vocational education work integrated learning (vewil) model
TRANSCRIPT
March, 2014
Hosam Y. Jubara Ph.D.Learning Consultant
Vocational Education
Work Integrated Learning (WIL)
ModelGulf University of Science & Technology GUST
Presentation Content
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Executive Brief
VEWIL Introduction
VEWIL Stakeholders
VEWIL Best Practice Program
VEWIL Impact on Learning Practice
VEWIL Management and Operation
Terms and Delimitations
References
Executive Brief
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In this presentation we introduce Vocational Education Work Integrated Learning VEWIL Model. We also discuss VEWIL stakeholders, strategic drivers, program features and models, Learning practice, and conclude with VEWIL Management and Operation.
The presentation lays the foundation for further in-depth discussion over the need for an skills-ready graduates with a prior engagement and experience with industry.
There is usually an increased focus on VEWIL synergy that can be achieved by collaborative stakeholders. We identified 7 stakeholders who should be all focused on Students.
We also discuss best practice of Vocational Institutes management and operation. We discuss instruction learning design, instructors duties and responsibilities, management tools, and leadership requirement.
Learning is the only constant in a changing world, and it is the only function that secures economic competitive edge
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We think collaborative VEWIL stakeholders can bring great value based on Learning Institute, and Blended Learning concepts.
VEWIL Introduction
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VEWIL involves curricular, pedagogic, on-hand/at-work practices, and experience that integrates formal learning and industry needs, within a purposefully designed Curriculum. [1]
It includes a range of approaches namely: action learning, apprenticeships* practicum** placements, problem based learning, experiential learning, team-based learning, virtual or simulated WIL learning, workbased learning in pursue of a Vocational career.
VEWIL programs integrate theory and practice providing students the opportunity to “develop those important ‘soft’ generic skills greatly valued by employers, as such Learnability, team work, self-management, initiative, communication, productivity, and good work ethics.
A high degree of mismatch between graduates’ skills and needed market skills do exist. In order to address the need for industry vocational-ready skills, we must create programs that meet the market and sponsors demands. In this manner ensure the employability of graduates and this requires a close partnership synergy across seven Stakeholders; who are: Students, Vocational institutes, Universities, Government, Industry, Accreditation councils, and Professional associations,.
* Methods in which trainees learn a craft or trade by hands-on experience while working with a skilled worker** The practical section of a course of study, such as project, or an experiment
VEWIL Introduction
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A stakeholders approach to VEWIL sets clear expectations; which requires identification of the responsibilities of each stakeholder, as well clear values or benefits that each of them can derive from the program.
Traditionally, university’s priorities in teaching theory and practice for lifelong learning skills. However, industry’s priorities are professional and vocational relevant skills. Currently we see more universities and especially Polytechnics adopt WIL programs to provide students with an improved understanding of professional responsibility and the attainment of soft generic skills. These attributes were also identified by the industry survey as extremely valuable outcomes of WIL. However, Vocational Education “VE” should pursue an innovative WIL program that is outcome focused and well balanced across these skills, which are all generic skills, except the first one:
- Specialization competence (Core Skill)- Communication - Work Ethics- Team Oriented - Adaptability to Equipment & Technology- Application of Numbers- Learnability & Engagement- Problem Solving and Analysis skills
VEWIL Stakeholders
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VEWIL stakeholders are on missions to ensure VE institutes are equipping students with skills that enable them to build successful, diversified, and knowledge based career that address the skill that are ion high demand at our region. VEWIL has seven major stakeholders:
1- Students– VE students, candidates, or graduates of VE program
2- Vocational Institutes- All types of vocational, occupational career focused institutes
3- Universities– MIS, Engineering, and Business Schools, Career Development, Research Centers, Alumni office, Labs, and Patent office as interest units.
4- Government– This should include many ministries, Labor Department, Economic, Defense, Development, Educational , Tourism, etc.
5- Industry- All sponsors and employers who are in different related industries
6- Accreditation Councils- Such as Edexcel, and BTEC, ULEAC, and local PAAET
7- Professional associations– Technology association, Conferences, Trade Shows, Chamber of Commerce, Entrepreneurial organizations, KISR, and Recruitment agencies.
VEWIL Stakeholders
VEWIL Strategy is based on a collaborative model across its stakeholders to develop synergy and programs in support to its educational vision and mission.
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VEWIL Best Practice ProgramStrategic Drivers and Models
VEWIL Stakeholders may have different strategic drivers, and interests which is natural due to variation of their perspective markets, and needs. However, we think a common denominator can be reached that balances these interests and address them collectively. The ALTC WIL Scoping Study [1] recommended an integrated stakeholder approach to the planning and implementation of WIL that would be based on “formalized relationships and a common understanding of the associated responsibilities and level of commitment required” where there are “clear agreements and the recognition of needs as well as mutual benefit and costs”. Smith et al (2008) link the quality of any Work Integrated Learning program to a “dynamic interplay of stakeholder needs.
As far as VEWIL is concerned, Students are the central stakeholder that matter the most. We think the strategic drivers of VEWIL should include:
1- Improve students employability and readiness for the professional workplace by providing students with an improved understanding of professional responsibility and improved generic skills (soft skills) which are strongly valued by industry. (Generic Skills)
2- Provide vocational technical expertise that meets industry expectation by empowering students with learning and training tools with the support of Stakeholders. (Core Skills)
3- Support the development of clear outcome‐based learning objectives with the collective support of VEWIL stakeholders, yet consistent and supportive to national economic development plans, and accreditation councils. (Compliance Learning)
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VEWIL Best Practice Program Strategic Drivers and Models
VEWIL strategy is driven by program models, such as external models where students go out to industry (e.g. industry placements, internships, field visits and community projects) as well as internal models where industry comes to students (e.g. Industry Seminars, sabbatical trainer, Sponsored Labs, industry linked projects, Awards & Competitions, and simulated experiences). These strategic models; as listed below, are crucial in the development of an effective VIWIL program.
1- External models where students go out to industry such as:
Industry placements WIL Internships Projects sponsorship Experiential Learning Field Industry visits Community projects
2- Internal models where industry comes to students such as:
Industry seminars Sabbatical Trainer Labs sponsorship Industry linked projects Simulated experiences Awards & Competitions
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VEWIL Best Practice Program Generic Soft Skills
According to the 2012 European Employer Survey on skills needs that was conducted by the European Centre for the Development of Vocational Training, it found that the skills considered of high importance among most occupational groups, include:
1- Team-working skills 89.5% of employers cite this as important.
2- Capacity to learn new ideas, methods or techniques (88.4% important)
3- Adaptability to new equipment or materials (81% important)
We also notice that those mostdesired generic skills are the oneswe have mentioned as essential..
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VEWIL Best Practice Program Corporate Training
Traditional corporate training may deliver certification and a quick dosage of Knowledge, and it is mostly delivered by HR departments or weekend class. VEWIL models are delivered by 7 stakeholders who are specialist, and can each deliver from his own perspective requirements.
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Corporate Learning Strategies, By Nathan J. Greeno, January, 2006, ISBN-13: 978-1562864125
VEWIL Best Practice Program Dual Career PlanningIt is important for students and graduates to understand that industry recruiters are looking for specific generic traits, along with specific technical skills. This Y model explain how career planning is developed over the years as new employees progress at corporate ladder:
1- Most careers entry positions focus on generic and character traits
2- A job candidate need to develop both Management & Technical skills for initial placement.
3- At middle ranking career planning start shifting to either Managerial or Technical specialty
4- At the senior level there are management leaders or Technical consultants and experts.
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VEWIL Impact on Learning PracticeSurvey on Learning
In addition to the above learning practice, we think a great deal of guidance and ideas can be concluded from field surveys to guide the process of developing and improving Curricula:
In what ways did your university course(s) prepare you well for professional work? What aspects were missing from your university courses that you needed for work preparation? Were there other experiences (e.g. part-time work) that had impact on your professional preparation? What were the most valuable course(s)/topics at university? What were the least valuable course(s)/topics at university? Do you have any suggestions for improvement to your university course(s)?
Nearly half of the Survey [2] responses were concerned with the universities preparing graduates well in the generic attributes that are perceived as being of relevance to the workplace. These included team and group work, problem solving abilities, presentations, writing, critical thinking and analysis, and communication in general. Technical skills are important, but what is more important is the learning skills and practice of technical knowledge [3]. Many respondents complain about outdate technical knowledge and lack of timely updating technology materials within textbooks and class discussions.With the proliferation of Mobile learning [4] and computing, we also think a great deal of learning enhancement is possible especially for job-market learning and readiness.
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VEWIL Impact on Learning Practice Local & Regional Factor
Any design and deployment of a VEWIL program would naturally take into consideration local needs, capabilities, maturity, regulations, market needs and trends, etc. Therefore, we think these regional factors are critical to the WIL program development and priorities:
1- Job market condition, needs and future trends2- Local government economic development and labor market plans3- Available budget and WIL funding opportunities4- Industry landscape, needs forecast, and per-sector market growth5- Available entrepreneurial and small business funding & support6- Per industry sector and government job forecast8- Local Accreditation bodies and education national strategy7- VEWIL specific stakeholders within local, regional, and international markets
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VEWIL Management & OperationLearning & Instruction Design
To encourage student engagement, and ensure professional delivery from the side of the instructors, the learning and instruction design should include:
1- A holistic curriculum approach – in collaboration with Stakeholders – to ensure optimal synergy between the desired instruction and learning outcomes and to provide the students with clear, relevant learning activities.
2- Professional Learners – Where selected professionals are contracted from industry to provide a lecture series on selected technical topics. These seminars are usually offered as a one credit course with a single weekly session of 2-3 hours.
3- Additional Circular activities on projects, lab assignments, and consulting engagement to be integral part of selected courses syllabus.
4- Adequate support and coaching for students who may not have the necessary background and lack career roadmap, and need guidance to fully utilize available resources for development..
5- Work placement experience for extended period (2-6 months) that is managed by both VI, and Industry with clear purpose and outcome.
6- The development of Cyber external, which includes eLearning LMS, home activities, and mobile learning experience [4].
These learning practices are just a sample, many internal and external models can be developed in support of innovative learning environment
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VEWIL Management & Operation Instructor Learning Duties & ResponsibilitiesVEWIL Puts great burden on educators, especially instructors. We think an outcome-based learning demand special instructors skills and talents. We list below VEWIL expected instructors“Learning” duties and responsibilities (Most administrative duties are not listed here):
Identify needs (and wants) of students and match and engage them with a variety of learning programsEstablish realistic (time-bound) learning objectives which meet individual and group needs.Prepare session/lesson plans utilizing a variety of learning methods, with different styles.Incorporate integration of on-site and off-site learning activities into program and session planning.Advise on practical and theoretical developments and ensure material and lesson plans are always updated.Create an effective learning environment and establish an open and trusting relationship with learners.Use effective materials and appropriate resources, at a pace and level which meet learners' needs.Provide effective learning support, giving learners opportunities to develop and practice their skills.Deal promptly and effectively with inappropriate behavior and establish strong presence and leadershipGive feedback to learners to support and inform them of learning purpose and process.Ensuring that learners understand the purpose of assessments, and the used methods are appropriate.Encourage learners to reflect on their own learning experiences and to monitor their own progress.Engage in continuous professional development; take actions to improve; monitor and evaluate yourself.Act as subject leader, advising and set examples to students in order to raise professional standards.Act as coach and mentor. Monitor, evaluate and improve the effectiveness of others, including undertaking
lesson observations. Seek out best practice in teaching and learning activities.
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VEWIL Management & Operation Management Tools
We think that Vocational institutes should be managed based on clear strategy with specific pillars, objectives, targets, KPIs, and initiatives. We should make sure that all of the 7-Stakeholders are effectively participating. This management strategy can be structured and automated by using theBalanced Scorecards management methodology.
1- The strategy map is usually built on vision, mission, and specific major perspectives.2- Develop also clear objectives with specific targets and KPI metrics3- To achieve targets and fulfill objectives, specific initiatives are needed and developed4- Automate Strategy management by using balanced scorecards, and strategy maps automation5- All objectives and initiatives can be monitored and reported to senior management6- Clear track record on all instructors performance and personal development program7- Periodical reporting, assessment, and performance management can be delivered easily8- Deploy a light version of Campus Solution with student, staff, and instructors management system9- Complete online resources for faculty, and students can be developed in support of learning, training and development resources. (Learning Organization concept).
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VEWIL Management & Operation Management Tools Balanced Scorecards Automation
Perspectives Objectives Initiatives .. ..
Using Spider Strategies BSC we can manage theVocational School Strategy, Perspectives, Objectives, and Initiatives professional.
VEWIL Management & Operation Leadership Requirement
The academic and Training capacity of Vocational Institute (VI) requires these specific leadership traits:
(1) Knowledge: The mission, philosophy, VI strategic drivers and stakeholders(2) People management; administrators, faculty, and beyond(3) Learner-centered orientation: Similar to the VEWIL Program(4) Instructional leadership: Ability to lead and develop learning design with context(5) Information and educational technologies: Good knowledge in Learning technology(6) Assessment and accountability: With proven BSC and Risk Assessment experience(7) Administrative preparation: With good daily control and effective performance management
In addition to the above VI leadership qualities, the traditional traits of leadership are also needed and can help a lot in achieve most of the above, requirement:
Vision Passion Courage Judgment ConfidenceResilience Persuasion Resourceful Delegate Targeting
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VEWIL VEWIL Management & Operation Leadership Requirement
How I would manage daily operations and academic developmentLead by vision and advocacy to the VI and its learning mission (everyday every moment)Briefing on initiatives, risk mitigations, change, disputes, etc are managed on daily basisGround leadership, with daily tours across all units, classes and labs show presence and supportDaily routine on academic development and academic issues with staff and facultyFollow up on targets, initiatives, and change programs (Progress & Challenges)Swift action of discipline and grievance action; mostly through assigned committee.Reach out to act on internal and external models for collaboration with all Stakeholders
My own CV reflects on most of these points:1. Public Speaking and PR track record (Academic, Professional, and Community)2. Principle consultant and project manager supervising hundreds of employees (Zain-KSA, & CBL)3. Published research and keen interest in Learning, Cognitive, and Mobile Learning.4. Responsible over Senior Design Projects (Manage students, and Industry liaison)5. Vendor management with multinational big companies (Zain Telecom Group)6. Taught at USF, and UCF for 5-years with participation in academic committees7. Participated in Curriculum planning at UCF Computer Science & Engineering department8. Participated in ME Cisco Networker (training) Planning Council for 2-years; Bahrain, 2008 & 2009.9. Member of the Program Industry Advisory Panel (PIAP) (WIL Program) of AMA University 10. International experience with diverse cultures in many countries: USA, Kuwait, Bahrain, KSA, & Libya.11. Proposed the initiative of Zain Corporate University, 2006, Zain Telecom, Kuwait. Also proposed the
development of the Institute of Corporate Learning (ICL) to Bahrain Polytechnic. 21
Terms & DefinitionsVocation and Other Educational Terms
OCCUPATION (synonym) activity (definition) an action that a person spends time doing. PROFESSION (synonym) career (definition) a type of task that requires special education, training or skills. VOCATION (synonym) art (definition) a desire to spend your life doing a certain kind of art-like work.Job and occupation are basically the same, though the word occupation is a little more formal.
Your profession is something you do for your career, as the main occupation of your life. You can have a job at a shoe store or a fast food restaurant or a bank, etc, but your profession is a teacher or a pilot, something you really want and able to do. Vocation is similar to profession, but it implies something you are good at.
Institute of technology, and polytechnic, are institutions of higher education or vocational education, specializing in technology or different sorts of technical subjects. Polytechnic comes from the Greek πολύ (polú or polý) meaning "many" and (tekhnikós) meaning “arts”
University is derived from the Latin universitas roughly meaning "community of teachers and scholars.“, so emphasis on learning, theory, and research.
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CareerConcepts
ProfessionEducation
Academic DegreeSpecialty Certification
JobDefined
General Work
OccupationFormal
Specifically defined
Job activity
VocationTraining
Artistic SkillsCraftsmanship
References[1] Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL [Work Integrated Learning]
report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]. Brisbane: Queensland University of Technology.
[2] Koppi, T., Sheard, J., Naghdy, F., Chicharo, J., Edwards, S. L., Brookes, W. and Wilson, D. (2009). ‘What our ICT graduates really need from us: a perspective from the workplace’. Eleventh Australasian Computing Education Conference (ACE2009). Conferences in Research and Practice in Information Technology, vol. 95, M. Hamilton and T. Clear (eds), pp 101–110.
[3] Hosam Jubara “Structured Learning Design for Engineers (SLeaD)” The Interface, p.7, August 2004, IEEE Educational Society, and the ASEE, ECE division
[4] Hossam Jubara, “TOWARDS A UNIVERSITY MOBILE LEARNING STRATEGY” International Association of Technology, Education, and Development Conference, Spain, July, 2012.
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Thank YouDr. Hossam JubaraSenior Consultant