astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131Having recently visited there, VDC News author, Hugh Guthrie thought it would be useful to highlight Canada in at least one VDC News article. This one focuses on innovation activities delivered through partnerships between polytechnics, institutes or colleges and private firms, not-for-profits or community organizations.<\/p>\n
This process involves applied research through the College & Community Innovation (CCI) Program<\/a>. Its objective is to increase innovation at the community and\/or regional level by enabling Canadian colleges to increase their capacity to work with local companies, particularly small and medium-sized enterprises (SMEs).<\/p>\n Another aspect, highlighted in a recent (2020) OECD<\/a> report, is the way in which adult learning supports workforce and workplace innovation through Canada\u2019s Future Skills Initiative and provincial workforce innovation centres (WICs) which are \u201ctesting and evaluating innovative approaches to skills development.\u201d<\/p>\n Applied research in Canada aims to provide partner organisations with access to the unique knowledge, expertise and capabilities available at Canadian colleges and universities. It also aims to train college students in essential technical skills required by organisations in the private, public or not-for-profit sectors as well as providing economic, environmental, health and\/or social benefits to the partner organisations. Finally, it aims to foster \u201ca wide range of collaborations among colleges, universities and\/or partner organisations.\u201d Essentially, it is also about fostering work integrated learning.<\/p>\n Applied research has also been highlighted in a guide<\/a> developed for the Victorian TAFE Association in 2019 and in a discussion paper<\/a> they published in 2018. The aims outlined in the guide are to (1) solve real-world problems for industry clients, (2) advance professional knowledge, theory and practice in TAFE, and (3) to foster research and innovation literacy in TAFE graduates, and finally (4) to evaluate the effectiveness of their practice in order to make improvement. The applied research section of the VTA\u2019s website<\/a> provides a series of case studies that may be worth a look<\/p>\n The OECD\u2019s paper<\/a> about Canada, and the chapter entitled \u2018Workforce innovation to support future-ready adult learning<\/a>\u2019 is particularly relevant to the issue of \u201ctesting, sharing and implementing new approaches to employment and training services.\u201d<\/p>\n Initiatives to improve the adult learning system in Canada include attention to five issues. As the OECD\u2019s paper points out, these are:<\/p>\n All of these should resonate with VDC News readers, with the paper also noting that:<\/p>\n \u201cFor job-related training to have a positive impact on labour market outcomes, training must be of high quality and relate closely to skills needed by employers. An enabling environment at the workplace is also essential to put acquired skills to good use.\u201d<\/p>\n Evaluating the outcomes of such innovations and initiatives is important and could be a more prominent feature of Australian VET\u2019s applied research approach at provider or system level than at present. However, the paper points out that \u201ca key challenge in developing evidence on the impact of training programmes is tracking participants long enough to observe measurable impact.\u201d<\/p>\nApplied research: a potential role for Australian VET?<\/h2>\n
Workforce innovation supporting future-ready adult learning<\/h2>\n
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