No attribution required
Macgilchrist et al. (2020) put forward scenarios for future education to promote inquiry. Research is inevitably part of making speculations about the future more or less likely (Macgilchrist et al., 2020). Thus, I will write a speculative essay to contribute to a more humanized future in technical and vocational education and training (TVET).
Mainly, I will explore new pedagogical blends for more humanized and relational forms of learning (Educause, 2021) for TVET education. The 2020 and 2021 Educause Horizon Reports show the need to focus on flexibility and social dimensions to support students, faculty, and staff health (Educause, 2021). The COVID-19 pandemic exacerbated mental health issues (Educause, 2021). The COVID-19 pandemic also exposed the need for TVET to modernize teaching practices (Vinden et al., 2021).
Transforming TVET teaching practices is needed to engage in digital pedagogies. For example, low digital fluency skills added stress when adapting to digital environments during COVID-19 (Vinden et al., 2021). According to Vinden et al. (2021), COVID-19 brought about innovation, mainly with the use of new digital tools. Macgilchrist et al. (2020) compared current debates about education to those of the 1920s when film was introduced as an educational tool. However, the new device did not transform education (Macgilchrist et al., 2020). My speculative essay will consider how pedagogical blends, including a pedagogy of care, may build on COVID-19 innovations to transform TVET education.
References
2020 Educause Horizon Report: Teaching and learning edition. EDUCAUSE. (2020, March 2). https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition
2021 Educause Horizon Report: Teaching and learning edition. EDUCAUSE. (2021, April 26). https://library.educause.edu/resources/2021/4/2021-educause-horizon-report-teaching-and-learning-edition
Macgilchrist, F., Allert, H., & Bruch, A. (2019). Students and society in the 2020s. Three future ‘histories’ of education and technology. Learning, Media and Technology, 45(1), 76–89. https://doi.org/10.1080/17439884.2019.1656235
Vinden, S., Flinn, C., & Carson, T. (2021, May 17). Strengthening Digital Teaching & Learning for trades, vocational, education and training practitioners. BCcampus. https://bccampus.ca/2021/05/12/strengthening-digital-teaching-learning-for-trades-vocational-education-and-training-practitioners/
This would be such an interesting read – I’m fascinated by how we can create more humanized forms of learning. How that translates to vocational and technical training would be interesting to me – are those trainers even open to change? I’m imagining super conservative shop teachers with firm ideas of gender norms (but that could be an American thing).
Hello Sarah,
Thanks for your support and good questions. Generally, TVET instructors are subject matter experts but lack knowledge regarding educational theory (Vinden, 2020). In my own experience, I see a culture of the curriculum in TVET focused on standardised content rather than learner-centred approaches. I cannot say if there is an openness to change, but I presume there is a need for teacher education.
I had not considered gender norms as a factor in the change, but your question has prompted me to think about how I might connect feminist pedagogy to care and humanised forms of learning for TVET.
I had a quick scan of the ratio of people who identify as women instructors who teach in the Trades faculty where I work. I would safely estimate that less than 10% of the instructors are women.
– (95/95) 100% men in Automotive, Carpentry, Electrical, Heavy Mechanics, Heavy Equipment Operate, Forest Harvesting Practices, Information Technology Applied Systems, Motorcycle and Marine, Power Engineering, Welding and Refrigeration
– (8/15) 50 % in Baking, Culinary, Horticulture, Applied Business Technology (Office Administration) and Hairdressing.
Women also represent less than 10% of certified journeypersons in Canada (Douglas, 2022).
A feminist lens would be interesting – thanks for the nudge!
References
Douglas, B. (2022, March 4). Why aren’t women working in trades? creating safe and inclusive workplaces for women. LMIC. Retrieved October 19, 2022, from https://lmic-cimt.ca/why-arent-women-working-in-trades-creating-safe-and-inclusive-workplaces-for-women/
Vinden, S. (2020, January 16). An exploration of British Columbia’s TVET instructors’ perceptions that influence their curriculum choices. Summit Research Repository. https://summit.sfu.ca/item/19965
Hi Jessica, Thank you for sharing. I am looking forward to reading your essay. I agree that the TVET needs to modernize teaching practices and digital skills are a big part of that. I think incorporating some mandatory digital learning would be helpful for instructors. Do you think that these changes will be driven by institutions or instructors/students
Hello Tim,
In BC, trades instructors are required to complete the Provincial Instructor Diploma (PIDP) within two years of starting employment – but some institutions lack follow-up. Some institutions offer financial incentives (raise when you complete the diploma). The PIPD is a place to start building skills, but more is needed. For more about the program, see https://www.vcc.ca/programs/provincial-instructor-diploma-program-pidp/.
In my opinion, learning should be instructor-led. I want to see instructors make education plans (with short- and long-term goals). Then instructors would be ready to use professional/curriculum development leaves and grants. I see institutional support, but many instructors are not aware of the programs in place, and the time it takes to access the resources.
Here are two more readings you may find useful in your pursuit of supporting digital learning.
The Impact of Technology on Apprenticeship Training in Canada: Key Trends and Observations
https://caf-fca.org/wp-content/uploads/2017/07/The-Impact-of-Technology-on-Apprenticeship-Training-in-Canada.pdf
Bridging Generation Divides: Advancing Digital Skills in Cana’s Apprenticeship and Skills Trades
https://fsc-ccf.ca/research/bridging-generational-divides/
Hello Tim,
In BC, trades instructors are required to complete the Provincial Instructor Diploma (PIDP) within two years of starting employment – but some institutions lack follow-up. Some institutions offer financial incentives (raise when you complete the diploma). The PIPD is a place to start building skills, but more is needed. For more about the program, see https://www.vcc.ca/programs/provincial-instructor-diploma-program-pidp/.
In my opinion, learning should be instructor-led. I want to see instructors make education plans (with short- and long-term goals). Then instructors would be ready to use professional/curriculum development leaves and grants. I see institutional support, but many instructors are unaware of the programs, and the time it takes to access the resources.
Here are two more readings you may find helpful in your pursuit of supporting digital learning.
The Impact of Technology on Apprenticeship Training in Canada: Key Trends and Observations
https://caf-fca.org/wp-content/uploads/2017/07/The-Impact-of-
Technology-on-Apprenticeship-Training-in-Canada.pdf
Bridging Generation Divides: Advancing Digital Skills in Cana’s Apprenticeship and Skills Trades
https://fsc-ccf.ca/research/bridging-generational-divides/