now described as a contemporary drama in a rural setting.

Five pilot episodes were aired in 1950 and the first episode was broadcast nationally on 1 January 1951. A significant show in British popular culture, and with over five million listeners, it is Radio 4’s most listened-to non-news programme^. With over one million listeners via the internet, the programme holds the record for BBC Radio online listening figures.

The Academic Archers is an experimental form of academic community with The Archers as a lens through which wider issues can be explored. The web site (which includes videos from the 2018 conference) explains: “As a community we share our knowledge of the programme, our research interests, and a lot of laughs, creating the academic field if you will, of Ambridgeology. In all that we do, are values are to be ‘curious, generous and joyful’.”

And so on to our abstract:

Education and careers in the Archers viewed through the lens of gender and class

The paper will explore attitudes to education and educational participation and achievement in The Archers through the lens of gender and class.

There has never been a teacher in the cast of the Archers. The nearest is Jim, but as a retired Classics professor, he is something of a parody. Does the Archers have a problem with education?

Attitudes to education and to the choice of future career are largely determined by class. There’s the split between the cathedral school and the state school. Shula and Elizabeth’s kids attend the Cathedral school, the Brookfield children the other. Ruari is so precious he is a boarder – too good for the Cathedral school?

Higher education remains a relative rarity in Ambridge. Phoebe, Alice and Pip are the exceptions, although the Fairbrother’s rugby playing background suggests they too may have attended university. Apprenticeships are for the less academically able, such as Johnny.

Parental background largely accounts for choice of career. Few offspring have flown the nest to a completely new occupation. Indeed, it is notable that Ambridge still lacks a single person working in Information Technology.

And what of children with SLD? The only child with Down’s Syndrome was ‘removed’ from Ambridge to the big city to better meet her educational needs despite educational policy promoting integration in local, mainstream schools?

The question is to what extent The Archers reflects changing attitudes to education in rural areas of the UK and continuing divisions through class and gender?

About the authors

Both Jenny Hughes and Graham Attwell are lifelong Archers listeners. They work for Pontydysgu, an educational research organisation based in Pontypridd. Their research includes the training of teachers, the use of technology in the classroom and careers education.

It is encouraging to see more courses being developed for young people to learn to code. The latest comes from the Technical University of Graz who are s starting a MOOC about coding with kids (in English) using Pocket Code in June.

The course is designed for children and young people (age group 10-14 years) as well as teachers of all subjects. The main content includes creating your own games, interactive animations and apps with Pocket Code. At first, the structure and functionality of the app get presented. The participants learn how to use basic programming concepts such as conditionals, variables, events or parallelism. It is up to the children whether they take the course on their own or together with their parents.

Free registration is now open.

We are well under way redesigning the Pontydysgu website. It is not so easy.

According to the archive the present site was launched in September, 2006. The WordPress site superseded on an older blog, the Wales Wide Web which was based on Plone and was itself three years old. We managed at that time to manually download at least some of the old post and reload them to the new WordPress site. WordPress was very different in 2006. It was still primarily a blogging site and to create a more magazine look, we had to manually code the different pages using post categories. According to the dashboard there are now 2330 posts, 93 pages and goodness knows how many links and images as well as multimedia files hosted on Pontdysgu.org. And Akismet claims it “has protected your site from 1,509,125 spam comments already”!

For the new site, we have chosen to use the WordPress Sense theme, preserving the magazine look. Sense seems more of a framework than a theme, with huge amount of functionality, which we are trying to get our heads around. We have designed on paper a new structure fr the site which will hopefully make it easier to find things. Once we have the menus in place we can begin the process of migrating old content to the site. Although WordPress supports XML export and input that does not really solve the problem. As I said before we used categories or allocating posts to different pages. But was also used categories as well categories. And there are now over 120 of them. There is a plugin to convert categories to tags, which is what the non-navigational categories more properly are. But we still somehow have to try at least semi automatically to get the old content onto the new navigation structures.

We also need to move the attachments and pictures over to the new site. And I guess we should take the opportunity to check for broken links and try to repair the. I am betting there will be a lot by now – many of which will be due to sites no longer existing.

Of course some of our plugins have aged over time. Our podcasts are supported by Podpress which no longer seems to be supported. So all those will need moving to a more modern plugin.

And so it goes on. We don’t have a release date yet, but I would like to get something up and running in the early summer. We will keep you updated with progress and will shout for help if we get stuck!

Sipping a glass of wine on the terrace last night, I thought about writing an article about proxies. I’ve become a bit obsessed about proxies, ever since looking at the way Learning Analytics seems to so often equate learning with achievement in examinations.

But then by chance this morning I ended up looking at the text of Ivan Illich’s 1969 publication ‘Deschooling Society‘. And I found in the first chapter Illich talks about about how we “confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

He goes on to say pupils’ “imagination is “schooled” to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Health, learning, dignity, independence, and creative endeavour are defined as little more than the performance of the institutions which claim to serve these ends, and their improvement is made to depend on allocating more resources to the management of hospitals, schools, and other agencies in question.”

This seems an apposite comment on how the use and analysis of big data is being developed in the present period.

I stumbled on the Illich quote from a Twitter link to an exercise on the CLMOOC lets be creative together website. They ask “What would Ivan Illich think about CLMOOC?” and go on to suggest “we find activities like this all the more enjoyable and enriching when a variety of voices join the conversation. So this is an open invitation to the internet to join us as we use Hypothes.is to annotate an online copy of Deschooling Society together.”

I have not seen Hypothes.is before but it looks pretty nifty. I have never understood just why collective annotation has never quite taken off. It seems to me a great format for sharing and developing knowledge together. And I think Illich would have liked it.