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Canadian Vocational Association / Association canadienne de la formation professionnelle
onto Vocational education and training - VET August 11, 2022 3:34 PM
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eachers have described the importance of competence which was not developed during teacher training. Instead, important competences were often developed in the previous profession or informal teaching activities. Vocational teachers seem to value and utilise their previous occupational worker identities to a high extent. This should be considered when teacher training or in-service training is designed to support individuals in developing their (new) teacher identity.
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From
cva-acfp
The Newsletter In English https://cva-acfp.org/newsletter/march-april-2024/ In French https://cva-acfp.org/fr/newsletter/mars-avril-2024/ #DACUM Calendar 2024-2025 Subscribe to receive our free Newsletter For more information on DACUM or communicate with Mr Pierre Morin, DACUM coordinator at dacum@cva-acfp.org Join our online community - Facebook https://web.facebook.com/cvaacfp - X @cva_acfp https://twitter.com/CVA_ACFP - LinkedIn group https://www.linkedin.com/groups/3603028/ - LinkedIn https://www.linkedin.com/in/cva-acfp/ Become a member of the Canadian Vocational Association here https://cva-acfp.org/membership/
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The world of Instructional Design is filled with ample opportunities to take innovative development approaches, explore new technologies, and test out fresh methodologies. Thankfully, this field can also accommodate many needs in many settings, whether work or school, giving you a chance to delve into different subject matter along your professional development journey. This eBook will explore everything you need to know to become an Instructional Design superhero, from prominent models to emerging technologies.
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This session will delve into the importance of data on TVETand skills development. The TVET indicator in the SDG 4 monitoring framework and options for improving data coverage will be reviewed. Panellists will also look beyond SDG 4 to examine current data availability and new developments in data on TVET financing, access and participation, quality, and the relevance of TVET. The session will highlight how data can inform the alignment of skills development with industry needs, through assessment of the professional skills of TVET learners, tracking of skill development (skilling, reskilling and upskilling), employer feedback, and labour market trends to ensure that TVET programmes are responsive and relevant. Newly emerging, innovative sources of data will also be explored, leveraging, for example, artificial intelligence and other new technologies and their potential application to alternative data sources.
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From
www
The evolution of the digital technology ecosystem is driving economic and societal changes, with the information and communication technology (ICT) sector at its core proving dynamic and resilient in the face of economic headwinds. As digital technologies like artificial intelligence, virtual reality and next generation networks permeate our lives and the economy, it is critical to unleash innovation responsibly, ensure that the benefits of these technologies are widely shared, and reduce the risks technological advances can pose to well-being and society.
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Digital technologies are increasingly being adopted in a variety of occupations and sectors, meaning that workers need a solid set of digital skills.
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From
www
As generative AI adoption accelerates, survey respondents report measurable benefits and increased mitigation of the risk of inaccuracy. A small group of high performers lead the way.
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This publication marks the 20th anniversary of the Erasmus Mundus (EM) programme, a milestone that underscores its highly transformative impact on individuals, higher education institutions (HEIs), and countries both within and outside the European Union (EU). The study includes six chapters offering a comprehensive analysis of the far-reaching impact of Erasmus Mundus. Following a brief introduction, Chapter 1 provides a historical overview of the programme in the evolving policy and budgetary context. Chapter 2 delves into Master’s level institutional participation with special emphasis on governance and sustainability, paving the way for an exploration of the institutional impact of Erasmus Mundus on learning and teaching, international cooperation, and administrative processes in Chapter 3. Chapter 4 puts forward evidence of the individual impact reflected in the professional and personal achievements of EM students and alumni. Chapter 5 expands analysis to system-level (European, national and global) impact, leading into a forward-thinking exploration of the programme’s trajectory in Chapter 6. The study applied a mixed-method approach, integrating quantitative and qualitative data for an in-depth, multifaceted analysis. This merged historical data from the European Education and Culture Executive Agency (EACEA), with primary data collected from two surveys (encompassing 256 respondents across 33 countries, 150 HEIs, and 110 EM Master programmes), enriched with insights from workshops, interviews, and consultations with over 165 experts at programme, central, and faculty levels.
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From
live
Skills and lifelong learning are essential for economies to prosper, individuals to thrive and access decent work, and societies and communities to grow fairer and more resilient. Continuously skilling, reskilling and upskilling people of all ages provides immense value to society and helps to overcome social, environmental, and economic disruptions.
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From
hbr
With any significant change in your career comes the need for new skills. But that’s even more true when you want a radical career change. In these situations, it’s going to take more than listening to a few webinars to build the knowledge you need get to where you want to go. You must set aside a significant amount of time for self-directed learning, formal training, or even a second job to gain the skills for the big leap.
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Do you know the difference between ‘skills foresight’ and ‘skills forecast’? How does ‘blended learning’ compare with ‘distributed learning’?
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From
www
Most workers who will be exposed to artificial intelligence (AI) will not require specialised AI skills (e.g. machine learning, natural language processing, etc.). Even so, AI will change the tasks these workers do, and the skills they require. This report provides first estimates for the effect of artificial intelligence on the demand for skills in jobs that do not require specialised AI skills. The results show that the skills most demanded in occupations highly exposed to AI are management and business skills. These include skills in general project management, finance, administration and clerical tasks. The results also show that there have been increases over time in the demand for these skills in occupations highly exposed to AI. For example, the share of vacancies in these occupations that demand at least one emotional, cognitive or digital skill has increased by 8 percentage points. However, using a panel of establishments (which induces plausibly exogenous variation in AI exposure), the report finds evidence that the demand for these skills is beginning to fall.
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From
www
The last decade has seen impressive advances in artificial intelligence (AI). This rapid progress has been accompanied by, concerns about the possible effects of AI on the labour market, wages and inequality between workers. Concerns that have grown since the public launch of generative AI systems. This paper looks at links between AI and wage inequality across 19 OECD countries and finds evidence that AI may indicate lower wage inequality within occupations.
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The use of AI in the workplace is exploding and your employees’ ability to discern fact from AI hallucination is increasingly imperative. Without critical thinking skills, we face a danger where falsehoods will negatively impact workplaces and consumer interactions.
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What it's about
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From
www
Abstract
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The OECD engages in comprehensive research and analysis to deepen insights into the transformative power of artificial intelligence (AI) and its implications for economies and societies. The OECD Artificial Intelligence Papers series draws on comprehensive evidence-base to identify trends and developments and delve into an extensive array of AI-related subjects. This includes opportunities and challenges in AI governance, the impact of AI across policy domains including labour markets, education and healthcare, ethical considerations in AI design and deployment, and new frontiers such as generative AI. This collection encompasses OECD policy papers as well as working papers.
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Curious about distance learning but not entirely sure what it involves? Find out everything you need to know in our one-stop guide.
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From
www
Artificial Intelligence (AI) has the potential to reshape the global economy, especially in the realm of labor markets. Advanced economies will experience the benefits and pitfalls of AI sooner than emerging market and developing economies, largely due to their employment structure focused on cognitive-intensive roles. There are some consistent patterns concerning AI exposure, with women and college-educated individuals more exposed but also better poised to reap AI benefits, and older workers potentially less able to adapt to the new technology. Labor income inequality may increase if the complementarity between AI and high-income workers is strong, while capital returns will increase wealth inequality. However, if productivity gains are sufficiently large, income levels could surge for most workers. In this evolving landscape, advanced economies and more developed emerging markets need to focus on upgrading regulatory frameworks and supporting labor reallocation, while safeguarding those adversely affected. Emerging market and developing economies should prioritize developing digital infrastructure and digital skills
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From
www
Generative AI is here to stay. As the novelty wears off, companies must figure out how to implement the technology to create real value. Here’s how they can start.
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From
ncver
The report found 49.5% of VET students who commenced training in 2016 successfully completed their VET program. When including students who completed all their enrolled VET subjects, but who did not complete their programs, the percentage of students considered to have a successful outcome increased by 19.8% to 69.3%.
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As artificial intelligence (AI) becomes an ever-growing presence in our daily lives, many who work in the career counselling and development field may be wondering how they can harness the power of AI ethically. AI ethics deal with the moral and ethical implications of AI systems including fairness, transparency and privacy, among others. This listicle offers career service professionals practical tips and advice on this topic, as well as more general content related to AI and the career development field.
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In recent years, higher education systems worldwide have been marked by a considerable expansion of work-based higher education (WBHE), with the institutional spheres of academia, industry and state increasingly coming together. We take the case of WBHE to analyse institutional arrangements in the different skill formation systems of France, Germany and the United States. We ask: Which factors drive the development of WBHE programmes and how does their governance compare across the three distinct country settings? The study finds that the growth of WBHE in all three countries indicates a reconfiguration of education and training governance of high skills. Nonetheless, actor constellations, organizational interests and especially the degree of state intervention surrounding WBHE remain anchored in long-standing national skill formation patterns.
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From
www
No one truly understands AI, not even experts, says Helen Toner, an AI policy researcher and former board member of OpenAI. But that doesn't mean we can't govern it. She shows how we can make smart policies to regulate this technology even as we struggle to predict where it's headed — and why the right actions, right now, can shape the future we want.
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The paper analyses global online labour platforms (OLPs) through the lens of the Expansive-Restrictive Learning Environments framework. The framework articulates a set of structural factors that enable or constrain workplace learning and development. The paper draws on multistakeholder, mixed-method empirical data to illustrate how OLPs are emerging as learning environments, where new and reconfigured skills, learning practices, and new forms of learning support emerge in response to the radically distributed and fragmented nature of this work. Against portrayals of OLPs as places of deskilling work devoid of learning opportunities, the paper contributes a more nuanced understanding of the duality of OLPs as simultaneously restrictive and expansive. Three dualities of OLPs emerge from the study: (i) their espoused vision restricts organisational support for workforce development, yet stimulates self-directed learning; (ii) their enacted workplace curriculum is patchy and opaque, yet offers novel structural features supporting learning and development; (iii) workplace learning practices in OLPs are autonomous, yet not atomised. The paper illustrates how structure and individual agency interact in OLPs to create and configure learning opportunities for workers and informs practitioners about the current learning and development features and practices in OLPs.
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From
arxiv
The use of ChatGPT and similar Large Language Model (LLM) tools in scholarly communication and academic publishing has been widely discussed since they became easily accessible to a general audience in late 2022. This study uses keywords known to be disproportionately present in LLM-generated text to provide an overall estimate for the prevalence of LLM-assisted writing in the scholarly literature. For the publishing year 2023, it is found that several of those keywords show a distinctive and disproportionate increase in their prevalence, individually and in combination. It is estimated that at least 60,000 papers (slightly over 1% of all articles) were LLM-assisted, though this number could be extended and refined by analysis of other characteristics of the papers or by identification of further indicative keywords.
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