This document discusses broadening work-integrated learning (WIL) placements for engineering and science students to better reflect where graduates work. Census data from Australia shows that while over half of engineering/science degree holders work in professional roles, many also work in other fields like management, IT, and education. The authors propose expanding WIL to include placements outside traditional disciplines to improve career outcomes. They describe electives at Deakin University that allow 112-160 hour pre-professional placements in varied workplaces, finding strong student interest. Broadening WIL placements better prepares generation Z students for diverse careers like those of previous generation graduates.
Industrial Placements: The University ViewRay Wallace
Presentation given at a UNIC meeting in Mittelheim, June 2009.
The presentation describes the benefits of an industrial work placement as part of an undergraduate degree course with particular emphasis on the benefit to students.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
A presentation on university funding and financial incentives by prof. Hannu Vartiainen, one of the contributors to the Economic Policy Council 2017 report.
Prof. Vartiainen gave his remarks at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
In Costa Rica, technical education is recognised as a key contributor to both economic development and social cohesion. There is a consensus among stakeholders that more skilled technicians are required by industry while these jobs are attractive and may enhance social mobility and cohesion.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
Industrial Placements: The University ViewRay Wallace
Presentation given at a UNIC meeting in Mittelheim, June 2009.
The presentation describes the benefits of an industrial work placement as part of an undergraduate degree course with particular emphasis on the benefit to students.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
A presentation on university funding and financial incentives by prof. Hannu Vartiainen, one of the contributors to the Economic Policy Council 2017 report.
Prof. Vartiainen gave his remarks at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
In Costa Rica, technical education is recognised as a key contributor to both economic development and social cohesion. There is a consensus among stakeholders that more skilled technicians are required by industry while these jobs are attractive and may enhance social mobility and cohesion.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Apprenticeship in England - United KingdomEduSkills OECD
England has launched a series of reforms that champion the institution of apprenticeship, and address some previous weaknesses. The reforms encourage more substantive apprenticeship programmes and a stronger funding framework. Despite these strengths, there is still some way to go to establish an apprenticeship system in England to match those of the strongest countries.
This report suggests several ways in which reforms might be adapted to achieve higher quality and better outcomes. An effective apprenticeship system involves various elements such as the development of the apprentice in the workplace by the employer and the broader education of young apprentices. The report argues that England should consider introducing regulations and standards to ensure that these elements are part of all apprenticeship programmes, and that the recently introduced apprenticeship levy supports high-quality training. In comparison to other countries, England has relatively few young apprentices. The report suggests England could facilitate transition from school to work by making better use of apprenticeships targeting school leavers.
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
Presentation by Alberto Rodriguez, Manager, Education Global Practice, Europe...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Education & Skills Online is an assessment tool designed to provide individual-level results that are linked to the OECD Survey of Adult Skills (PIAAC) measures of literacy, numeracy and problem solving in technology-rich environments. All results are comparable to the measures used in PIAAC and can be benchmarked against the national and international results available for the participating countries. In addition, the assessment contains non-cognitive measures of skill use, career interest, health and well-being, and soon also behavioral competencies.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
PowerPoint by Ms. Gabriela Ramos, OECD Chief of Staff, G20 Sherpa, and Special Counsellor to the Secretary-General, Skills Summit 2018, Porto.
SSESSION 1: UNDERSTAND – Risks and opportunities in a digital world: the changing landscape of skills needs
Objective: Build a common understanding of how the digital revolution transforms economies and societies, how the skills that people need in everyday life and in the workplace are changing, and which groups of the population are most at risk of being left behind
Strengthening governance in the collection and use of information on skills n...EduSkills OECD
PowerPoint by Mr. Stefano Scarpetta, OECD Director for Employment, Labour and Social Affairs Skills Summit 2018, Porto
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Estrategia de competencias de la OCDE Reporte de diagnostico para el PeruEduSkills OECD
Tener las competencias adecuadas es una inversión en el futuro de Perú que puede ayudar a:
que la población este bien equipada para transformar su entorno económico y social;
que los empleadores puedan encontrar las competencias necesarias para producir, crecer e innovar;
que la sociedad viva en armonía y solidariamente;
que la economía sea mas resistente a los cambios externos y adaptable a nuevas tecnologías.
Change competency to enhance employability skillsUpul Kumara
To find a solution, it is important to understand the causes for this segment’s unemployment
No one has introduce solution to the issue exist among the Art Graduates
Youth Unemployment has been long lasting issue and no change in last 10 years
Scholl education has not been change to meet the market requirement
Universities are taught traditional syllabus that has no change in curriculum
Private sector’s labour requirements are not being met by the local graduates
Available school curriculum has not been changed and job market requirement is not match with the skills and competencies they gain
Art stream has more diversified but subject are not related to each other and not modernized
Appropriate knowledge and skills demanded by the labour market, is not gain from the school and existing university curriculum
Most creativity subject among the GCE (A/L) is Aesthetic education but market demand has not been identified and targeted
What is ultimate goal of investment in education. Are we aware about Return of Investment
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Apprenticeship in England - United KingdomEduSkills OECD
England has launched a series of reforms that champion the institution of apprenticeship, and address some previous weaknesses. The reforms encourage more substantive apprenticeship programmes and a stronger funding framework. Despite these strengths, there is still some way to go to establish an apprenticeship system in England to match those of the strongest countries.
This report suggests several ways in which reforms might be adapted to achieve higher quality and better outcomes. An effective apprenticeship system involves various elements such as the development of the apprentice in the workplace by the employer and the broader education of young apprentices. The report argues that England should consider introducing regulations and standards to ensure that these elements are part of all apprenticeship programmes, and that the recently introduced apprenticeship levy supports high-quality training. In comparison to other countries, England has relatively few young apprentices. The report suggests England could facilitate transition from school to work by making better use of apprenticeships targeting school leavers.
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
Presentation by Alberto Rodriguez, Manager, Education Global Practice, Europe...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Education & Skills Online is an assessment tool designed to provide individual-level results that are linked to the OECD Survey of Adult Skills (PIAAC) measures of literacy, numeracy and problem solving in technology-rich environments. All results are comparable to the measures used in PIAAC and can be benchmarked against the national and international results available for the participating countries. In addition, the assessment contains non-cognitive measures of skill use, career interest, health and well-being, and soon also behavioral competencies.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
PowerPoint by Ms. Gabriela Ramos, OECD Chief of Staff, G20 Sherpa, and Special Counsellor to the Secretary-General, Skills Summit 2018, Porto.
SSESSION 1: UNDERSTAND – Risks and opportunities in a digital world: the changing landscape of skills needs
Objective: Build a common understanding of how the digital revolution transforms economies and societies, how the skills that people need in everyday life and in the workplace are changing, and which groups of the population are most at risk of being left behind
Strengthening governance in the collection and use of information on skills n...EduSkills OECD
PowerPoint by Mr. Stefano Scarpetta, OECD Director for Employment, Labour and Social Affairs Skills Summit 2018, Porto
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Estrategia de competencias de la OCDE Reporte de diagnostico para el PeruEduSkills OECD
Tener las competencias adecuadas es una inversión en el futuro de Perú que puede ayudar a:
que la población este bien equipada para transformar su entorno económico y social;
que los empleadores puedan encontrar las competencias necesarias para producir, crecer e innovar;
que la sociedad viva en armonía y solidariamente;
que la economía sea mas resistente a los cambios externos y adaptable a nuevas tecnologías.
Change competency to enhance employability skillsUpul Kumara
To find a solution, it is important to understand the causes for this segment’s unemployment
No one has introduce solution to the issue exist among the Art Graduates
Youth Unemployment has been long lasting issue and no change in last 10 years
Scholl education has not been change to meet the market requirement
Universities are taught traditional syllabus that has no change in curriculum
Private sector’s labour requirements are not being met by the local graduates
Available school curriculum has not been changed and job market requirement is not match with the skills and competencies they gain
Art stream has more diversified but subject are not related to each other and not modernized
Appropriate knowledge and skills demanded by the labour market, is not gain from the school and existing university curriculum
Most creativity subject among the GCE (A/L) is Aesthetic education but market demand has not been identified and targeted
What is ultimate goal of investment in education. Are we aware about Return of Investment
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.
The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Workshop given at ASET Annual Conference, Cardiff 2007.
The workshop examines the expectations and attitudes of both students and employers to work placements as part of the undergraduate curriculum.
Practically and productively analysing Course Experience Questionnaire student comment data
Stuart Palmer and Malcolm Campbell
Revised version
Faculty of Science, Engineering and Built Environment Deakin University
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In this keynote presentation I explore the value of WIL in providing key skills for future workforce needs. Against a backdrop of significant changes in the workplace and challenges to resources and recognition within institutions, I ask whether institutions can make WIL experiences accessible, meaningful and of high quality for all our students. Newcastle University's Career-ready Placements project will provide a critical case study to better understand and address key challenges in this area.
In the undergraduate engineering program at Griffith University in Australia, the unit 1006ENG Design and Professional Skills aims to provide an introduction to engineering design and professional practice through a project-based learning (PBL) approach to problem solving. It provides students with an experience of PBL in the first-year of their programme. The unit comprises an underpinning lecture series, design work including group project activities, an individual computer-aided drawing exercise/s and an oral presentation. Griffith University employs a ‘Student Experience of Course’ (SEC) online survey as part of its student evaluation of teaching, quality improvement and staff performance management processes. As well as numerical response scale items, it includes the following two questions inviting open-ended text responses from students: i) What did you find particularly good about this course? and ii) How could this course be improved? The collection of textual data in in student surveys is commonplace, due to the rich descriptions of respondent experiences they can provide at relatively low cost. However, historically these data have been underutilised because they are time consuming to analyse manually, and there has been a lack of automated tools to exploit such data efficiently. Text analytics approaches offer analysis methods that result in visual representations of comment data that highlight key individual themes in these data and the relationships between those themes. We present a text analytics-based evaluation of the SEC open-ended comments received in the first two years of offer of the PBL unit 1006ENG. We discuss the results obtained in detail. The method developed and documented here is a practical and useful approach to analysing/visualising open-ended comment data that could be applied by others with similar comment data sets.
The purpose of undergraduate engineering education is to develop graduates who are capable of commencing professional engineering practice. Professional education should equip graduates with the skills, knowledge and attitudes required for their initial professional practice. It should also enable the capacity to continue the professional development required to refresh knowledge and skills as the graduates mature and the nature of professional engineering work develops. However, it is true that many graduates from professional engineering programs, either immediately or at some later time, pursue a career outside of professional engineering. The reasons for this are widely speculated upon, and are no doubt complex. In this regard, the professional engineering workforce, the undergraduate engineering education system, the links between them, and the occupational outcomes for engineering graduates in Australia are similar to many other developed nations. Using the latest Australian national census data we present a detailed analysis of the makeup of the professional engineering workforce and the occupational outcomes for graduates of undergraduate engineering programs in Australia. The data show that the Australian professional engineering workforce is comprised of people with a wide range of educational qualifications, and, even immediately post-graduation, many Australian engineering graduates pursue non-engineering occupations. This analysis presents important findings for those designing undergraduate engineering curricula that seek to equip students for the best employment outcomes, given the nature of the professional engineering work environment, and the short- and long-term occupations that engineering graduates actually pursue in Australia.
Traditionally, the main source of funding for university research comes from either private or government grants. Grant schemes are usually highly competitive with low success rates, favour experienced or senior researchers and take considerable time to be processed thereby delaying potential discoveries. In December 2012 pozible.com and Deakin University agreed to create an opportunity for the community funding of Australian university research. Research My World launched to the public in May 2013 with eight campaigns spanning a range of academic discipline areas and project types. Subsequent project cycles have occurred at approximately six monthly intervals and the program was expanded to include research bids from other universities and research centres. As of mid-November 2015, 19 successful research crowdfunding projects have raised more than more than AU$185,000 in funding at Deakin University alone.
In product design and engineering, identifying customer needs is the foundation for designing and producing a successful product. Traditionally, a range of techniques have been employed to elicit customer needs. A relatively new technique for identifying customer needs is ‘crowdsourcing’. An emerging area of research is the crowdsourcing of customer needs from online product review sites. This paper proposes a simple process for crowdsourcing customer needs for product design using text analytics. The analysis/visualization method is presented in detail. The text content of online customer reviews for a popular product is collected and processed using text analytics software. A published case study identifying expressed customer needs for the same generic product, collected via conventional means, is used to successfully validate the findings from the text analytics method.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. 29/04/2021
Work Integrated Learning
Among Gen Y and Z Conference
Beyond Discipline-Based Work-Integrated
Learning Placements in Engineering and
Science
Stuart Palmer
WorkSafe Victoria, Australia
Karen Young
Deakin University, Australia
4. A pragmatic approach
There are critiques of the impact of WIL
• Some research is based on simple correlation, ignoring confounding variables
• That is evidence WIL may reproduce existing advantages/inequalities in the job market
There are critiques of the generations concept
• Multiplicity of definitions/dates
• Impossible to disambiguate ‘generations’ from age and contemporaneous events
5. A pragmatic approach
Many universities, through policy and/or competition are committed to WIL
So, there is a need to do it well
For our investigation, the precise delineation of the generations is not critical
We’ve adopted the following commencing years:
• 1981 for generation Y (U.S. Bureau of Labor Statistics, 2018); and,
• 1997 for generation Z (Pew Research Center, 2019)
6. In Australia …
The conventional age for entry to university is at 18 or 19 years
Bachelor courses are generally three or four years in length
Generation Y were entering university form 2000-2015
... and have almost all graduated
Generation Z were entering university from 2016
… and are now studying, have recently graduated, or, are on the way
7. Faculty of Science, Engineering and Built Environment (SEBE)
At Deakin University in Australia
Faculty enrolment approximately 12,000 students
In both 2019 & 2020, almost 1300 students completed some form of WIL subject
Almost all SEBE undergraduate programs now contain a compulsory WIL subject
Numbers completing WIL subjects will continue to grow for some time
WIL is important for SEBE
WIL in SEBE at Deakin
8. Traditionally engineering has included a requirement for 12 weeks ‘work experience’
One Deakin environmental science course offered a fieldwork placement elective
In 2006, the Faculty commenced offering elective WIL subjects for credit
To fill the gap in most courses that had no WIL offering
Student and market demands, and Faculty WIL strategy, have influenced the Schools
Most courses in all four Schools now contain a compulsory for-credit WIL subject
Historical developments
9. Where do graduates work?
The Australian national census is conducted every five years
Data from the last three censuses (2006, 2011 and 2016) are publicly available
The census records highest qualification, and, current occupation of respondents
It is possible to see:
In which occupations those with engineering and science bachelor degrees work;
and,
What qualifications are held by those working in engineering and science roles
10. Where do BE and BSc grads work?
30.6% 32.1%
25.0%
15.0% 14.7% 10.9%
51.9% 49.4%
51.5%
62.3% 60.1%
60.1%
17.5% 18.5% 23.5% 22.7% 25.2% 29.0%
152,785 200,270 260,838 135,688 161,527 193,160
0%
20%
40%
60%
80%
100%
BE 2006 BE 2011 BE 2016 BSc 2006 BSc 2011 BSc 2016
Proportion
of
bachelor
graduates...
Bachelorgraduate discipline group/year
…workingina professionalrole …otherwise employed …not working Number of respondents
11. Where do BE and BSc grads work?
30.6% 32.1%
25.0%
15.0% 14.7% 10.9%
51.9% 49.4%
51.5%
62.3% 60.1%
60.1%
17.5% 18.5% 23.5% 22.7% 25.2% 29.0%
152,785 200,270 260,838 135,688 161,527 193,160
0%
20%
40%
60%
80%
100%
BE 2006 BE 2011 BE 2016 BSc 2006 BSc 2011 BSc 2016
Proportion
of
bachelor
graduates...
Bachelorgraduate discipline group/year
…workingina professionalrole …otherwise employed …not working Number of respondents
12. Where do BE and BSc grads work?
30.6% 32.1%
25.0%
15.0% 14.7% 10.9%
51.9% 49.4%
51.5%
62.3% 60.1%
60.1%
17.5% 18.5% 23.5% 22.7% 25.2% 29.0%
152,785 200,270 260,838 135,688 161,527 193,160
0%
20%
40%
60%
80%
100%
BE 2006 BE 2011 BE 2016 BSc 2006 BSc 2011 BSc 2016
Proportion
of
bachelor
graduates...
Bachelorgraduate discipline group/year
…workingina professionalrole …otherwise employed …not working Number of respondents
13. Where do BE and BSc grads work?
30.6% 32.1%
25.0%
15.0% 14.7% 10.9%
51.9% 49.4%
51.5%
62.3% 60.1%
60.1%
17.5% 18.5% 23.5% 22.7% 25.2% 29.0%
152,785 200,270 260,838 135,688 161,527 193,160
0%
20%
40%
60%
80%
100%
BE 2006 BE 2011 BE 2016 BSc 2006 BSc 2011 BSc 2016
Proportion
of
bachelor
graduates...
Bachelorgraduate discipline group/year
…workingina professionalrole …otherwise employed …not working Number of respondents
14. Engineering – 2016 census
25.0%
23.5%
14.7%
11.9%
8.8%
4.8%
3.4%
1.9%
1.6% 1.5% 0.9% 0.9% 0.8% 0.3% Engineering - 25.0%
Not working - 23.5%
General - 14.7%
Management - 11.9%
IT - 8.8%
Technical - 4.8%
Marketing - 3.4%
Construction - 1.9%
Professional other - 1.6%
Finance - 1.5%
Education - 0.9%
Unknown - 0.9%
Science - 0.8%
Health - 0.3%
Total - 260,176
15. Science – 2011 census
25.2%
17.4%
14.7%
10.6%
7.4%
5.8%
5.2%
3.1%
3.0%
2.3% 2.2% 1.5% 1.0% 0.6%
Not working - 25.2%
General - 17.4%
Science (Prof.) - 14.7%
Management - 10.6%
IT - 7.4%
Education - 5.8%
Marketing - 5.2%
Science (Tech.) - 3.1%
Finance - 3.0%
Health - 2.3%
Eng./Tech. - 2.2%
Professional other - 1.5%
Unknown - 1.0%
Construction - 0.6%
17. Who works in eng & science roles?
43.2% 45.6% 46.3%
27.0% 26.1% 23.9%
10.5%
12.9% 14.3%
18.7% 20.0% 20.8%
46.2% 41.5% 39.4%
54.4% 53.9% 55.3%
108,046 141,116 140,963 75,742 90,951 88,197
0%
20%
40%
60%
80%
100%
PE 2006 PE 2011 PE 2016 PSc 2006 PSc 2011 PSc 2016
Working
in
a
discipline
professional
role,
has...
Disciplineprofessional group/year
… bachelorqualification …higherqualification …other/noqualification Number of respondents
18. Who works in eng & science roles?
43.2% 45.6% 46.3%
27.0% 26.1% 23.9%
10.5%
12.9% 14.3%
18.7% 20.0% 20.8%
46.2% 41.5% 39.4%
54.4% 53.9% 55.3%
108,046 141,116 140,963 75,742 90,951 88,197
0%
20%
40%
60%
80%
100%
PE 2006 PE 2011 PE 2016 PSc 2006 PSc 2011 PSc 2016
Working
in
a
discipline
professional
role,
has...
Disciplineprofessional group/year
… bachelorqualification …higherqualification …other/noqualification Number of respondents
19. Who works in eng & science roles?
43.2% 45.6% 46.3%
27.0% 26.1% 23.9%
10.5%
12.9% 14.3%
18.7% 20.0% 20.8%
46.2% 41.5% 39.4%
54.4% 53.9% 55.3%
108,046 141,116 140,963 75,742 90,951 88,197
0%
20%
40%
60%
80%
100%
PE 2006 PE 2011 PE 2016 PSc 2006 PSc 2011 PSc 2016
Working
in
a
discipline
professional
role,
has...
Disciplineprofessional group/year
… bachelorqualification …higherqualification …other/noqualification Number of respondents
20. Who works in eng & science roles?
43.2% 45.6% 46.3%
27.0% 26.1% 23.9%
10.5%
12.9% 14.3%
18.7% 20.0% 20.8%
46.2% 41.5% 39.4%
54.4% 53.9% 55.3%
108,046 141,116 140,963 75,742 90,951 88,197
0%
20%
40%
60%
80%
100%
PE 2006 PE 2011 PE 2016 PSc 2006 PSc 2011 PSc 2016
Working
in
a
discipline
professional
role,
has...
Disciplineprofessional group/year
… bachelorqualification …higherqualification …other/noqualification Number of respondents
21. Qualifications vs professional roles
260,838
140,963
193,160
88,197
0
50,000
100,000
150,000
200,000
250,000
300,000
BE quals
2016
PE role
2016
BSc quals
2016
PSc role
2016
Number
of
people
22. Qualifications vs professional roles
260,838
140,963
193,160
88,197
0
50,000
100,000
150,000
200,000
250,000
300,000
BE quals
2016
PE role
2016
BSc quals
2016
PSc role
2016
Number
of
people
23. Qualifications vs professional roles
260,838
140,963
193,160
88,197
0
50,000
100,000
150,000
200,000
250,000
300,000
BE quals
2016
PE role
2016
BSc quals
2016
PSc role
2016
Number
of
people
119,875
104,963
24. A traditional view of WIL
An opportunity for students to apply discipline-specific knowledge in a
workplace context
“… a nexus between canonical knowledge of the discipline and the
activities constitutive of professional/workplace practice” (Smith, 2016,
p. 346).
25. A broader conception of WIL
Given the graduate occupational outcomes of the last decade revealed
by the census data, if WIL placements for Australian engineering and
science students are intended to be accurate representations of
graduate practice, then they need to encompass options for contexts
beyond only engineering and science workplaces
26. SEBE elective WIL subjects
Initially offered in 2006 to ‘fill the gaps’ for courses with no WIL option
The offering has developed over the intervening years
Most courses now include a mandatory, core WIL placement subject
However, some students still complete one or more of the Faculty electives
They do so having already completed a mandatory placement
There is strong student interest in WIL
27. STP301 Industry Based Learning – a 6–12 week WIL placement that allows
students to develop their knowledge and skills of the discipline in a
discipline-specific workplace to enhance their employability
STP341 Career Placement – a 112–160 hour pre-professional WIL placement
that allows students to prepare for their portfolio careers and apply
transferable skills in a broad range of workplaces to enhance their
employability
SEBE elective WIL subjects
28. Assessment (re-)design
STP301 and STP341 share a learning and assessment design:
• Development of placement goals
• Completion of periodic work logs
• Placement outcomes presentation
• Placement evaluation
• Employability skills reflection
29. Student engagement
In 2018 and 2019, more than 100 students enrolled in the STP subjects
About 25% were for STP341 – an out of field placement for credit
The STP subjects are electives that students seek out to expand their WIL
Additionally, in 2018, another 15 students from outside of SEBE enrolled
in STP341 seeking an out of field placement
30. Conclusions
Viewing placement WIL in the STEM disciplines through the lens of
generational cohorts provides a valuable and productive approach
The evidence of where Australian generation Y engineering and science
graduates have worked …
… can inform the design of WIL programs for generation Z students
The Australian census is one useful source graduate outcomes data
31. In recognition of these outcomes, the focus of traditional discipline-
based placement-based WIL needs to be broadened to encompasses out
of field topics and settings likely to benefit many graduates in practice
We’ve presented one example in which a broader conception of
placement-based WIL was implemented in engineering and science, via
an elective unit that allows an out of field WIL, without requiring major
changes to existing curricula
Conclusions
32. Postscript
The occurrence of the Covid-19 pandemic has transformed and
expedited new and adapted forms of WIL in higher education
Subsequently, new conceptions of what is possible under the umbrella of
WIL have now been expanded for the better and for good
In Australia, the 2021 national census will occur later this year
We expect to see similar outcomes as observed over the last decade