A Journey Through Teaching Innovation
Industry, community and TAFE teachers
ROVING REPORT | Jill Gientzotis, independent researcher and consultant in Vocational Education and Training
Innovation – the practical application of imagination.
Unknown
This is one of definitions of innovation flying around at the Learning Powerhouse. When mixed with demonstration and discussion of inclusive teaching practices and participatory learning, it was a very stimulating mix. Dianne Kingsford-Smith, the Head Teacher of Stone Masonry and Brick Laying at the South Western Sydney Institute, talked about teaching that creates change the student wants to happen, and about reflecting, improving and examining our practice. Students of all ages talked about why they were studying at TAFE and how teaching impacts on their aspirations and confidence in a media presentation by the Northern Sydney Institute. We were all primed to go out and learn from the day.
…the individual needs and motivations of TAFE students
are critical to the development of the knowledge economy. Quality teaching
and learning must be based on these needs as much as quality skills outcomes
in the workplace.
Jill Gientzotis
I discovered how research into rural and regional communities in South Australia shows that one person can make a difference, inspiring people and building trust and reciprocity. It struck me how the individual needs and motivations of TAFE students are critical to the development of the knowledge economy. Quality teaching and learning must be based on these needs as much as quality skills outcomes in the workplace. An industry driven vocational education and training system is as much about student excitement and commitment. Without that, we cannot hope to meet identified skills shortages in the economy, or develop the much talked about skills of creativity, teamwork and innovation. TAFE teachers are the brokers between the aspirations of students and the aspirations of industry.
The most exciting thing about my day at the Learning Powerhouse was how TAFE teachers in very many different ways, were actively engaging with these aspirations. It was powerful and energising, and I only wish I had a few more days to explore further the extravagance of workshops, seminars, showcases, sponsor presentations, networking and conversation.
Innovation and Technology
I started with some of the research on the VET Sector and its role in innovation
in industry and business. Hugh Guthrie of the National Centre for Vocational
Education Research (NCVER) reported on research in this field. It is striking
that innovation is often defined at the point where it is commercialised
or applied, without always exploring the necessary processes of practical
development in enterprises, workplaces and research and education facilities.
People are the instigators of innovation, and opportunities for growth and the application of ideas are created through responsive, stimulating training.
Somewhere in there are people with the skills knowledge and creativity to develop new ideas, new solutions, new services and products. People are the instigators of innovation, and opportunities for growth and the application of ideas are created through responsive, stimulating training.
TAFE teachers know that innovation is not only about high technology. Innovation
can occur at all levels of industry and business processes and practice,
provided that it is fostered and encouraged. 
Tess Julian presented a workshop
which discussed the employability skills of problem solving, creativity and
innovation. What, and how, should we be teaching to foster innovation? What
are ‘innovation skills’? Hugh Guthrie identified the contribution
of TAFE teachers as developing problem solving, creativity, entrepreneurship
initiative and drive within our students.
There is also the role of TAFE in the transfer process for the successful adoption and implementation of new innovation. This can only be in partnership with industry and enterprise, and the discussion suggested that early engagement of TAFE in the research and development of ideas, processes and products is the best way to build linkages with enterprises and create engaged and exciting roles in industry and technological development.
So far so good, but how does this happen?
Developing social capital
Ruth
Schubert, from Flinders University, presented a paper on Informal
learning, leadership, interaction and social capital; how communities work
together to realise economic, community and individual aspirations. The OECD defines social capital as 'networks, together with shared
norms, values and understandings that facilitate co-operation within or among
groups' (See
Kearns 2004). The presentation focused on lifelong learning, particularly
informal learning, which was defined as being 'any activity involving
the pursuit of understanding, knowledge or skill which occurs without the
presence of externally imposed curricula criteria' Communities
are also learning communities, and the presentation showed the significance
of the relationships between informal learning and social capital, and how
leadership, and opportunities to interact within communities, contribute
to community success.
The concept of the Skill Ecosystem takes the ideas of skill development in the community further. The Skill Ecosystem is a national project studying the concentration of skills and knowledge in an industry, and how industry is developed within a community. This includes the demand for goods and services, access to technology by enterprises, the operation of regional and of industry labour markets, the role of regulators, and workers aspirations and preparedness for different types of work. The skill ecosystem concept encourages a holistic analysis of workforce development and in many communities creates potential for engagement in skill development.
Equity and engagement of members of the community has always been a key priority of the VET sector. What are the foundations of learning that TAFE teachers facilitate for individuals and for communities?
Foundations of learning and engagement
The Steps mobile literacy mentoring program, from the Wagga Wagga campus of Riverina TAFE demonstrated an innovative, inclusive and cooperative model for the development of foundation skills for engagement. This project combined key community agencies and funding from the ANTA Innovative Literacy Fund. The outcomes were developed through partnerships with a local primary school, Department of Community Services, 'committed and passionate' TAFE Adult Literacy teachers, Wagga Wagga City Council, Rotary and the DET Regional Literacy Officer. These partnerships also had the effect of developing community, capacity building, understanding, and sharing ideas.
This project exposed me to the idea of literacy as social practice: thinking in different ways and reconnecting. The development of literacy skills was through everyday life, and encouraging long term participation as well as positive behavioral change. It also reminded me that, of course, the parent was the child’s first and most important teacher and the project encouraged parents to participate through a range of access points: community supported playgroups, community based learning, and in home support.
The project discovered the importance of developing a support model which acknowledges the diversity and complexity of families, and one which is responsive to local community culture.
In a different way, but drawing upon the same principles of individual opportunity and community engagement, the Goorie Research and Study Program (GRASP) starts with the learner.
The majority of Aboriginal learners work more effectively in groups, as this is culturally appropriate. They may often be shy and lack confidence in educational settings. Many Aboriginal students are bilingual and teachers in the program differentiate between Aboriginal English and Standard English, rather than telling their students their English is incorrect. But the program goes even further to meeting the cultural needs and aspirations of Aboriginal students in the program.
Current mainstream approaches to assessment and enrolment do not always provide the best outcomes for Aboriginal students. In TAFE for example, students are presented with their examination or assessment conditions prior to learning. They are also enrolled in modules which they may not necessarily pass or want to pass, with the repercussion of academic transcripts that show a list of failures or subject withdrawals.
In this program, a learning plan is developed around individual goals and aspirations; why the student wants to undertake training. These are often related to managing Aboriginal community issues, but the program has had many diverse outcomes including entry to university, employment or other TAFE courses, taking up active community roles, and the completion of business feasibility plans, as well as the conduct of research to support students existing professional roles in Aboriginal organisations.
It is a rewarding way to teach because each student’s achievements are apparent both to the student and the teacher.
I saw similar principles at work in the showcases I had the opportunity to briefly visit from contextualising distance learning in the New England Institute for rural and remote indigenous students in a range of technical and vocational courses to the development of an Outreach course at Granville College of TAFE: the Hip Hop music course. This course reconnected students with positive experiences of education and training and has led to many work related opportunities as well as further study in the Music Industry (Technical Production).
Back to inspiration!
Millie Ingram, in her welcome to country stated 'I believe in reconciliation. I believe in education. I believe in TAFE so much, when the high school system fails they [my people] turn to TAFE'.
This appears to be true for many in the community. TAFE teachers are in many places at once: at the cutting edge of technology, building social capital and sustainable communities, developing industry, as well as developing student confidence and the foundation skills for learning. TAFE teachers share a fundamental and creative role in connecting students and industry, community and its development. These roles need to be encouraged, explored and celebrated.
See Also
Keynote Address: Don’t Blame the Student
Innovation in Industry and Business: The VET Sector’s Role
Building a Culture of Innovation within the VET System
Informal Learning, Leadership, Interaction and Social Capital
STEPS – Families in Focus – a Mobile Literacy Mentoring Program
New Directions in Aboriginal Education – the Goorie Research and Study Program
Further information
If you wish to know more about some of the ideas discussed in this report below are some initial references.
For more information on Pathways – Teaching Employability Skills in an Integrated Way go to the Ratio website to learn about how the Certificate 1 in Industry Pathways is progressing.
SEDDON, T & Billett, S 2004, Social Partnerships in Vocational Education and Training. Building Community Capacity, NCVER ANTA
KEARNS, P 2004, VET and Social Capital: A paper on the contribution of the VET Sector to social capital in communities, NCVER ANTA
A Perspective on Skill Ecosystems
ICVET Zine, August 2005
More about the Skill Ecosystem Project
