Archive for the ‘Wales Wide Web’ Category

Skills shortages and skills gaps

June 15th, 2016 by Graham Attwell

 

 

The London School of Economics politics and policy blog is well worth following or anyone interested in Labour Market information and Intelligence. A recent article by Scott Hurrell looked at the outcomes of the 2015 Employer Skills Survey ESS), run by UKCES.

Scott explains “Two of the most important indicators measured by the ESS, are skills shortages and skills gaps, collectively known as skills deficits.  The former exists where an employer reports at least one vacancy that is hard to fill because applicants lack the correct skills, qualifications and/or experience. The latter exists where employers report that they have at least one employee who is not fully proficient at their job. Skills shortages are thus a barometer for skills supply in the labour market whilst skills gaps reflect employers’ internal skills needs. Six per cent of employers reported skills shortages in the 2015 ESS, whilst 14 per cent of employers reported skills gaps. The survey revealed that skills deficits consisted of a range of soft (e.g. social and interpersonal) and hard (e.g., technical) skills.”

The problem is making sense of such a survey. the article discusses research into skills gap often based on differences of perceptions by those answering the survey, usually HR specialists. In my own (limited) experience employers are rarely aware of the range of skills employees possess. In the MatureIP project we introduced an APP allowing staff to recommend the skills of their co-workers. I was very dubious that this would be accepted by the staff but was proved wrong – they were happy and excited to recommend others for their skills and knowledge. Sadly the pilot was in a careers company in England that was closed down before we could test the app for an extended period and since then I have nots seen anyone else take up the idea.

One big issue is what employers do over identified skills gaps. One problem within hierarchal work places (which still dominate employment) is the lack of opportunity for autonomous decision making and for practising new skills. I suspect many skills deficiencies could be overcome by informal work based learning but that would require changes in work practices and an element of designing the work environment to support learning – a move still radical in todays austerity coloured world.

A final note – despite the caveats over how the survey is interpreted it is a valuable tool for exploring further. UKCES is now being shut down due to the withdrawal of  government funding and it would be a pity if the ESS disappeared along with it.

Informal Learning @ Work

June 10th, 2016 by Graham Attwell

800px-Clifton_Suspension_Bridge-9350

Picture: Gothick

On Monday 20 June I am helping to run a knowledge exchange workshop in Bristol, UK. The workshop is fee to participants and there are still a few spaces left. Details are below – register at EventBrite if you would like to participate.

More than 70 per cent of all we learn comes from informal learning in the workplace. Yet despite increasing recognition of the importance of workplace learning in a time of fast changing technologies, work organisation and labour markets, little effort has been made to promote and support informal learning.

Perhaps one of the reason for this is it has previously proven hard to track learning in workplace contexts, let alone to promote the collaboration, creativity and teamwork so much modern work requires.

This workshop is based on work undertaken in the Learning Layers project and is intended to discuss these issues. Conceptualised as a knowledge exchange event, it is organised around short pitches and a hands on exhibition.

The workshop takes place on June 20th from 10am to 5pm at Armada House in Bristol. University of West England Vice Deputy Chancellor Prof. Jane Harrington will open the event.

We want to show you the work we have done and discuss with you whether the tools and applications we have developed might be useful in your work and learning context. We also want to hear from you about your needs and to exchange any ideas and tools you might have for supporting informal learning.

We are piloting our tools in different settings such as Healthcare, Construction sector, Creative Industries and Higher Education:

  • Confer – an application for teams to explore ideas and reach decisions
  • Learning Toolbox – a flexible mobile based, context aware application for supporting learning in practice
  • Bits and Pieces – a web based program for collecting and making sense out of informal learning experiences at work
  • Ach So! And ZoP – mobile based peer to peer video annotation tools
  • Living Documents – a shared document creation environment

Entry is free but places are limited so please register by following the link below if you wish to attend. Coffee and a buffet lunch will be provided, with an informal reception and drinks following the workshop.

Please get in touch if you would like to present something at either the pitch or exhibition sessions. Send us an email to bristol [dot] layers2016 [at] gmail [dot] com.

When
Where
BS1 4BQ – Armada House Telephone Ave, Bristol, Avon , Bristol, BS1 4BQ, United Kingdom –

 

A short note about communities

June 9th, 2016 by Graham Attwell

PodcastToday I got an email from the Yahoo podcasters group mail. It was a long time since I could remember the last. But at one point, the group was very active with usually a daily digest appearing. And at that time it felt like a real community, of people from different countries and contents with different kills and knowledge reaching out to help each other.

As podcasting has become established there is a wealth of help available online, videos and manuals as well as specialist software and hardware. Podcasting is not longer a frontier sport. And the community is no longer need, or at least it no longer plays the same function.

And I wonder if that is true of other communities of practice. Etienne Wenger has suggested that communities of practice are always emergent (a point protecting them from making a fetish of conservative and out of date practices). That is usually taken to mean through membership, with new members becoming central as others move to the edges. But it may be that communities are always emergent in the knowledge and practices which constitute their base. And when that knowledge and practices cease to be emergent – as in the case of the Yahoo podcasters group – unless the community can move on to new emergent pastures, then it simply slowly dies.

Making sense of data about education and jobs

June 6th, 2016 by Graham Attwell

restorer
High or low skills? Graduate job or not?

For a number years now I have been working on projects developing the use of open data for careers counselling, advice and guidance. This work has been driven both by the increasing access to open data but also by the realisation of the importance of Labour Market Information (LMI) for those thinking about future education and / or jobs. And of course with high levels of job insecurity, such thinking becomes more urgent and in an unstable economy and labuor market, more tricky.

Yet even if we clean the data, add it to a database, provide and open API for access and develop tools for data visualisation, interpretation is still not easy. Here is one case, taken from this mornings Guardian newspaper.

employment graph

 

Although the article is using the chart to show the rapid growth in knowledge intense occupations, I am not sure it does. Assuming that these are percentage change based on the original job totals, it probably show growth in low skilled jobs is far outstripping high skilled work, especially in the last 12 months. And that is taking into account that (once again probably) most job loss due to technology is focused din low skilled areas – e.g the quoted 70,00 jobs lost in supermarket check outs due to automation.

I am also interested to see from wonkhe that “The Higher Education Statistics Agency (HESA) who have been running the Destination of Leavers Survey (DLHE) and its predecessors for 21 years, are now consulting widely on the future of assessing graduate outcomes.” For some time now there has been disquiet about the numbers of graduates working in ‘non graduate’ jobs. And that raises questions – just like the graph above focusing on high skills occupations – on just what a graduate job is. André Spicer, professor of organisational behaviour at the Cass Business School, City University London has cited “studies suggesting that the jobs which require degree-educated employees have peaked in 2000 and may be going down” and notes that many people apparently employed for their high-level specialist skills end up doing sales and marketing or fairly routine generalist work.

All this of course is highly subversive. Officially we are moving towards a high skilled economy needing more graduates and requiring higher level apprenticeships. My feeling in country slick Spain with high youth unemployment is what we need are apprenticeships in areas like construction and hospitality – both because they are sectors which can provide employment and also where higher skills are desperately needed to improve quality and productivity. Yet for governments there is an awful temptation to launch programmes in new ‘sexy’ areas  like games technologies despite the scarcity of jobs in these fields.

  • Search Pontydysgu.org

    News Bites

    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Robots to help learning

    The TES reports on a project that uses robots to help children in hospital take part in lessons and return to school has received funding from the UK Department for Education.

    TES says “The robot-based project will be led by medical AP provider Hospital and Outreach Education, backed by £544,143 of government money.

    Under the scheme, 90 “tele-visual” robots will be placed in schools and AP providers around the country to allow virtual lessons.

    The robot, called AV1, acts as an avatar for children with long-term illnesses so they can take part in class and communicate with friends.

    Controlling the robot remotely via an iPad, the child can see and hear their teacher and classmates, rotating the robot’s head to get a 360-degree view of the class.

    It is hoped the scheme will help children in hospital to feel less isolated and return to school more smoothly.”


    Gutenburg

    According to developer Gary Pendergast, WordPress 5, Gutenberg, is nearing release.

    Pendergast says: “As the WordPress community, we have an extraordinary opportunity to shape the future of web development. By drawing on the past experiences of WordPress, the boundless variety and creativity found in the WordPress ecosystem, and modern practices that we can adopt from many different places in the wider software world, we can create a future defined by its simplicity, its user friendliness, and its diversity.”


    Adult Education in Wales

    Learning and Work Institute is organising this year’s adult learning conference in partnership with the Adult Learning Partnership Wales. It will take place on Wednesday, 16 May 2018 at the Cardiff City Stadium.

    They say “Changing demographics and a changing economy requires us to re-think our approach to the delivery of learning and skills for adults. What works and what needs to change in terms of policy and practice?

    The conference will seek to debate how can we respond to need, grow participation, improve and measure outcomes for citizens, and revitalise community education.”


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