Archive for the ‘Wales Wide Web’ Category

Informal learning in practice

December 13th, 2016 by Graham Attwell

Last week I travelled from Derby to Manchester airport by train. It was a typical English Midlands December day – cold, damp and foggy. Waiting at the station was a train driver – I knew this because she had on an orange hi vis jacket with driver printed on the back. At some time a much older male driver came along and they started chatting. The conversation was about the weather – no surprises there. But it seems she had been driving the previous evening when the fog had been very thick and she had never encountered such conditions before. It was fairly obvious that she was new to the job. Her big worry had been not knowing where she was and failing to slow down in time for stations. The more experienced driver sympathized and advised her to slow down to 20 miles an hour. If you go at 20, he said, you will always be able to stop in time. But, he said, don’t worry – as you get more experienced you will get to know where the stations are.

I liked that conversation – it was a great example of informal learning – learning taking place in a chat at a station. And it also illustrated communities of practice – the learning took place around a common practice of driving trains and a common problem of driving in fog.

The next day I travelled early in the morning by train from Madrid to Valencia. This time I was on an AVE – the Spanish Renfe services high speed train. And once more there was thick fog. But this time the train did not slow all. I suppose it helps that there is only one stop between Madrid and Valencia. But I suspect the reason is that the AVE has m0re advanced technologies than the aging UK railways.

I wonder whether in learning to use these more advanced trains knowledge is passed on in the same ways or there is more emphasis on formal learning and knowledge. And I wonder which is the most effective?

New Insights into UK society today from longitudinal research

December 8th, 2016 by Graham Attwell

Understanding Society has published its fifth annual report highlighting some of theinsights new topical policy-relevant research conducted recently using data from the annual survey which began in 2009 with around 100,000 individuals from 40,000 households.

To support the Insights 2016 launch, the team also published a topic guide on education. This guide explores the content available to analyse in Understanding Society, highlights the types of research questions which could be explored and what research has already been carried out.

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    Graduate Jobs

    As reported by WONKHE, a survey of 1,200 final year students conducted by Prospects in the UK found that 29 per cent have lost their jobs, and 26 per cent have lost internships, while 28 per cent have had their graduate job offer deferred or rescinded. 47 per cent of finalists are considering postgraduate study, and 29 per cent are considering making a career change. Not surprisingly, the majority feel negative about their future careers, with 83 per cent reporting a loss of motivation and 82 per cent saying they feel disconnected from employers


    Post-Covid ed-tech strategy

    The UK Ufi VocTech Trust are supporting the Association of Colleges to ensure colleges are supported to collectively overcome challenges to delivering online provision at scale. Over the course of the next few months, AoC will carry out research into colleges’ current capacity to enable high quality distance learning. Findings from the research will be used to create a post-Covid ed-tech strategy for the college sector.

    With colleges closed for most face-to-face delivery and almost 100% of provision now being delivered online, the Ufi says, learners will require online content and services that are sustainable, collective and accessible. To ensure no one is disadvantaged or left behind due to the crisis, this important work will contribute to supporting businesses to transform and upskilling and reskilling those out of work or furloughed.


    Erasmus+

    The European Commission has published an annual report of the Erasmus+ programme in 2018. During that time the programme funded more than 23,500 projects and supported the mobility of over 850,00 students, of which 28,247 were involved in UK higher education projects, though only one third of these were UK students studying abroad while the remainder were EU students studying in the UK. The UK also sent 3,439 HE staff to teach or train abroad and received 4,970 staff from elsewhere in the EU.


    Skills Gaps

    A new report by the Learning and Work Institute for the Local Government Association (LGA) finds that by 2030 there could be a deficit of 2.5 million highly-skilled workers. The report, Local Skills Deficits and Spare Capacity, models potential skills gaps in eight English localities, and forecasts an oversupply of low- and intermediate -skilled workers by 2030. The LGA is calling on the government to devolve the various national skills, retraining and employment schemes to local areas. (via WONKHE)


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