This document proposes an enhanced apprenticeship model for developing competencies required of biopharmaceutical process technicians (BPTs) in Singapore. It identifies problems with the current model such as apprentices lacking work-ready skills. The proposed solution adopts principles of cognitive apprenticeship to better sequence learning tasks and develop higher-order thinking. This includes structuring on-the-job training at companies and certifying trainers in pedagogical strategies. The goal is to produce competent BPTs with generalized skills within 24 months by better aligning educational, workplace and assessment components of the apprenticeship program.
1) The document outlines a learning and development activity plan delivered by Rodzidah bt Mohd Rodzi to 21 adult learners on tips for kids photography.
2) Rodzidah reflects that structuring the activity with introduction, main body, conclusion and feedback helped learning. She managed individual factors like stress and learning styles through varied activities. Environmental factors like language differences were addressed.
3) Rodzidah created a positive learning environment by understanding adult learner characteristics, involving learners, using varied methods, providing feedback, treating learners as individuals, and maintaining self-esteem.
4) Feedback from learners showed the important points were clearly remembered.
The document summarizes the findings of a strategic review by the Australian Skills Quality Authority (ASQA) of training for early childhood education and care in Australia. The review found that many registered training organizations struggled to comply with training package requirements for assessment. It identified issues such as inaccurate course information, trainers lacking industry experience, and inadequate facilities. The review's 10 recommendations included establishing minimum training benchmarks, improving communication of findings to organizations, and enhancing professional development for trainers. Going forward, ASQA will continue monitoring high-risk qualifications and seeking feedback from industry on training quality.
This document discusses Bloom's Taxonomy and its application in outcome-based education. It begins by outlining Bloom's Taxonomy, which categorizes different levels of thinking skills from basic recall/remembering to more complex analysis, evaluation, and creation. It then discusses how outcome-based education focuses on defining learning outcomes and using assessments to ensure students achieve those outcomes and provide feedback for continuous improvement. The document provides examples of how to write learning outcomes at different levels of Bloom's Taxonomy and outlines the process of defining program outcomes, course outcomes, and mapping course outcomes to program outcomes in an outcome-based education framework.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
EIF 2019: inspecting the substance of education - FESOfsted
EIF 2019 consultation presentation slides on the ‘Education inspection framework 2019: inspecting the substance of education - further education and skills’
Quality of education and training workshop: FESOfsted
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss quality of education and the curriculum in further education and skills.
This document outlines a course on entrepreneurship and enterprise development. The course aims to help students understand key concepts related to entrepreneurship including defining entrepreneurship, understanding small business management issues, developing business plans, product development, marketing strategies, organizing and financing new ventures, and managing growth. The course is taught over 14 weeks and covers these topics through lectures, discussions, assignments and assessments. Students are expected to actively participate in all course activities and complete all readings and assignments on time.
1) The document outlines a learning and development activity plan delivered by Rodzidah bt Mohd Rodzi to 21 adult learners on tips for kids photography.
2) Rodzidah reflects that structuring the activity with introduction, main body, conclusion and feedback helped learning. She managed individual factors like stress and learning styles through varied activities. Environmental factors like language differences were addressed.
3) Rodzidah created a positive learning environment by understanding adult learner characteristics, involving learners, using varied methods, providing feedback, treating learners as individuals, and maintaining self-esteem.
4) Feedback from learners showed the important points were clearly remembered.
The document summarizes the findings of a strategic review by the Australian Skills Quality Authority (ASQA) of training for early childhood education and care in Australia. The review found that many registered training organizations struggled to comply with training package requirements for assessment. It identified issues such as inaccurate course information, trainers lacking industry experience, and inadequate facilities. The review's 10 recommendations included establishing minimum training benchmarks, improving communication of findings to organizations, and enhancing professional development for trainers. Going forward, ASQA will continue monitoring high-risk qualifications and seeking feedback from industry on training quality.
This document discusses Bloom's Taxonomy and its application in outcome-based education. It begins by outlining Bloom's Taxonomy, which categorizes different levels of thinking skills from basic recall/remembering to more complex analysis, evaluation, and creation. It then discusses how outcome-based education focuses on defining learning outcomes and using assessments to ensure students achieve those outcomes and provide feedback for continuous improvement. The document provides examples of how to write learning outcomes at different levels of Bloom's Taxonomy and outlines the process of defining program outcomes, course outcomes, and mapping course outcomes to program outcomes in an outcome-based education framework.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
EIF 2019: inspecting the substance of education - FESOfsted
EIF 2019 consultation presentation slides on the ‘Education inspection framework 2019: inspecting the substance of education - further education and skills’
Quality of education and training workshop: FESOfsted
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss quality of education and the curriculum in further education and skills.
This document outlines a course on entrepreneurship and enterprise development. The course aims to help students understand key concepts related to entrepreneurship including defining entrepreneurship, understanding small business management issues, developing business plans, product development, marketing strategies, organizing and financing new ventures, and managing growth. The course is taught over 14 weeks and covers these topics through lectures, discussions, assignments and assessments. Students are expected to actively participate in all course activities and complete all readings and assignments on time.
Innovation through evaluation and quality development of in-company training ...network_trainers
The document discusses innovations in training and workplace learning within companies. It presents tools to help qualify part-time trainers and support vocational students, including a career roadmap based on work and learning tasks. A case example from Schierholz GmbH shows how combining technical training with mentoring and a learning roadmap for students improved training outcomes by linking business processes to learning opportunities at different workplaces.
This document discusses the role of learning coaches in Welsh schools and the requirements for implementing learning coach support.
The key points are:
1) Learning coaches provide guidance to students on developing skills and subject knowledge, and help them identify goals and develop learning pathways.
2) The Learning and Skills (Wales) Measure 2009 requires that all students aged 14-19 have access to learning coach support by 2012.
3) Schools will need to rationalize existing learning support roles to provide the learning coach function and ensure all staff delivering coaching complete accredited training.
expectation of industries from technical graduatesmp poonia
the effort has been made to discuss about the gaps in skills of engineering graduates in consultation with industries. Various sectors of industries have been invited at NITTTR Chandigarh during ICT based teacher training programs to identify the gaps between the expectations of industries from technical graduates and input provided by engineering colleges as per curriculum.
The document describes the Jobsis Mentoring Model project in Finland which aims to help social and health care professionals find employment through job rotation and mentoring. The mentoring model involves pairing experienced employees with less experienced mentees over a 14 week practical training period. Evaluation found that the majority of mentees and mentors felt the mentoring relationship and model were effective learning tools and over 80% of mentees achieved their learning goals. 12 out of 17 mentees found work in social or health care after completing the training and mentoring.
The document discusses various technology-based training methods including e-learning, mobile learning, simulations, virtual reality, intelligent tutoring systems, and social media. It provides examples of different technologies used for training, benefits of technology-based training methods, factors to consider in using social media for training, and tips for developing effective online learning. The document aims to explain how new technologies can influence training and enhance learning transfer.
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
The document discusses different topics related to learner behaviors and group dynamics. It identifies different learner behaviors and maintaining positive learning relationships as key things to understand from the session. It also discusses Tuckman's model of group behavior, managing group dynamics, resolving conflicts, keeping records for compliance and evaluation purposes, and maintaining instructional materials.
The document is a position description for a National RTO Administration & Compliance Coordinator position. The role involves coordinating and implementing the administration and compliance of an organization's Registered Training Organization. Key responsibilities include supervising RTO employees, coordinating administration and compliance activities, ensuring proper implementation of finances, and liaising with RTO staff. The role also occasionally involves training and assessment duties such as developing teaching materials, delivering and assessing training, and moderating outcomes.
The document discusses strategies for developing the skills and competencies of older workers in Sweden. It proposes establishing restart centers that provide training, mentoring, networking opportunities and tools to help people over 50 develop their skills and find new employment opportunities. The goal is to make older workers' skills more visible and transfer knowledge from older to younger generations so that people can stay in the workforce longer. Validation of informal skills and life competence analysis are presented as ways to strengthen older workers' self-confidence and marketability.
Improving governance a training resource for schools (1)Julia Skinner
The document provides guidance for school governing bodies on improving governance. It discusses the roles and responsibilities of senior leaders and governing bodies. It emphasizes the importance of governors independently monitoring the school's performance, using data to understand achievement, and holding the headteacher accountable through effective performance management. The document also notes areas of focus for Ofsted inspections, including governance, and signs that a governing body may not be providing sufficient challenge.
This document provides an overview of policies, procedures, and initiatives for instructors at Fortis College Online. It discusses the structure of the online programs, which are 6 weeks in length. It outlines student demographics, noting that most students are female, between 25-39 years old, and attend online classes for convenience and flexibility.
The document reviews instructor roles and expectations, including maintaining high academic standards, being student-focused, and developing a visible online presence. It details requirements for professional development, in-service trainings, and quarterly faculty meetings. New instructors must complete the NFT101 training course and initial course set-up before being assigned a course. Overall, the document orients new online instructors
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS, which are to help students get appropriate mentoring and guidance for their projects and work systematically. PMMS allows students to update progress, and guides, mentors, HODs and principals to provide feedback. It covers registration, team formation, progress reports, design exercises, business plans, patent drafting, and other final project submission activities. The document provides timelines, instructions and resources to help students, guides and others effectively use PMMS to support final year projects.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
The document discusses preparations for an upcoming school inspection at St Wilfrid's Catholic High School. It notes some potential issues, including recent dips in exam results, inconsistencies in leadership, and several staffing changes. It emphasizes that teaching and learning will be essential areas of focus during the inspection. The revised inspection framework prioritizes pupil achievement, learning and teaching, equality of opportunity, and safeguarding. Inspectors will closely examine lessons and student outcomes to evaluate how effectively the school meets the needs of all learners.
The document outlines the objectives, intended learning outcomes, modules, sessions, topics, and tasks for an orientation on the pilot implementation of the Teacher Induction Program for beginning teachers. The objectives are to gain understanding of how the induction program is implemented, develop skills in assisting schools with the pilot implementation, and feel the importance of the program for teachers' personal and professional development. The modules will cover DepEd organizational structure and processes, relevant laws for teachers, salaries and benefits, continuing professional development, and policies on promotion. Teachers will learn about DepEd history and offices, laws and regulations, compensation and incentives, professional development requirements, and career progression guidelines. A variety of tasks are included such as policy readings, scenario analysis, interviews,
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
Innovation through evaluation and quality development of in-company training ...network_trainers
The document discusses innovations in training and workplace learning within companies. It presents tools to help qualify part-time trainers and support vocational students, including a career roadmap based on work and learning tasks. A case example from Schierholz GmbH shows how combining technical training with mentoring and a learning roadmap for students improved training outcomes by linking business processes to learning opportunities at different workplaces.
This document discusses the role of learning coaches in Welsh schools and the requirements for implementing learning coach support.
The key points are:
1) Learning coaches provide guidance to students on developing skills and subject knowledge, and help them identify goals and develop learning pathways.
2) The Learning and Skills (Wales) Measure 2009 requires that all students aged 14-19 have access to learning coach support by 2012.
3) Schools will need to rationalize existing learning support roles to provide the learning coach function and ensure all staff delivering coaching complete accredited training.
expectation of industries from technical graduatesmp poonia
the effort has been made to discuss about the gaps in skills of engineering graduates in consultation with industries. Various sectors of industries have been invited at NITTTR Chandigarh during ICT based teacher training programs to identify the gaps between the expectations of industries from technical graduates and input provided by engineering colleges as per curriculum.
The document describes the Jobsis Mentoring Model project in Finland which aims to help social and health care professionals find employment through job rotation and mentoring. The mentoring model involves pairing experienced employees with less experienced mentees over a 14 week practical training period. Evaluation found that the majority of mentees and mentors felt the mentoring relationship and model were effective learning tools and over 80% of mentees achieved their learning goals. 12 out of 17 mentees found work in social or health care after completing the training and mentoring.
The document discusses various technology-based training methods including e-learning, mobile learning, simulations, virtual reality, intelligent tutoring systems, and social media. It provides examples of different technologies used for training, benefits of technology-based training methods, factors to consider in using social media for training, and tips for developing effective online learning. The document aims to explain how new technologies can influence training and enhance learning transfer.
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
The document discusses different topics related to learner behaviors and group dynamics. It identifies different learner behaviors and maintaining positive learning relationships as key things to understand from the session. It also discusses Tuckman's model of group behavior, managing group dynamics, resolving conflicts, keeping records for compliance and evaluation purposes, and maintaining instructional materials.
The document is a position description for a National RTO Administration & Compliance Coordinator position. The role involves coordinating and implementing the administration and compliance of an organization's Registered Training Organization. Key responsibilities include supervising RTO employees, coordinating administration and compliance activities, ensuring proper implementation of finances, and liaising with RTO staff. The role also occasionally involves training and assessment duties such as developing teaching materials, delivering and assessing training, and moderating outcomes.
The document discusses strategies for developing the skills and competencies of older workers in Sweden. It proposes establishing restart centers that provide training, mentoring, networking opportunities and tools to help people over 50 develop their skills and find new employment opportunities. The goal is to make older workers' skills more visible and transfer knowledge from older to younger generations so that people can stay in the workforce longer. Validation of informal skills and life competence analysis are presented as ways to strengthen older workers' self-confidence and marketability.
Improving governance a training resource for schools (1)Julia Skinner
The document provides guidance for school governing bodies on improving governance. It discusses the roles and responsibilities of senior leaders and governing bodies. It emphasizes the importance of governors independently monitoring the school's performance, using data to understand achievement, and holding the headteacher accountable through effective performance management. The document also notes areas of focus for Ofsted inspections, including governance, and signs that a governing body may not be providing sufficient challenge.
This document provides an overview of policies, procedures, and initiatives for instructors at Fortis College Online. It discusses the structure of the online programs, which are 6 weeks in length. It outlines student demographics, noting that most students are female, between 25-39 years old, and attend online classes for convenience and flexibility.
The document reviews instructor roles and expectations, including maintaining high academic standards, being student-focused, and developing a visible online presence. It details requirements for professional development, in-service trainings, and quarterly faculty meetings. New instructors must complete the NFT101 training course and initial course set-up before being assigned a course. Overall, the document orients new online instructors
This document provides guidelines for final year B.E. project activities and use of the Project Mentoring and Monitoring System (PMMS) platform at Gujarat Technological University. It outlines the objectives of PMMS, which are to help students get appropriate mentoring and guidance for their projects and work systematically. PMMS allows students to update progress, and guides, mentors, HODs and principals to provide feedback. It covers registration, team formation, progress reports, design exercises, business plans, patent drafting, and other final project submission activities. The document provides timelines, instructions and resources to help students, guides and others effectively use PMMS to support final year projects.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
The document discusses preparations for an upcoming school inspection at St Wilfrid's Catholic High School. It notes some potential issues, including recent dips in exam results, inconsistencies in leadership, and several staffing changes. It emphasizes that teaching and learning will be essential areas of focus during the inspection. The revised inspection framework prioritizes pupil achievement, learning and teaching, equality of opportunity, and safeguarding. Inspectors will closely examine lessons and student outcomes to evaluate how effectively the school meets the needs of all learners.
The document outlines the objectives, intended learning outcomes, modules, sessions, topics, and tasks for an orientation on the pilot implementation of the Teacher Induction Program for beginning teachers. The objectives are to gain understanding of how the induction program is implemented, develop skills in assisting schools with the pilot implementation, and feel the importance of the program for teachers' personal and professional development. The modules will cover DepEd organizational structure and processes, relevant laws for teachers, salaries and benefits, continuing professional development, and policies on promotion. Teachers will learn about DepEd history and offices, laws and regulations, compensation and incentives, professional development requirements, and career progression guidelines. A variety of tasks are included such as policy readings, scenario analysis, interviews,
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi...CEMCA
The document discusses Recognition of Prior Learning (RPL) in India. It notes that while India has a large workforce, only a small percentage have formal vocational training. RPL aims to recognize the skills of those without certification, including skilled workers. The benefits of RPL include gaining access to education, employment opportunities, and identifying training needs. The process involves identifying competencies, assessing skills, and issuing certifications. Challenges include changing mindsets, complex processes, and ensuring industry and institution acceptance of RPL candidates. RPL can help plan learning pathways, gain entry to programs or credit, and promote lifelong learning.
This document provides an overview of the development of outcomes-based education and training (OBET) in South Africa. It traces the evolution of the country's education and training system from the early 20th century apprenticeship programs to the establishment of the South African Qualifications Authority in 1995 and related legislation like the Skills Development Act of 1998. The document also defines key aspects of OBET like outcomes, assessment principles, benefits and challenges of implementing OBET in South Africa. Finally, it outlines the major legislation governing skills development in the country.
HEA STEM seminar-2013 Embracing employability in HEIsEISLibrarian
This document outlines the agenda and participating institutions of a seminar on embracing employability in higher education institutions. The seminar featured keynote speeches from industry professionals and academics on engaging employers in curriculum delivery and the role of stakeholders in curriculum development. Breakout sessions discussed approaches to embedding employability skills at different institutions, including through volunteering, core skills training, and work placements. Employability frameworks like the CBI guidelines and SFIA were mapped to curriculum delivery and modules in science and technology programs. Collaboration between academic departments, language centers, and libraries integrated employability support into coursework and assessments.
This document discusses different approaches to incorporating teamwork in higher education courses to support students' professional development. It begins with an introduction from Peter Hartley and Chris Dearnley about their careers and interests. They then pose questions about how course teams incorporate student teamwork and what the ideal mix of teamwork looks like.
The document outlines several educational approaches that differ in who sets the problem/task and manages the group process, including team-based learning (TBL), problem-based learning (PBL), and project groups. Examples of implementing TBL at various universities are provided. Scaling Up, a HEFCE project, and an example of cybersecurity PBL are also summarized. Overall, the document explores how to
This document discusses the role of employability in designing university curricula and learning outcomes. It considers whether carefully designed learning outcomes can ensure employability and what might be missing if they do not match employers' desired skills. It also addresses how to translate skills needs into viable learning outcomes to boost curriculum attractiveness. The UK approach of embedding employability across qualifications frameworks, benchmark statements, and learning outcomes is examined, along with maintaining a balance between employability, academic knowledge, and broader education purposes. Close relationships with employers and evaluating learning outcome effectiveness are emphasized.
ETUG Unconference 2014 - Competency to credentialBCcampus
This document discusses competency-based education (CBE) and tools that support it. It provides an overview of traditional CBE programs and those with a new educational technology approach. It also summarizes 7 key points about CBE from an Educause report, including that CBE awards credit based on mastery of competencies, is built around measurable learning objectives, and replaces the conventional credit hour model. The document then discusses implementing new CBE tools and a related Educause report on CBE tools.
Approaches to changing assessment and feedback practicejisc-elearning
This document discusses different approaches that universities have taken to changing assessment and feedback practices. It describes projects at Bath Spa University, University of Winchester, and Queen's University Belfast that took bottom-up, evidence-based approaches focusing on principles of assessment and feedback and participatory change. Manchester Metropolitan University's project took a top-down approach, building on previous initiatives. All the projects emphasized listening to stakeholders, piloting changes, and evaluating results. The main challenges identified were engaging all stakeholders, embedding changes fully, and selecting and implementing appropriate technologies to support changes.
1) India has a large youth population but many lack employable skills, and the document proposes a new department and process to increase skills.
2) Surveys of industries, institutions, and youth would inform curriculum changes like adding vocational topics and core skill development.
3) Recommendations include industry collaboration, improved teacher hiring, and giving students real-life challenges to build skills before employment. Regular monitoring is proposed to ensure proper implementation.
The document describes the process of redesigning the Provincial Instructor Diploma Program (PIDP) using an outcomes-based curriculum mapping approach. In February 2009, program faculty participated in a mapping exercise to define program outcomes and determine how existing courses aligned with these outcomes. However, the limited time for the exercise prevented completing the full mapping. In subsequent revisions, the faculty focused on aligning topics and content to outcomes, facing challenges in moving away from the original mapping. Lessons indicated that while outcomes mapping was useful, the process required more time and training for faculty accustomed to traditional curriculum development.
The document summarizes a presentation on skill development and capacity building in the energy sector. It discusses how the energy industry is facing unprecedented changes due to factors like changing geopolitics, new technologies, and environmental pressures. This is changing the nature of work. It emphasizes the need to develop the workforce for the future through initiatives like industry-academia collaboration, developing a global training strategy, strengthening vocational training programs, and focusing on skills like agility and mobility. Specific examples of collaboration between industries and academic institutions are provided, as well as recommendations around apprenticeship programs and vocational education.
Have a look at a presentation from the Workshop in Nice which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP). The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so they acquire the skills needed for today's job market. In this presentation Côte d'Azur University will take you through planning, managing, and promotion of graduates employability in cooperation with employers and will introduce different services to support the students in this regard.
1) NBA stands for the National Board of Accreditation, an independent body that accredits engineering, technology, management, architecture, pharmacy, hospitality, and mass communication programs from the diploma level to the postgraduate level.
2) Accreditation by NBA helps institutions identify programs of excellence, ensure conformity to good practices and global benchmarks, rate programs on a national level to attract better students, allow self-appraisal, and produce graduates satisfying world-class employers.
3) NBA has shifted from an input-output based accreditation model to an outcome-based model that is more student-centered and focuses on measuring student performance and outcomes like skills and knowledge rather than only inputs and outputs.
This document outlines an assessment for a short course on developing key skills. It discusses integrating key skills like communication, problem solving, and self-management into teaching, learning, and assessment. An example case study is provided on redesigning an electromagnet to maximize lifting force as a scenario-based group project. Formative and summative assessments are suggested, including checkpoints, competitions, presentations, reports, and peer assessments.
Recognition.Higher Education Academy Fellows.17th annual seda conference 2012...Rajesh Dhimar
This document summarizes the 17th Annual SEDA Conference on excellence in teaching. The conference focused on recognizing, enhancing, evaluating, and achieving impact in teaching. It included a workshop on rewarding teaching and developing the identity of Higher Education Academy Fellows. The workshop aimed to better understand the UK Professional Standards Framework and professional recognition process. It also discussed how to systematically reward teaching within institutions. Key issues discussed included the lack of national systems that promote teaching's importance and perceptions that teaching is undervalued and underrewarded in UK higher education. The UK Professional Standards Framework was presented as a means to benchmark, develop, recognize, and reward teaching roles. Professional recognition through the Higher Education Academy was also discussed.
The document discusses setting aims and learning outcomes for educational modules. It defines learning outcomes as statements that predict what learners will gain from learning. The document provides guidance on writing learning outcomes at both the program and module level, and emphasizes the importance of constructive alignment between learning outcomes, teaching activities, and assessment.
Similar to MTD Final Graduation Presentation_Jacob for Sharing (20)
MTD Final Graduation Presentation_Jacob for Sharing
1. An Apprenticeship Model for Developing
‘Competency’ Required for Trade Apprentices
(Biopharmaceutical Process Technician(BPT))
In Singapore
Student: Jacob David Porantharapilly
Master of Training and Development, Griffith University
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
1
2. Agenda
• The Background
• The Problem and Analysis
• Literature Review
• Possible Solution for Improvements
– The Solution: An Enhanced BPT Apprenticeship Curriculum
based on Cognitive Apprenticeship principles
• Justification and Challenges
• Question and Answer
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
2
4. The Context
• Trade Apprenticeship as a ‘Learn-and-Earn’ scheme is
accepted among some Industries in Singapore
– E.g. Biologics Industry and the trade of BPTs
• Singapore’s Workforce development agency (WDA)
with select Polytechnics’ have initiated ‘Biologics Skills
Training program’ (BSTP) and a typical 24-month BPT
Apprenticeship Competency-based training curriculum
– Apprentices are mainly Chemical/Biopharmaceutical
Polytechnic graduating students.
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
4
5. Sample BPT Competencies (Bioscience
careers, 2016)
• Knowledge of Biologics process.
• Knowledge of Good Manufacturing/
Documentation practices (GMP/GDP).
• Skills to work in clean room environments.
• Skills on work safety.
• Skills on sampling (e.g. Biohazardous materials).
• Skills to operate various Biopharmaceutical
equipment's (Reactor/Fermenter)…..
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
5
ComplexBasic
6. The typical 24-month BPT
Apprenticeship Curriculum
• Competency-based training (CBT); Assessment (CBA)
– Process Workforce skills qualification (PWSQ)
• Conducted in a Polytechnic
• Aimed at knowledge development
• Conducted by Advanced certificate in training and assessment
(ACTA) qualified lecturers’.
– On-the Job Training (OJT)
• Conducted in a host Biologics company
• Aimed at skills development
• Conducted by employees as Trainers; Not necessarily ACTA
qualified.
– CBA: Successful assessment at the end of the program
makes an apprentice ‘Competent’.
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
6
7. CBA:
(Typically 2
days)
conducted in
the Host
Company:
Makes an BPT
apprentice
‘Competent’ or
‘Not yet
competent’
The typical 24-month BPT
Apprenticeship Curriculum (Cont’d)
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
7
Host Company CBT:
OJT and aims at developing Skills;
Curriculum uses OJT Courses meant
for ‘New hired BPTs’ training;
Trained by an employee as trainers’;
Workplace affordances (Job aids,
access to procedures) for training.
Competent
Novice
Apprenticeship duration in Months
1-3 4-24
Educational
Institution
CBT:
Theory &
Laboratory: Aims
to develop
knowledge;
Lecturers’ are
ACTA qualified.
8. Summary: The typical 24-month BPT
Apprenticeship CBT Curriculum
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
8
First 3
Months
Subsequent
21 Months
Theory
focused
Skills
focused
24 Month
Work-
Ready
competencies
9. The Problem and Analysis
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
9
10. The Problem
23/08/16
s2963405 Contemperory Issues in Adult
and Vocational Education
10
GRADUATING BPTGRADUATING BPT
APPRENTICES’ DO NOTAPPRENTICES’ DO NOT
EXHIBIT ‘WORK-EXHIBIT ‘WORK-
READY’ COMPETENCIESREADY’ COMPETENCIES
BIOLOGICSBIOLOGICS
COMPANIESCOMPANIES
RELUCTANT TORELUCTANT TO
EMPLOY AEMPLOY A
GRADUATED BPTGRADUATED BPT
APPRENTICEAPPRENTICE
• Apprentices exhibit varying capabilities
to perform BPT tasks
• Apprentices exhibit lack of confidence
to perform learnt BPT tasks
• Apprentices exhibit lack of
genralization and problem-solving skills
• Lacks independence/‘work-ready’ skills
• Inability to perform similar but
different tasks
• Reinvestment in re-learning; time and
resources
Tasks if not performed accurately could affect the Parenteral Drug
(Medicines) Safety and Efficacy and GMP
11. Critical Analysis of the Problem
• The BSTP program/BPT apprenticeship curriculum are
good initiatives to develop Talent for Biologics
companies.
– Meets stakeholders (WDA and Industry partners) intent
– Addresses Nations Skills Future plan/employment pathways
– National accreditation: Apprentice receive WSQ Higher
Certificate in Process Technology (Biologics): By WDA.
• However, there are shortcomings…
– Curriculum not ideally aligned to address Apprentices need
– Training focuses on teaching outcomes rather than learning
• Trainers and workplace affordances.
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12. Critical Analysis of the Problem
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Education and Experiences not Synergized
13. Critical Analysis of the Problem:
Curriculum
• Reflects Traditional Apprenticeship approach
– Learning tasks due to the demands of workplace/industry
– No challenging tasks; affects confidence (Eraut, 2007)
• Mainly CBT
– Outcome based; Consistency; Documentation significant
– Learners limited to contextualize similarities and
differences (Bound, Rushbrook, & Sivalingam, 2014).
• OJT not created for BPT Apprentices (Novices)
– Meant for new hired BPTs; work considered training
– Lacks depth when inappropriate pedagogical strategies are
used by Trainers; limited access to affordances (Billett,
2001).
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14. Critical Analysis of the Problem: Trainers
• The PWSQ courses (conducted in a Polytechnic)
– WSQ ACTA qualified lecturers are good initiatives
– Employs pedagogical learning strategies
• The OJT courses (conducted in a host company)
– Typically Non-ACTA qualified employee as Trainers
• Trainers not equipped with proper pedagogic learning strategies
– E.g. Coaching, modelling, scaffolding etc.
• Lacks an understanding of Learning styles and Learner Preferences
– Trainers tacit knowledge not shared/Unaware to share
• Trainers unaware to access required workplace affordances.
– Trainers see assessment leading to ‘Competent’ as priority.
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15. Critical Analysis of the Problem:
Workplace Affordances
• Restricted affordances creates restricted learning
environment affecting learners acquiring broader
skills/‘work-ready’ skills
– Access to workplace systems (e.g. Learning management
system and GMP deviation reports); procedures;
knowledge-sharing forum.
• Articulates division of labour and distribution of
opportunities to participate in work and learning.
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17. Literature Review: Apprenticeship
• Apprenticeship: A structured learning where Experts
help novice Apprentices acquire ‘competence’ in a
trade (Collins, 2006; Dennen, 2004).
• Traditional Apprenticeship
– Tasks not arising from pedagogical concerns
– Limited teaching outcomes/Not broad-based (Collins, 2006).
• Cognitive Apprenticeship (Collins, 2006; Dennen,
2004; Dennen & Burner, 2008)
– Tasks and problems sequenced to the learning demands
– Generalizes knowledge/application to different settings.
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18. Literature Review: ‘Novice’ and
‘Competent’ Stage’s of Development
• Novice: Learners have no experience on what they are
expected to perform and are taught on ‘context-free
features and rules’;
• Competent: Learners are able to set goals and able to
comprehend the situation in terms of what is needed
to achieve those goals (Dreyfus & Dreyfus, 1980).
– Most workers (Clinical Nurses) acquire a ‘competent’ stage
to perform on similar work situations within 24 to 36
months (Benner, 1984).
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19. Literature Review: Curriculum
• Intended: Exactly what stakeholders intent should
happen when curriculum is implemented;
• Enacted: What happens when curriculum is enacted;
• Experienced: What learners experience, construe
and learn as a result of its enactment (Billett, 2006).
– Learners are meaning makers/experience differently/level
of effort (Smith & Keating, 2003).
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20. Literature Review: Trainers
• Trainers/Experts increases apprentices competency
by sequencing learning and making connections
between work and institution (Collins, 2006).
• Trainers, however could be seen as mere curriculum
“Implementers” (Print, 1993) when work is seen
more important rather than training.
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21. Literature Review: Workplace
Affordances
• Access to meaningful workplace affordances aids in
reinforcing, refreshing and generating new forms of
knowledge (Billett, 2001).
– E.g. OJT Job aids
– Apprentices equipped with “Restricted knowledge and
skills affects competency development” (Moore, 2004) in
an occupation.
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22. Literature review: Curriculum (Cont’d)
• CBT: “everyone receives the same learning
experience to reach the outcomes, no matter how
different the settings and groups of learners”
– Learners do not have capacity to identify similarities and
differences between contexts because theoretical
constructs are invisible for learners in CBT (Bound,
Rushbrook, & Sivalingam, 2014).
• OJT lack teaching depth when inappropriate
pedagogic strategies are employed
– Limited access to experts and affordances (Billett, 2001).
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24. Possible Solution for Improvement
(Educational Institution learning)
• Continue with PWSQ courses in Polytechnics but link
to sequential/progressive workplace OJT learning
– Implement a Dual-system/Two-fold approach
• Separate theoretical knowledge into ‘Basic’ and ‘Advanced’
interjected with workplace attachment learning into
‘Fundamentals’ and ‘Complex’ learning tasks
• Utilize projects/Problem-based assignments
• Sequence ‘Advanced’ and ‘Complex’ learning to later stages of the
curriculum
– Espouses situational learning (Lave & Wenger, 1991).
– Many Educational-institution has adopted such practices
(Problem-based learning) based on authentic work
contexts (Etelapelto, 2008)
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25. Possible Solution for Improvement
(Company OJT learning)
• Create structured; progressive learning environment
– Create specific OJT CBT courses/‘Basic’ and ‘Complex’ tasks
• Use existing OJT job aids already available for New-hires (BPT).
• Develop ‘Trainers’ to become ACTA qualified Trainers
– ACTA enables application of various pedagogic learning
strategies (Willmott & Karmel, 2011)
• Trainers equipped with pedagogic learning strategies are well-
equipped to meet the needs of diverse learners
– E.g. Coaching, modelling, scaffolding etc.
• Support unrestricted affordances for learning
– Apprentices become part of workers community (Lave &
Wenger 1991).
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26. Possible Solution for Improvement
(Competency-based Assessment)
• Create formal workplace assessment to assess
explicit knowledge (Bound & Lin, 2011).
• Adopt ‘Absolute/Relative grading’ of Competency-
based assessment (Gronlund & Waugh, 2009)
• Enables grading in terms of student performance
without reference to others performance
• Enables company’s to select graduated BPT apprentices
to suit different job roles/workplace tasks.
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27. Possible Solution for Improvement
(Stakeholders’)
• Include Apprentices (representatives) to design their
‘Learning curriculum’.
– Trend concurred by organization and work communities
(workers, managers and trainers) (Etelapelto, 2008)
– Alignment of Intended>Enacted>Experienced curriculum.
• Move from Traditional apprenticeship approach
– Explore Cognitive apprenticeship approaches and
principles to enhance the typical 24-month BPT
apprenticeship curriculum model
– Content>Method>Sequencing>Sociology (Collins, 2006)
1. Tasks and problems sequenced to the learning demands;
2. Generalizes knowledge/application to different settings.
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28. Literature: Cognitive Apprenticeship
(Collins, Brown & Newman, 1989)
• Cognitive Apprenticeship: Learning tasks sequenced
to reflect demands of changing learning needs.
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30. Literature: Cognitive Apprenticeship
Concepts (Collins & Burner, 2008)
• Situatedness
– Active learning that takes place via one’s participation in an
authentic task or setting (Lave and Wenger, 1991).
• Legitimate peripheral participation
– A newcomer who primarily observes is considered a
legitimate peripheral participant.
• Guided participation
– It is the social element of cognitive apprenticeship
• Membership in a community of practice
– Cognitive apprenticeships often naturally occur within a
community of practice.
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31. Literature: Traditional vs Cognitive
Apprenticeship
Traditional Apprenticeship Cognitive Apprenticeship
Job determined by tasks Learning determined by goal
Physical skills and processes Cognitive and metacognitive
processes
Tasks performed by observation Tasks performed by reasoning
Learning by doing Learning by problem solving
Learning from modelling,
coaching and fading
Learning from modelling,
coaching, fading, articulation,
reflection and exploration
Simple tasks Complex tasks
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Enables Expert’s Tacit Knowledge Explicit
32. The Proposed Solution: An
Enhanced BPT Apprenticeship
Curriculum Model
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33. Basis of the Solution
• An apprenticeship model that develops ‘competent’
BPT Apprentices’ with ‘work-ready’ competencies
within a 24-month period.
• Guiding thoughts to develop this ‘Ideal’ curriculum:
– My experiences as an Apprentice (1982); and
– A Framework for Cognitive apprenticeship.
• Beneficiaries:
– Biologics and Pharmaceutical company’s
– Company trainers’ through ACTA certification
– Polytechnic students/Young adults
– The Nations ‘SkillsFuture’ plan/Singapore CET 2020.
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34. The BPT Apprenticeship Model
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Host
Company
CBT:
Classroom
&OJT
Simple tasks
Work related
Lab tasks
Competent
Novice
Apprenticeship duration in Months
1-3 4-9
Educational
Institution
CBT:
Basic Theory
Laboratory
Educational
Institution
CBT:
Advanced
Theory
Advanced Lab
based
assignments
Host
Company
CBT:
OJT
Complex tasks
Perform simple
tasks
independently
Perform Lab
tasks
independently
Assessment
CBA:
Graded
assessment in
presence of EI
and Co Reps.
Perform a
‘Batch’ as a team
with other BPTs.
(Independently)
10-12 13-23 24
Note: Benner’s suggested duration in reaching a ‘competent’ stage is used as a guidance for apprenticeship
period (e.g. 24-month) and not to justify BPTs apprentices’ ‘competent’ stage.
36. Justification
• An apprenticeship curriculum that synergise
education and experience
• Adopts cognitive apprenticeship principles
– Apprentices learn by observing, engaging, and discovery
• Dedicated BPT apprenticeship curriculum enables
specific Training and Assessment (T&A)
• Advocates ACTA qualified trainers’ for OJT; T&A
– Apprentices able to learn from ACTA qualified trainers
equipped with various pedagogical learning strategies
– Modeling, Coaching, Scaffolding.
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37. Justification (Cont’d)
• Graduating ‘Competent’ Apprentice may know their
‘competencies’ (strengths and limitations)
– Students experience success early in the program
• Provides motivation and improved confidence
• Biologics companies could rely on graduating
‘competent’ Apprentices with work-ready skills
– Do not have to reinvest in already learnt competencies
• Model can be adapted to other industries
apprenticeship curriculum.
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38. Challenges
• Stakeholders ‘Buy-in’
– Curriculum CBT
• Creating Basic and Advanced and Complex task-based CBT courses
and a “Lengthy Graded CBA” as part of the curriculum
– Polytechnic and host Company’s need to accommodate
the “Phased and Incremental training” structure
• Polytechnic Lecturers and ACTA qualified Trainers availability
– Workplace affordances for learning
• Unrestricted to Employees as well as Apprentices
– Approval of the Curriculum/Courses by WSQ for
accreditation.
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39. Challenges (Cont’d)
• Trainers
– Unwillingness to become ACTA qualified
– ‘Consonant’ and ‘Dissonant’ curriculum users
• Adopt Machiavellian tactics to resist / undermine the new curriculum
(Marsh, 2004)
• Apprentices
– Graduating apprentices could face difficulty in gaining
employment due to graded outcomes
– Ineffective feedback on learning experiences
• Trainers/Company’s ineffectiveness; Fear of retribution
• Curriculum courses inappropriateness.
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40. Evaluation: Assessing the Model’s
Effectiveness
• Stakeholders regular Audit of the program
• Evaluation/Feedback reports (Kirkpatrick, 1975)
– Apprentices
• Experienced curriculum
– Lecturers and Trainers
• Enacted curriculum
• ACTA and its benefits
– Biologics companies who have hired these graduated
apprentices as BPT employees
• Company Managers and Trainers observing their work activities
• Level 4 or Return on Investment (ROI)
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41. Summary: The BPT Apprenticeship
Model
• A Sequential and progressive learning curriculum
– Basic and advanced and complex (knowledge and skills)
learning (Dual system with a two-fold approach)
– Students experience success early in the program
• Provides motivation and improved confidence
– Empowers Trainers to use appropriate pedagogical
learning strategies to teach novice apprentices
– Empowers Company’s to provide Resources/workplace
affordances to enable apprentices meaningful learning
– Graded assessment enhances reliable performance
assessment.
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43. References
Benner P. (1984). From Novice to Expert: Excellence and power in clinical nursing practice. Menlo
Park, CA: Addison Wesley.
Billett, S. (2001). Learning through work: Workplace affordances and individual engagement.
Journal of Workplace Learning, 13(5), 209-214.
Billett, S (2006). Constituting the workplace curriculum, Journal of Curriculum Studies, 38(1), 31-
48
Billett S. R., & Choy, S. C. (2013). Learning through work: emerging perspectives and new
challenges. Journal of workplace learning. 25(4), 264-276.
Bioscience careers. (2016). North Carolina Association for Biomedical Research. Retrieved from
http://www.aboutbioscience.org/careers/processtechnician
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44. References
Bound H., & Lin, M. (2011). Singapore workforce skills qualification (WSQ), Workplace learning
and assessment (Stage1). Centre for Work and Learning. Institute for Adult Learning.
Singapore.
Bound, H., Rushbrook, P. & Sivalingam, M. (2014). What is Quality Curriculum? Programme
Design, Delivery and Management in Singapore’s Diploma in Adult and Continuing Education.
Centre for Work and Learning. Institute for Adult Learning. Singapore.
Collins, A. (2006). Cognitive Apprenticeship. in R. Sawyer (Ed.). The Cambridge Handbook of the
Learning Sciences. New York: Cambridge University Press. Chapter 4, pp.47-60.
Dennen, V. (2004). Cognitive apprenticeship in educational practice: research on scaffolding,
modelling, mentoring and coaching as instructional strategies. In D.H. Jonassen (Ed.),
Handbook of Research on Educational Communications and Technology, pp. 812-828.
Dreyfus, S. & Dreyfus, H. (1980). A five stage model of the mental activities involved in directed
skills acquisition. Operations Research Centre. California: University of Berkeley.
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45. References
Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education,
33(4), 403-422.
Etelapelto, A. (2008). Perspectves, prospects, and progress in work-related learning. In S. Billett,
C. Harteis & A. Etelepelto (Eds). Emerging perspectives of workplace learning. Rotterdam:
Sense Publishers, Chapter 15, pp. 233-247.
Fuller, A. & Unwin, L. (2004). Young people as teachers and learners in the workplace: challenging
the novice-expert dichotomy. International Journal f Training and Development, 8(1), 32-42.
Gronlund , N. E. & Waugh, C. K. (2009). Assessment Student Achievement, 9th
Ed. Pearson, Upper
Saddle River, New Jersey, Columbus, Ohio.
Lave, J. & Wenger, E. (1991). Situated learning – legitimate peripheral participation. Cambridge:
Cambridge University Press.
Marsh, C. (2004). Curriculum implementation. In Key concepts for understanding curriculum.
Pp.65-75. London: Routledge/Falmer
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46. References
Moore, D. (2004). Curriculum at work: an educational perspective on the workplace as a learning
environment. Journal of Workplace Learning, 16(6), 325-340.
Print, M. (1993). Curriculum development and design. Sydney: Allen & Unwin.
Smith, E. & Keating, J. (2003). From training reform to training packages. Tuggerah, NSW: Social
Science Press.
Willmott, G. & Karmel, A. (2011). The WSQ: A Retrospective, Reflections on the development,
implementation and future of Singapore’s CET system: Singapore: Institute for Adult
Education.
Winkelmann, R. (1996). Employment prospects and skill acquisition of apprenticeship-trained
workers in Germany. Industrial & labor relations review, 49(4), 658-672.
Temasek Polytechnic. (2014). Retrieved from http://www.tp.edu.sg/boost
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Editor's Notes
Welcome!
My name is Jacob and I am going to present my assignment on…An Apprenticeship Model for developing ‘competency’ required for trade Apprentice (Biopharmaceutical Process Technician(BPT)) In Singapore
In this presentation, I will cover…
Apprenticeship is a well-accepted means to teach a trade but among some Singapore industries, it is not so well developed
One such industry is Biologics and a Trade Biopharmaceutical Process Technicians or BPT.
But since Singapore have many well-established Biologic companies, Singapore's WDA together with Polytechnics such as Temasek and Singapore Polytechnic together with select Industry partners have initiated BSTP and a typical 24-month BPT apprenticeship program.
This program mainly addresses the Chemical/Biopharmaceutical Polytechnic students
This slide comprises a sample of the BPTs competencies.
For an understanding, these are listed into Basic or fundamentals and Complex learning tasks. For example, Knowledge of GMP/GDP can be pitched at a basic level as well as advanced learning to work with complex systems such as compliance and deviations handing. This not only requires knowledge of GMP/GDP but also a clear understanding of the different processes and procedures in a Biologics company.
The 24-month typical BPT apprenticeship curriculum mainly consist of CBT with CBA which are based on WSQ standards.
The PWSQ courses are conducted in one of the Polytechnic and is aimed at knowledge development mainly through theory based learning. ACTA qualified Polytechnic lecturers aid in teaching the BPT apprentices
OJTs which are conducted in a host Biologics Co is targeted at skills development which are not necessarily conducted by ACTA qualified Trainers who are employees
Finally, successful assessment leads to an apprentice becoming BPT competent
This figure represents the typical BPT apprenticeship as a model
As seen Educational institution or the Polytechnic provides 3 months of theoretical knowledge with laboratory training included.
This is followed by the next 21 months of OJT with a host Biologics company. Knowledge and skills Assessments happens at the end of the program that is typically completed within two days.
A particular area to note is that these OJTs are not specifically created for BPT apprentices but the ones existing for new BPT hires are used to train the novice BPT apprentices. These are trained typically by non-ACTA qualified employees as Trainers’
In summary, this slide represents the typical 24-month BPT apprenticeship CBT curriculum
Bu the concern is: ARE the graduating apprentices equipped with Work-ready competencies? Can they perform various BPT tasks independently and thus meet the demands of potential Biologics companies that would hire them?
From the background, 2 key problem or concerns can be postulated
First, the graduating BPT apprentices do not exhibit work ready competencies affecting confidence to perform varied tasks independently; they exhibit lack of problem-solving skills that Biologics companies would like employees to have.
Secondly, Biologics companies, based on observations and perceptions, associates BPT graduates as lacking in work-ready skills, unable to generalize and perform learnt tasks to different situations/ preventing job rotations etc.
Also they think that they may have to reinvest in re training a ‘competent’ apprentice upon employment.
In essence, if the tasks are not performed accurately by workers, it affects the parenteral drugs or medicines that are meant for human consumption and invariably affects GMP and company’s performance.
From an analysis perspective, the BSTP program and the apprenticeship curriculum are good initiatives as it aims at developing much needed talents for the Biologics companies. The WDA, Polytechnics and IPs have initiated a process to attract much needed talent that addresses the Skills Future plan and Singapore’s CET 2020 framework. It also leads to national accreditation and recognition of the workers skills in the industry.
However, the learning curriculum has shortcomings as it does not address the real learning needs of the novice apprentices. It is seen more focused on teaching outcomes rather than meaningful learning and preparing them with authentic real-world experiences. Resources too in the form of Trainers who trains the apprentices and workplace affordances which are part for success of this curriculum learning curriculum are seen not well structured
Thus, three key areas highlights the problem… next slide
In essence curriculum, trainers and workplace affordances affect BPT apprentices from acquiring meaningful work-ready competencies.
And the take away can be articulated as education and experience are not synergized.
The curriculum: Arguably, the curriculum reflects a traditional apprenticeship approach As such the learning tasks are not determined from pedagogical concerns or how best to teach but the demands of workplace/industry or in other words, the job selects the tasks for apprentices’ learning.
Thus tasks set for apprentices learning are not challenging. This would thus affect their abilities to perform tasks independently and confidently.
While not to undermine CBT, which is an outcome based learning, but through a purely CBT curriculum learners are limited to contextualize or generalize learnt tasks to varied situations. Much of CBT arguably is on consistency and documenting the ‘competent’ stage of the learner through assessment
Likewise, OJT too if not properly structured cannot prepare learners with skills to perform tasks independently. In this case, the OJT is meant for new hires of the company rather than prepared for the BPT apprentices and taught by non-ACTA qualified employees may not provide the right teaching environment
It further makes the learning difficult when apprentices are limited to experts knowledge and workplace affordances further limiting acquiring broader knowledge.
Trainers: ACTA prepares an Ault educator with knowledge and skills of pedagogies. For example, coaching and modelling.
As such, it becomes evident when the Polytechnic lecturers teaching strategies are seen meaningful while for the same token, OJT conducted by non-ACTA qualified trainers of the company exhibits limitations.
Also, when some of the learning require tacit knowledge to be shared, trainers may not have the skills to impart it.
Trainers due to work as a priority may see completion of apprentices assessment as a priority so as to enable them become ‘competent’ not really dwelling into how training was imparted.
Workplace affordances: These are considered important in many learning situations. Affordances in the form of work procedures, GMP deviation reports etc. expands ones knowledge and thus aids in better problem-solving and performance.
If such workplace affordances are restricted, then developing broader knowledge and skills are limited.
Typically, this happens because apprentices are not seen as regular employees of a company and thus articulates uneven distribution of affordances for learning in a workplace.
Read apprenticeship
In Traditional apprenticeship approaches, problems and tasks that are given to learners are not arising from pedagogical concerns but from the demands of workplace.
Because the job selects the tasks for students to practice, traditional apprenticeship is limited in what it can teach.
Unlike Traditional apprenticeship, Cognitive apprenticeship differs mainly for two key reasons: First, the tasks selected for learning are sequenced according to the changing demands of learning conditions or in other words it is structured and associates progressive learning increasing in complexity of tasks. Second, because of such a structured approach, it enables apprentices or the learners to acquire generalized knowledge and skills that could be applied to varied tasks or in other words, broad-based learning happens.
Read Novice
After reading competent then
Benner's study on clinical Nurses is influenced by Dreyfus’s model of skills acquisition. The competencies needed by these Nurses are influenced by problem situations they face situationally and thus the 24 to 36 months to become a ‘competent’ from a Novice stage is not a fixed characterization of expertise (Farrar & Trorey, 2008) but arguably serves as a reference or as a guide to project a ‘competent’ stage acquisition for a trade.
For example, in portraying a learning trajectory for BPT apprentices to become ‘competent’.
Intended is what the creators of a curriculum expects to happen upon implementing the curriculum.
Enacted is what happens on its execution and is dependent on the teachers or instructors or trainers who takes the curriculum and imparts it according to their abilities. In some cases, they could deviate from its intended delivery methods. In other words what is enacted may not necessarily be what is intended.
Likewise, In many cases, an experienced curriculum could differ from the intended and enacted curriculum because learners have different learning capabilities and they exert major influences over its outcome through their level of engagement and the amount of effort they put into activities that have been planned for them.
Actually, Trainers are experts and through structuring of the learning activities, they establish connections between workplace learning and the learning learners have already acquired from educational institutions.
However, when Trainers are not equipped with the right pedagogical teaching strategies, teaching for learning becomes ineffective. It further becomes inefficient when Trainers as employees are more concerned with their work and thus may be seen as implementers of the curriculum which means what is given to them by supervisors is just delivered not knowing whether it derives meaningful learning outcomes for the learners or not.
Access to workplace affordances aids in generating new forms of knowledge and thus if restricted can restrict broad-based learning affecting ‘work-ready’ sentiments.
For example, procedures and access to the learning management system.
Thus, restricted access to workplace affordances can restrict knowledge and skills development
Dwelling on possible solutions, it is of the view to continue with the PWSQ courses conducted in the Polytechnic but with a continuing link with work place learning based in authentic work settings where problem-based learning can take place.
As such, it would be prudent to have the knowledge provided by educational institutional be segregated into Basic or fundamental and Advance knowledge so that progressive acquisition of knowledge can be imparted to the apprentices.
After learning the basics and then exposed to workplace, they would have better understanding of the facts and concepts from theoretical knowledge and relate it more meaningfully at workplace when the trainers explain tasks.
In essence, it relates to sequencing of the learning activities to enable meaningful learning outcomes in structured and progressive ways. Such approaches have been articulated in literature too.
Similarly, for OJT that happens in the company: the OJT should be specifically created for the BPT apprentices. It should be segregate into Basic or fundamental and Complex learning tasks so that structured and progressive acquisition of skills can happen.
This again will enable progressive learning in a structured way.
Likewise, Support the development of company employees to be trained on ACTA to teaching apprentices. For example using proper coaching, scaffolding techniques are taught through different ACTA modules. Such instances will make trainers more knowledgeable in pedagogical learning strategies such as Coaching and scaffolding which will enable teaching apprentices in meaningful ways according to the situation.
Moreover, Through unrestricted workplace affordances (e.g. procedures, access to Learning management system etc.) provided to the apprentices during learning would mean that they become part of the workers community which is very essential for cultural bonding in the workplace and through it learning as a community.
In essence, it will enable apprentices to fully participate in learning as ultimately, if they perform task competently, they will perform task accurately, without affecting the parenteral products and reflects creditability of the OJT provided by the company.
As part of CBA create assessment where explicit or clearly demonstrated knowledge and skills can be assessed. Absolute grading, for example, that enables grading in terms of student performance without reference to others performance. It can aid hiring companies to know who are better performers for selection to other suitable jobs within a BPT job. For example, speciality in sampling or speciality in running a Fermenter.
For stakeholders who are implementers and enactors of the curriculum, to include learners or representatives to create the BPT apprenticeship curriculum. Such trends have begun to emerge in some organizations whereby it could lead to the alignment of the intended, enacted and experienced curriculum
In relation, move away from traditional apprenticeship approaches and adopt cognitive apprenticeship principles to model the BPT apprenticeship curriculum.
Through its principles: viz. content, method, sequencing, and sociology, two key benefits can be seen.
First, tasks are sequenced to reflect the changing demands of learning
Second, it emphasizes generalizing knowledge so that it can be used in different settings so that learners learn how to apply their skills in varied contexts.
Implementing based on this approaches arguably could well address the identified shortcomings.
In essence, it provides a structure where the resources (curriculum CBT courses, Trainers and workplace affordances) meaningfully addresses the learning needs of the apprentices. It would give learners the opportunity to observe, engage and discover expert strategies in context.
Then next slide gives and overview of cognitive apprenticeship
This figure graphically represents cognitive apprenticeship framework. It is where tasks are sequenced to adapt to the changing learning needs.
Method dwells on ways to promote the development of expertise. For instance modelling, coaching and scaffolding which is also seen at the core of traditional apprenticeship. These will enable students acquire an integrated set of skills through process of observation and guided practice. Subsequently articulation and reflection will help learners focus their observations of expert problem solving to set their own problem solving strategies. Lastly exploration encourages learners to be gain autonomy not only in carrying out problem solving but also in formulating their own to solve.
Sequencing enables learning activities in increasing complexity (example segregating the basic and complex learning of BPT tasks)
Sociology espouses situated learning and communities of practice (apprentices learn together in the workplace)
Content addresses the types of knowledge and strategies that need to be deployed. For example, through CBT and OJT how the trainers can deploy techniques for accomplishing tasks.
Four key concepts are commonly discussed in cognitive apprenticeship literature; They are 1) situatedness, (2) legitimate peripheral participation, (3) guided participation, and (4) membership in a community of practice.
Situated learning is active learning that takes place via one’s participation in an authentic task or settings.
In cognitive apprenticeship, a newcomer who primarily observes is considered a legitimate peripheral participant. In essence, this label validates observation as a learning activity.
Guided participation is the social element of cognitive apprenticeship. Guided participation, to be successful, must take place within a learner’s zone of proximal development (ZPD). The ZPD, as originally defined by Vygotsky (1978), is a dynamic region that is just beyond the learner’s current ability level; the ZPD of a learner gaining new skills and understanding moves with that learner’s development.
Although learning organizations and institutions have sought to implement elements of cognitive apprenticeships in formal learning situations, cognitive apprenticeships often naturally occur within a community of practice. A community of practice is a group of people—either formally or informally bound—who engage in and identify themselves with a common practice.
Four key concepts are commonly discussed in cognitive apprenticeship literature; They are 1) situatedness, (2) legitimate peripheral participation, (3) guided participation, and (4) membership in a community of practice.
Situated learning is active learning that takes place via one’s participation in an authentic task or settings.
In cognitive apprenticeship, a newcomer who primarily observes is considered a legitimate peripheral participant. In essence, this label validates observation as a learning activity.
Guided participation is the social element of cognitive apprenticeship. Guided participation, to be successful, must take place within a learner’s zone of proximal development (ZPD). The ZPD, as originally defined by Vygotsky (1978), is a dynamic region that is just beyond the learner’s current ability level; the ZPD of a learner gaining new skills and understanding moves with that learner’s development.
Although learning organizations and institutions have sought to implement elements of cognitive apprenticeships in formal learning situations, cognitive apprenticeships often naturally occur within a community of practice. A community of practice is a group of people—either formally or informally bound—who engage in and identify themselves with a common practice.
The Solution: A remodelled BPT Apprenticeship curriculum based on the principles of cognitive apprenticeship
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Explain
Through this model, the CBT is a structured, segregated and progressive learning part within the educational institution and part with Host company. Thus there is a link between education and workplace learning through out the 24 month apprenticeship.
It is aimed at providing challenging tasks through project-based learning activities and intermittent assignments where apprentices learn, practice and demonstrate competencies in real-work situations over the period.
Assessment is not of short duration but simulates a real-situations where many attributes are assessed and graded jointly by EI and the company.
The curriculum synergises education and experience and adopts a proven apprenticeship principle
It would create a dedicated BPT apprenticeship curriculum addressing the novice learners needs with structured training and assessment. Assessment that is spread over a period and assessed as close to an experienced BPT in real work settings
Adopts ACTA qualified trainers’ for OJT thus enabling appropriate use of pedagogical learning approaches while teaching
Graduating ‘Competent’ apprentices know their ‘competencies’ (strengths and limitations)
And so will be able to continually learn on their limitations at workplace once employed. Supervisors too can identify developmental needs in association with employees limitations.
Students experience success very early in the program, providing important motivation, a better feeling about the program, and an improved self-concept.
Biologics company’s do not have to reinvest in already learnt competencies of the apprentices
Model can be adapted to other company’s apprenticeship program.
Challenges: As for the Stakeholders’, creating this curriculum need additional resources or time allocation for the lecturers and trainers. It also means creating additional basic and advanced courses both within the educational institution and the host company and approved by WSQ for accreditation
Consonant: willing to conform to the new curriculum
Dissonant: unwilling to conform
Thus attitude of trainers are important for implementation
Apprentices may face difficulty in gaining employment due to graded assessment creating competition among them or company’s having choices for selection creating other types of competition.
Ineffective Feedback by the apprentices on the curriculum and course structure may prevent continuous improvement of the curriculum affecting future apprentices learning needs.
For measuring the effectiveness of the model, most commonly articulated evaluation model is Kirkpatrick.
As such appropriate questionnaire can be structured with this assessment to gauge its effectiveness.
For example, all the stakeholders regularly audit the program at the venue
Apprentices share their experience of learning candidly that can influence the curriculum implementers for continuous improvement.
Lecturers and trainers can share their better pedagogical learning abilities and share it through community of practice
Lastly, companies who have hired the graduated competent apprentices, use observing for independent performance and ROI. For example, how
Through this structured and progressive learning CBT curriculum is established..
Students experience success very early in the program, providing important motivation, a better feeling about the program, and an improved self-concept.