Archive for the ‘CYCLE’ Category

Ponty gets Cycle-ing

July 3rd, 2019 by Angela Rees
It’s not unusual to find the Pontydysgu staff in a bar on a Saturday but I was there before the staff this weekend. Pontypridd’s Clwb y Bont played host to an event to promote the Cycle project. Cycle aims to promote circular economy ideas to teachers and trainers in adult learning who can in turn...

Skills for Green Jobs

June 14th, 2019 by Graham Attwell


Addressing climate change and setting economies and societies more firmly onto a path towards a sustainable, low-carbon future is one of the defining challenges of our time. Such shift will entail far-reaching transformations of our economies, changing the ways we consume and produce, shifting energy sources, and leveraging new technologies.

The European Centre for Vocational Education and Training, Cedefop, has released a new report on Skills for Green Jobs. The report is based on country studies undertaken in collaboration with the International Labour Organization (ILO) in six countries (Denmark, Germany, Estonia, Spain, France and the UK) since 2010.

A key outcome, says CEDEFOP, is that countries vary in their approach to defining, classifying and collecting data on green jobs and skills. However, they have observed increased efforts are observed on data collection on developments in the ‘green economy’.

Since 2010, green employment trends have tended to parallel general economic trends. Carbon reduction targets and associated incentives and subsidies have been especially influential on green jobs and skills; other green policies, such as legislation to protect the environment, have also been important.

Although few countries have a strategy on skills for green jobs, “the updating of qualifications and VET programmes has soared, reflecting increased demand for green jobs and skills since 2010.” Updates mainly concern adding ‘green’ components to existing qualifications/programmes, since changes in skill demands are perceived more pertinent to including new green skills within existing occupations rather than the creation of new green ones.

 

More information is available in the CEDEFOP magazine promoting learning for work, Skillset and Match.

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    News Bites

    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


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