World's Best Practice Guide - in Professional and Technical Education and Training - World Federation of Colleges ...
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1 World’s Best Practice Guide in Professional and Technical Education and Training table of Contents Introduction The 2018 World Congress in australia ....................................................................................................... 3 1 Access to learning and employment Gold - Australia Pacific Training Coalition (APTC ). ................................................................................. 5 Silver - Northern College of Applied Arts and Technology.. ................................................................ 7 Bronze (TIE) - Lee D. Lambert and Ricardo Castro-Salazar .................................................................. 9 Bronze (TIE) - Qingdao Technical College . ................................................................................................ 11 2 Applied Research and Innovation Gold - Research & Innovation Division, Niagara College .. .................................................................... 14 Silver - Red river college............................................................................................................................... 16 Bronze - Mohawk College IDEAWORKS .......................................................................................................... 19 3 Entrepreneurship Gold - Craig Elias................................................................................................................................................ 22 Silver - Rizhao Polytechnic . .......................................................................................................................... 24 Bronze - Taishan Polytechnic . ...................................................................................................................... 26 4 Green Colleges Gold - USURBILGO LANBIDE ESKOLA ................................................................................................................. 29 Silver -TAFE NSW ................................................................................................................................................ 32 Bronze - Box Hill Institute ............................................................................................................................ 34 5 Higher Technical Skills Gold -Zhejiang Institute of Mechanical and Electrical Engineering.. ............................................. 37 Silver -Wuhan Railway Vocational College of Technology................................................................. 39 Bronze -Chengdu Aeronautic Polytechnic ................................................................................................ 41 6 Leadership Development Gold - Centennial College.............................................................................................................................. 44 Silver - Naqi Hyder ........................................................................................................................................... 46 Bronze - Anne Sado/George Brown College/Polytechnics Canada .. ................................................ 48 7 Student Support Services Gold - Holmesglen Institute.......................................................................................................................... 51 Silver - Wuhan Railway Vocational College of Technology................................................................ 53 Bronze -Qingdao Vocational and Technical College of Hotel Management (QVTCHM) ............... 55
World’s Best Practice Guide in Professional and Technical Education and Training 2 About the WFCP The World Federation of Colleges and Polytechnics (WFCP) is a member-based international network of colleges, polytechnics, university colleges, institutions and individuals of professional and technical education and training. The Federation provides leadership in delivering workforce education for the global economy. The WFCP began as an informal network borne out of a desire to have a forum for the almost 4,000 professional and technical education and training institutions around the world to meet regularly, learn from each other, and share experiences. The first meeting was held in 1999 in Quebec City, Canada along with the first World Congress of the WFCP and officially formalized as a network CONTACT in 2002 with the 2nd World Congress held in Melbourne, Australia. WFCP Secretariat: email@example.com Today, the Federation represents colleges, institutes, and polytechnics, united by the mandate to prepare students for complex professional roles in a changing 613-746-2222 ext. 3141 society so that they can emerge as leaders and innovators in their chosen careers. 1 Rideau Street – Suite 701 Ottawa, ON K1N 8S7 Canada Acting as the united voice for its members, the Federation enables the: 1-613-746-2222 ext. 3141 • promotion of its members to their communities; wfcp.org • influence on the development of policy; • access to information and experiences that allow each to learn from each other; • sharing best practices; • offering of an online community; • promotion of partnerships to improve staff and student mobility; • development of partnerships to deliver international contracts; • organization of the bi-annual World Congress to enable knowledge exchange; and, • positioning of its members on crucial issues such as inclusiveness, expectations of excellence in professional and technical education and training. To learn more about the WFCP and how to become a member, please visit wfcp.org.
3 World’s Best Practice Guide in Professional and Technical Education and Training Introduction The World Federation of The World Federation of Colleges and Polytechnics is pleased to present the Second World’s Best Practice Guide in Professional and Technical Education and Training. As with the first edition, the second edition features award Colleges and Polytechnics: winning institutions, individuals and programs engaged in professional and technical education and training (PTET) from around the world. Awards of Excellence The entries are provided by the 2018 recipients of the WFCP’s Awards of The Awards of Excellence are Excellence, in seven categories: access to learning and employment, applied handed out for the following: research and innovation, entrepreneurship, green colleges, higher technical Access to Learning and Employment – skills, leadership development, and student support services. The Guide awarded to an individual, institution or demonstrates the responsiveness, innovation, and focus of Federation institutional association that has developed members; it is designed to offer guidance to other actors in PTET as they effective channels to increase access to embark on their own projects to enhance the education they offer and the learning and employment for students. learning their students receive. Students are central to the Guide’s entries. Underneath the project Applied Research – awarded to an individual, descriptions, and the logistical know-how is the implicit idea that those institution or institutional association that has being recognized have embarked on their projects to enhance the lives of demonstrated excellence in addressing real- their students and their learning opportunities. Projects are developed to world challenges through applied research ensure equal access to education in a region, community, or group with much need. Industry and international partnerships are actively pursued to ensure that graduates can meet the demands of a changing world. Entrepreneurship – awarded to an individual, Common among this year’s entries is a sense of change around the world institution or institutional association and its impact on PTET. Cutting-edge technology is embraced in projects that has demonstrated excellence in and classrooms to ensure that students are prepared to weather the storm integrating entrepreneurship into academic of a globally changing marketplace. Institutions are engaging in applied curriculum and/or implemented innovative research, in an effort for students to gain valuable skills, as well as contribute entrepreneurial activities. to the local and global economy. Entrepreneurship and innovation is imbedded into curricula, as demand for soft skills to complement higher Green Colleges – awarded to an individual, technical skills grows. institution or institutional association that The entries of the Second World’s Best Practice Guide in Professional and has demonstrated excellence in advancing Technical Education and Training brim with inspiration and innovation. environmental sustainability through We trust that as you or your institution or organization embark on similar knowledge, tools, practices and technologies projects, adopt similar models, or develop similar individuals, these entries will offer guidance and real know-how to ensure your own success. Higher Technical Skills – awarded to an individual, institution or institutional association that has demonstrated excellence in partnering with industry to improve access to jobs and meet the skills needs of the 21st century workforce Leadership Development – awarded to an individual, institution or institutional association that has demonstrated excellence in developing the next generation of college leaders Student Support Services – awarded to an individual, institution or institutional association that has demonstrated excellence provision of services that support students throughout their college experience.
World Best Practices Guide in Professional and Technical Education SECTION41 ACCESS TO LEARNING AND EMPLOYMENT
5 World’s Best Practice Guide in Professional and Technical Education and Training GOLD: ACCESS TO CONTACT LEARNING AND EMPLOYMENT Denise O’Brien Email: firstname.lastname@example.org Project name: Australia Pacific Training Coalition (APTC) Country: Australia- Pacific Phone: +61 408334370 women in trades in response to ongoing demand for skilled tradespeople and assists graduates to start small businesses of their own. In 2017, APTC delivered a Certificate IV in New Small Business program to female INTRODUCTION small business entrepreneurs in Fiji. Established in 2007 as the Australia-Pacific Technical College, APTC provides access to APTC runs a program to support people learning and employment for some of the most vulnerable and geographically remote with additional learning needs to develop people in the world. Its goal is to contribute to a more skilled, inclusive and productive foundation skills and prepare for the workforce that enhances Pacific prosperity. For over 11 years APTC, managed by TAFE workforce or further studies. Students are Queensland, has successfully delivered the largest Australian Government funded placed with host employers to gain hands- education aid and development project in the Pacific Region, delivering skills and on experience and industry knowledge with Australian qualifications to people from 14 Pacific Island countries. To date, APTC the aim of securing sustained employment. has celebrated 12,887 graduates. APTC is changing stereotypes in local Providing access to quality training in support of regional economic growth is the communities by supporting inclusion. key focus of APTC. APTC’s qualified and highly experienced trainers collaborate with The Pacific Region is vulnerable to natural local training institutions and employers to deliver qualifications that are matched disaster and climate change impacts. APTC to employment opportunities regionally and internationally. APTC graduates have has consistently responded innovatively strong technical skills, knowledge and ‘soft skills’ which contribute to their improved to these challenges, especially natural employment outcomes, social and cultural prosperity. disaster, through reskilling individuals and supporting local communities to rebuild. TVET institutions, private sector and AWARD WINNING PROJECT/ NGOs to ensure that training meets labour APTC’s use of live work projects to rebuild PROGRAM/INSTITUTION market demands and produces job-ready communities is an exemplary educational practice that is replicable to other parts of A skilled, qualified and flexible workforce graduates. APTC works closely with other the world that experience such events. is critical to the Pacific Islands becoming Pacific educational institutions and training more self-reliant. Operating in a developing providers, building on the region’s existing Building Pacific networks takes time, with a region, APTC provides leadership in the strengths. APTC have TVET partners in broad range of stakeholders now seeking out Pacific TVET sector through flexibility Fiji, Papua New Guinea, Samoa, Vanuatu, APTC to contribute to national and regional and responsiveness to the changing Solomon Islands, Tonga and Kiribati. TVET skills development. The growing needs for skills development. commitment from both government and A key emphasis of APTC is to establish and The Technical, Vocational Education and industry to support APTC student learning maintain close links with industry to ensure Training (TVET) aid and development by offering work placements has been that training is relevant. APTC actively program provides a blueprint for a significant element to APTC’s success. supports local employers, industry groups increasing access to learning and Consistently high student and employer and associations. APTC has successfully employment for Pacific Island Citizens. satisfaction is evidence of APTC relevance in engaged local employers committed to the the Region. APTC has moved from a “donor/ training of their staff. APTC has been able APTC is highly valued across the region for recipient” model to a genuine partnership to work with employers to realise strong the transformative effect it has had on lives model, underpinned with a capacity building gains from a highly skilled workforce. and communities in diverse and remote and sustainability strategy that is agreed by Some examples of these relationships are locations. At the very heart of APTC’s work all parties, with closely managed outcomes. Solomon Power (SI), Fiji Water (Fiji), Curtin is providing access to quality training to Bros and Coral Seas Hotels (PNG) and the develop skills that enable citizens to enter the paid workforce. Ministry of Education (Vanuatu and Samoa). RESULTS AND ACCOMPLISHMENTS From APTC’s first graduation of eight The program is recognised for its holistic Participants benefit from equitable access students in Vanuatu in 2007 to just under and practical approach to meeting the for women (as students and trainers) 13,000 in 2018, APTC now delivers access challenge in the Pacific Region. and for people living with disabilities via 43 Australian internationally recognised APTC has embraced a partnering APTC’s inclusive approach and numerous courses to students from 14 Pacific Island approach, working with governments, equity-based programs. APTC promotes countries, with a dedicated team of over
World’s Best Practice Guide in Professional and Technical Education and Training 6 APTC has made a strong commitment to the nationalisation of its workforce, that is, to appoint and support the development of Pacific Island Citizens wherever possible. At the commencement of APTC the training workforce was entirely expatriate; now made up of over 80% Pacific Islanders: skilled, experienced and qualified to deliver Australian qualifications. With the firm belief that paid work is a right not a privilege, APTC relentlessly promotes TVET as the first choice for those wishing to gain access to employment. It is though skills, qualifications and employment that Pacific Island Citizens support themselves, 200 staff, with 80% being Pacific Island INTERNATIONAL VALUE their families and communities and the Citizens. Of the graduates’ to-date, 41% are APTC represents a unique aid-approach, economic prosperity of their country. women. APTC operates across the Region with placing Technical, Vocational Education qualifications offered in sectors demanding and Training at the heart of development skilled workers including automotive, and reform in the Pacific. NEXT STEPS manufacturing, construction, electrical, The Australian Government has committed The learning and success of this world- tourism, hospitality, education, management, to another eight years of funding to APTC – first development project, management and health and community services. now renamed the Australian Pacific Training and outcomes will inform best-practice Coalition. APTC will work collaboratively APTC encompasses a number of activities implementation of future TVET-based with Pacific governments, Pacific TVET to support Pacific Island men and women to aid projects at the international level for systems and institutions, and industries/ obtain skilled work in the paid economy and many years to come. APTC is a replicable, enterprises to facilitate TVET reform. to support the development of the TVET sustainable, applied-education model sector in the Pacific. APTC achieves this by: that can be implemented to the long- Being mindful of the need to continue to term benefit of individuals, countries and deliver high quality and relevant skills and • undertaking labour market analysis and regions across the globe. qualifications, 1 July 2018 signals key shifts linking skills and qualifications to labour in the direction of APTC; requirements of Pacific Island countries, and The APTC experience offers an increasingly, Australia and New Zealand international case study for supporting 1. Embedding APTC in Pacific TVET regional economic growth through Systems. APTC will continue to form • issuing internationally recognised improved access to TVET. It is a working partnerships and coalitions with Australian vocational qualifications example of how partnerships and selected TVET institutions and systems • undertaking a targeted program of collaboration are the key to providing to support improved quality, relevance professional development and training sustainable access to training for financially and cost-effectiveness of TVET to support the capability and capacity disadvantaged and geographically remote provision by local providers. of APTC staff communities. Regular requests from 2. Gradual introduction of co-investment. governments, TVET bi-lateral and other • supporting Pacific Island TVET The willingness to contribute to the donor programs, regional providers and regulatory and qualifications cost of training will reduce reliance on Skills Authorities to work collaboratively, frameworks and quality processes Australian aid and promote prospects confirm the value placed on APTC’s for the long-term sustainability of benefits. • working with local industries and expertise and the outcomes achieved. employers to obtain labour market 3. Renewed emphasis on labour mobility. advice and to develop their workforce Students will have the opportunity productivity through training WORDS OF WISDOM to nominate for a domestic or labour Advice? Create an environment where mobility track without causing ‘brain Through partnering with national TVET people can do their best work! drain’. These initiatives will support institutions, APTC is working to improving APTC’s success can be attributed in no Australian and Pacific Island labour the quality of training. As a result, there is small way to its own staff. The APTC team mobility policy objectives. a better regional understanding of sound share a tangible ‘head and heart’ alignment TVET practice including industry liaison, Coalitions of reform will ensure that with the purpose of APTC and the people competency-based curriculum - teaching APTC continues to create skills for life of the Pacific Region. and learning, training resources, management for the people of the Pacific. and policy, and successful transfer of skills https://www.aptc.edu.au to Pacific Island national trainers.
7 World’s Best Practice Guide in Professional and Technical Education and Training Silver: ACCESS TO CONTACT LEARNING AND EMPLOYMENT Dr. Audrey Penner Phd. Email: email@example.com Project name: Virtual Reality Enhanced Education Name of recipient/institution/association: Phone: 705-235-6867 x6867 Northern College of Applied Arts and Technology Email address: firstname.lastname@example.org tours. Five interactive simulations were Country: Canada programed which allowed the students to, figuratively, get their hands dirty. For example, the interactive simulation built for our electrician apprentices allowed INTRODUCTION them to install an 220A electrical service Northern College of Applied Arts and Technology is Ontario, Canada’s smallest college to a house. They used hand controllers institution. It also happens to have the largest catchment area in the province, over to manipulate objects, drill holes, run 150,200 square kilometers. This catchment area is greater in size than 162 of the world’s wire and install panels. Our automotive countries. Northern serves more than 65 communities in this region, and out of necessity, mechanic students were, in VR, shrunk it has evolved as a pioneer of and expert in distance education methods, technology, down to molecular size to explore the and pedagogy. Northern College had the engagement of Will Durocher, Professor, who fuel and exhaust systems of a car from the had a vision and the technological expertise to bring this vision to life. Working with inside out. This experience truly highlights both full-time programs and the contract training division, the story of how this came the potential of the technology, which is to into being is a credit to Will’s innovation. teach in new ways. This simulation was an experience which has no analogue virtual reality camera which was composed in base reality. AWARD WINNING PROJECT/ of an array of six, and later fourteen GoPro PROGRAM/INSTITUTION Cameras. The camera array allowed us More recently, social virtual reality has been emerging and becoming more Each new technology brings with it to film VR experiences stereoscopically popular. Social VR allows those with the potential for enhancing the human in a 360-degree sphere. This technology VR equipment to interact with avatars condition and making our lives better. was used to create the world’s first post in virtual spaces in ways that are very With the advent of modern virtual reality secondary course delivered through the compelling, natural and realistic. Our team technology there is an opportunity to medium of VR. The course highlighted the has been using social VR from its early enhance education in ways never before lived experience, culture, and teachings days most notably on SVR platforms like thought possible. Virtual Reality (VR) allows of various Indigenous peoples throughout AltSpace VR, VR Chat, Janus VR, Facebook educators to transcend the limitations of Canada, all through a first-person Spaces, and High Fidelity. We have used physical space and time. They can engage experiential perspective. For example, social virtual reality to take students on learners with the information, knowledge learners were engaged by putting on a virtual field trips. For example, a teacher and skills not only to excel in their careers, VR headset and learning directly from and students, all with avatars were able but also to gain a broader understanding Indigenous storytellers and elders. to jointly explore a virtual field trip, which and appreciation of the world. Through a After this initial success Northern College had been recently filmed. The teacher series of well executed projects Northern was funded to create detailed VR training guided the tour and offered students the College has invented, from scratch, new for tradespeople. With this project we experience of going underground in a pedagogy that works with the emerging designed a truly world class VR Studio mine, an experience many would not be technology of VR. At the core of these Classroom facility along with mobile fortunate enough to experience. Social projects were fundamental questions equipment that could be deployed off VR was also used by two professors to pertaining to the very nature of teaching site and a 4D effects simulator, which teach a course on entrepreneurship. The and learning. Our success in this area is not added real world effects like wind and professors created the VR equivalent of related to any one project but rather to an temperature control to the VR experience. a podcast, which they called a VRodcast. open-minded risk-taking approach and a Designing learning infrastructure with as-yet Over the course of a fourteen-week willingness to experiment. unreleased technology was a challenge and semester they did VRodcasts in both Our exploration of the virtual began required our team to anticipate upcoming virtual spaces and physical spaces using largely before commercial VR technologies changes and requirements. As part of live 360 broadcasting. were available, as such, we used the the VR for Trades project we created development kits for the Oculus Rift not only a new learning facility but also DK1 and DK2. In order to create filmed five filmed VR experiences including experiences, we constructed our own underground mine, and processing facility
World’s Best Practice Guide in Professional and Technical Education and Training 8 fail. The same ethos of fearlessly trying RESULTS AND ACCOMPLISHMENTS WORDS OF WISDOM new things, which has created most of The objective of our virtual reality It is clear to us after these projects and our technological wealth today, is exactly projects and initiatives was nothing through watching the technology evolve what is needed to develop VR as a modern less than inventing new pedagogy for closely that virtual reality is likely to standard in post-secondary teaching. an emerging medium. We met this become a phenomenon as powerful as objective by pioneering the worlds first the internet in the coming decades. This course delivered in VR and by laying the prediction is based upon the fact that NEXT STEPS foundation of effective post-secondary modern VR technology uses the exact Northern College has ambitious goals teaching with filmed VR experiences, same technology as smart phones, as such for further development of virtual reality interactive VR simulations, and teaching there is a forcing function for rapid and expertise and capabilities. The next phase in social VR. The projects resulted in continued improvement of the technology. of development involves creating the benefits to the community in terms of Institutions that want to develop capacity world’s first “virtual” school. Virtual reality better awareness of Indigenous cultures in virtual reality should try to do so while is now a “place” you can go to. The virtual across Canada. The response from our the field is emerging in order to have a reality campus of Northern College will be school’s Indigenous partners to the course formative impact. Institutions should also hosted in social virtual reality. Both short was overwhelmingly positive. The project try to foster cross-border collaboration training courses and full credit courses will created a bridge between the Indigenous with other interested parties and also with be taught to this emerging technological culture and the Western learner. The industry. Not all institutions will have an market. Northern College will then be projects also benefited our trades students interest in developing these capabilities the first institution in the world to have by allowing them to take virtual tours of but with a few engaged parties, rapid offerings delivered routinely in VR. As locations they would not otherwise get to advances in education can be made. the democratization of the technology visit as part of their traditional training. The Finally, above all institutions need a culture continues it will allow Northern to serve benefit of our social VR work is allowing of exploration and a toleration of risk to its large dispersed population with the students across vast distances to have a try new things, and even occasionally highest quality of education. shared face-to-face learning experience, which is an excellent complement to conventional distance delivery. INTERNATIONAL VALUE The lessons learned from Northern College’s innovation in VR education are widely transferable to all nations of the world. One of the primary benefits of virtual reality technologies, especially social virtual reality is its barrier dissolving effect. Much like on the internet the boundaries of countries and cultures are not overt and as such it opens new opportunities for an inter-connected world. Specifically, institutions around the world can collaborate to create compelling VR training and students from institutions worldwide can be brought together through the medium of social VR, to learn together in new ways. Faculty around the world can have face-to-face discussions of best practices without leaving their offices, and senior management can foster new collaborations and networks all around virtual tables. Conceivably, educational conferences could be hosted in social VR reducing harmful greenhouse gas emissions from international travel. Additionally, robust VR equipment is now cheaper than overseas international travel, furthering it’s potential.
9 World’s Best Practice Guide in Professional and Technical Education and Training BRONZE (TIE): ACCESS TO CONTACT LEARNING AND EMPLOYMENT Ricardo Castro-Salazar Email:email@example.com Project name: GLOBAL LEARNING AND INCLUSION WITHOUT BORDERS Phone:520.206.3021 Name of recipient/institution/association: Lee D. Lambert and Ricardo Castro-Salazar Email address: firstname.lastname@example.org; email@example.com involves strengthening Mexican-American Country: United States of America identity and culture by acknowledging the Mexican roots of the Tucson community and the deep historical links between the United States and Mexico. Thus, they have INTRODUCTION established relationships with numerous Lee Lambert is Chancellor and CEO of Pima Community Mexican institutions, including colleges College. He was born in South Korea and has lived on three and universities, national and state continents. He is the 2017 CEO of the Year of the Association of governments, and the business & industry Community College Trustees (ACCT). He has been on the board sectors with the objective of developing of the American Association of Community Colleges (AACC) (bi)cultural pride and strengthening ties and has promoted community colleges around the world. His among binational communities. As part of vision for a more interconnected binational region has been their strategy, they also have developed praised by major international actors like the US Institute for strategic relationships with numerous International Education (IIE), the Arizona-Mexico Commission, community organizations that engage and the Mexican Government. Under his leadership, PCC has received numerous national with Mexican-origin populations, including and international recognitions. the Mexican Consulate, Tucson City Government, Pima County Government, Ricardo Castro-Salazar is Vice President for International Tucson-Mexico Sister Cities Association, Development at PCC. He is also an Associate Researcher at the Fundación México, Tucson Hispanic University of Arizona Center for Latin American Studies. He has Chamber of Commerce (THCC), the been External Advisor to the Mexican Government through the League of United Latin American Citizens Institute for Mexicans Abroad and a Fulbright Administrative (LULAC), Portable Practical Education Scholar in Russia. He has graduate degrees from England, Preparation (PPEP), Amistades, and Holland, Mexico, and USA. He has published in English and many others. This approach has resulted Spanish in various international journals and edited volumes in global learning opportunities for PCC and has received recognitions in the U.S. and the U.K. for his students and for Mexican-origin minorities research on undocumented students. He also has received the University of Arizona on both sides of the border. Furthermore, Global Education Excellence Award. Chancellor Lambert strongly supported the creation of PCC’s award-winning Mexico relationships, and a vision to provide AWARD WINNING PROJECT/ access to global learning to minorities Project during politically challenging times, PROGRAM/INSTITUTION and historically marginalized populations, helping hundreds of minority students to date. At the same time, VP Castro-Salazar Chancellor Lee Lambert and Vice President especially Mexican-origin minorities. has served as External Advisor to the for International Development Ricardo In the United States, 48% of Hispanics Mexican Government and has developed Castro-Salazar have implemented a new in higher education attend community support for immigrant and DACA students. vision for international education at PCC. colleges and more than 4 in 10 residents Their premise is that all students should Thanks to this binational collaborative in Tucson, where PCC is located, are have access to global learning, and approach, PCC is one of three community Hispanic. Mexican-origin Americans international education must not be only colleges in the US selected by Mexico’s represent 89% of all Hispanics in Tucson the privilege of those with financial and Ministry of Education to host students and they are, by far, PCC’s largest academic means. Dr. Lambert, a worldly- from the prestigious SEP- Bécalos- minority enrollment. Nevertheless, a wise leader of Korean descent, and Dr. Santander (SBS) program, where large sector of their population remains Castro-Salazar, a Mexican immigrant who underprivileged Mexican students receive marginalized and their college dropout has studied and taught in a number of government support to study STEM rate is higher than for other minorities. nations, orchestrated a new approach courses and advanced ESL in the U.S. In Therefore, Chancellor Lambert and VP to international education for the public the past three years, PCC has hosted over Castro-Salazar have concentrated their community college. As part of PCC’s 250 SBS students who have earned short- efforts on the achievement of equity, mission to focus on student success, they term certificates that are recognized in social justice and inclusion for Mexican- have created structures, international American communities. Their action plan
World’s Best Practice Guide in Professional and Technical Education and Training 10 Mexico and make them more competitive others. Additionally, PCC has developed being loyal to principles and working in the labor market. Additionally, Mexican educational exchange programs with in partnership with the community. students now represent the largest number Mexican institutions that have benefitted Chancellor Lambert and VP Castro- of international students at PCC, so we have faculty and students on both sides of Salazar have been passionate and developed structured learning experiences the border. Chancellor Lambert and VP deeply committed to the principles of involving local and international students Castro-Salazar have been invited by the inclusiveness and equity beyond frontiers. where they achieve deeper intercultural Mayor of Tucson to accompany him on Under Chancellor Lambert, PCC is one of understanding. PCC students also have friendship and business missions to Mexico, the top community colleges for graduating traveled to Mexico to participate in various where they have met with top government Hispanic minorities and he has repeatedly study abroad programs. officials and a former Mexican President stated to the College community that “we are a social justice organization.” VP Castro-Salazar’s book, Navigating RESULTS AND ACCOMPLISHMENTS INTERNATIONAL VALUE Borders, has been designated by the UC The objectives of providing educational The premise of “Global Learning and Davis Mellon Social Justice Initiative as access to historically marginalized Inclusion without Borders” is international a reference on how to conduct research minorities and making the relationship with by design. Making Mexico a strategic in service of social justice movements. Mexico a priority for global learning have partner has produced new educational Thus, at PCC, the foundation of access produced powerful multiplying effects. programs based on innovative binational to learning and student success without Chancellor Lambert and VP Castro-Salazar collaboration. The goal of global borders is the embedded principle of have been recognized by the Mexican education and inclusion for all has evolved global social justice. The lesson for government, the City of Tucson, and local in partnerships with US and Mexican any other institution is to listen to the community for their service to Mexican- institutions beyond expectations. This community and let their principles lead. origin populations. PCC has partnered with year, for the first time, a government the Mexican Consulate on many initiatives, institution in Mexico has partnered with including the Education Orientation an American college to offer financial NEXT STEPS Window at the Consulate, where Mexican credit at 0% interest to Mexican students Pima’s ambition is to become Northwest nationals and Mexican-Americans can wishing to study in the US. The Institute Mexico’s preferred College in the United learn about education opportunities of Educational Credit of the State of States. Mexican students already constitute in Tucson and Mexico. PCC’s efforts Sonora partnered with Pima to offer the largest population of international to serve Mexican-origin communities such opportunity to Mexican students enrollments and Pima is planning to work have received national recognition by who enrolled in PCC during summer with the new government of Mexico and the Institute for International Education 2018. Another example of binational its educational institutions to continue (IIE). Individually, Chancellor Lambert collaboration was a partnership with the providing access to global learning to received the 2016 Victoria Foundation’s Technological Institute of Hermosillo underprivileged students on both sides Edith Auslander Outstanding Support (ITH) to implement a Sustainable Energy of the border. At the same time, PCC of Hispanic Issues in Higher Education Exchange Program where six students and has formally established an international recognition. He also was recognized with a professor from each institution worked education program that will continue to the 2017 Tucson Hispanic Chamber La on Building Construction Technology work with organizations in Mexico and the Estrella Award for his commitment to projects on both sides of the border. US to develop opportunities for Mexican- improving educational standards and his The program was selected as one of the American and Hispanic students in the commitment to diversity and inclusion. 100,000 Strong in the Americas Innovation community. PCC is also working with the VP Castro-Salazar’s work with Mexican- Fund grant recipients. These are only National Institute of Technology of Mexico American students and immigrants was two of many examples that illustrate the (the largest network of technological recognized with the 2015 League of success of learning without borders. universities in the nation) on short-term United Latin American Citizens (LULAC) STEM programs, with the Technological National Convention Humanitarian Award. Institute of Sonora (ITSON) on the He has provided over 440 scholarships WORDS OF WISDOM development of binational certificates, The concept of “Global Learning and to Mexican-origin and Hispanic students and with the Ministries of Education and Inclusion without Borders” can be with support from the Mexican Ministry of Foreign Relations of Mexico on programs applied among different international Foreign Relations. In 2017, the Ambassador for Mexican-origin populations and partners and educational dimensions. of Mexico to the US visited Tucson and immigrants. One of PCC’s main goals is Many educators support the concept, honored PCC with an $80,000 grant for to expand study abroad programs and but execution can encounter political scholarships. PCC’s Office of International to continue expanding opportunities for opposition and misunderstanding. Development has worked with community underprivileged populations. One of the key lessons at PCC, and organizations like JobPath to select the best way to face challenges, is by scholarship beneficiaries in strategic areas like Aviation Technologies, Sustainable Technology, Automotive, Logistics, and
11 World’s Best Practice Guide in Professional and Technical Education and Training BRONZE (TIE): ACCESS TO CONTACT LEARNING AND EMPLOYMENT LI Zhen (Joe) Email: firstname.lastname@example.org Name of recipient/institution/association: Qingdao Technical College Phone: 86-189 5328 2565 Email address: email@example.com Country: P.R.China develop their own learning pathways, INTRODUCTION through doing projects they internalize Qingdao Technical College (QTC) is, in China, one of the first national exemplary skills, and, therefore, achieve abilities that vocational colleges; one of the Chinese advanced vocational education institutes; one of are sustainable. After graduation, about employment competitiveness exemplary colleges, among vocational colleges; and, one 70% students stay working in Qingdao; of the modern apprenticeship pilot higher vocational colleges. QTC also takes the leading in contrast, before registration, only 30% role in the “Student Support Services” Affinity Group of WFCP. students come from Qingdao. QTC maintains partnerships with 83 institutions and organizations from 25 countries and regions around the world. Teacher training bases were set up in partner institutions and organizations in 8 countries and regions. Three International Symposia on Higher RESULTS AND ACCOMPLISHMENTS Embracing a “student-centred” philosophy Vocational Education were hosted by QTC. In 2013, the vocational education cooperation based on enterprises’ and students’ needs, project between the Chinese and New Zealand governments were settled at QTC. QTC teaching reform is carried out at QTC. has won many honorary titles, such as the 2016 WFCP Awards of Excellence Gold Award To improve the performance criteria of in “Student Support Services, and the most popular university president among Chinese holistic development, to provide students universities and colleges. with more opportunities, and to improve competitive advantages for students the learning.” Students raise questions through AWARD WINNING PROJECT/ the learning processes, which is an inquiry- “learning, teaching and doing in one” PROGRAM/INSTITUTION based learning style. Whereas teachers at talent training mode was innovated, a broad-field curriculum system of higher Quality management is improved by QTC aim at addressing students’ questions vocational education constructed, and setting the goal of “letting students in their teaching practices and in this way, “many teachers collaborate in one class” become their best self,” and innovatively students are able to master the concepts and “project-based teaching” methods putting forward a “learning, teaching and in the learning process and enjoy the joy were implemented. The employment rate doing in one” talent training mode, which brought by creativity. In addition, students remains over 97 percent. is based on “learning” and promoting the integration of production and education. Every year, professional training programs are revised dynamically according to business and students’ needs. QTC offers “support and service” to our students through various channels such as general education, academic consultation, career planning and psychological support. Students who are frustrated by their poor academic performance on the entrance exam will be trained to be a new, professional and reliable industry support. Under the task-oriented and project- driven paths, the initiative of each major is given back to students and students’ creativities are respected. The teaching concepts turn from “hand by hand” to “let go;” from “learning first and then doing” to “doing first and then learning;” and, from “teaching for teaching” to “teaching for
World’s Best Practice Guide in Professional and Technical Education and Training 12 INTERNATIONAL VALUE Adhering to an international college concept, QTC continuously explores in terms of curriculum reform, academic exchanges, teachers’ exchange, students’ overseas study and employment and new mechanisms and modes of international cooperation and exchange. QTC ranks top 50 in terms of international influence among China’s higher vocational colleges. In 2017, QTC, together with Qingdao Construction Group, set up a training base in Kenya to recruit and train Kenyan employees. In the same period, a Chinese tourism training base was set up in Dubai to train local tourist guides. Internationalization of Curriculum Development, of the teachers’ team, and of talent training is promoted at QTC. WORDS OF WISDOM • Initiate the talent cultivation mode of “Learning, Teaching and Doing in One” • Construct the three dimensional “Broad-Field Curriculum” system • Improve teaching strategies and methods • Strengthen guidance and education for entrepreneurship and employment • Strengthen international cooperation and exchange • Implement multiple evaluations NEXT STEPS QTC will adhere to the “international education” route and penetrate internationalization of talent cultivation into professional level. Furthermore, facing internationalization and industrialization, QTC will construct the professional talent training of “1+N+1” cooperative mode, as In other majors, there are similar learning Students’ learning motivation is stimulated, in, each specialty relies on “one industry processes. Not only that, QTC creates and their overall quality and creativity organization” and “N (more than one) opportunities for students to establish improved. QTC students, who not only have related enterprises” to connect with “one student-centered positions, improve their strong professional skills, but also have a foreign vocational education institution,” learning potential, and develop their noble professional moral spirit, have won to provide our students with opportunities learning abilities through creating “job- many prizes in skill competitions at home to study abroad, paid internships abroad, like courses” such as “Honours Program”, and abroad. QTC students also obtain and employment. “Humanistic Quality General Course”, sustainable development capability, and the “Labour Education Class”, “Creative employment rate remains over 97 percent. Design Course,” and “Student Assistant.” There are 166 QTC students employed abroad, while another 124 students started their own business while at school.
13 SECTION 2 World Best Practices Guide in Professional and Technical Education applied Research
World’s Best Practice Guide in Professional and Technical Education and Training 14 GOLD: APPLIED RESEARCH CONTACT Dr. Marc Nantel, Project name: Associate Vice-President, Niagara College Research & Innovation Excellence Research & Innovation Name of recipient/institution/association: Research & Innovation Division, Niagara College Email: firstname.lastname@example.org Email address: email@example.com Phone: 905-641-2252, ext. 4150 Country: Canada INTRODUCTION The achievements of R&I are really the achievements of the industry partners with Niagara College’s (NC) Research & Innovation (R&I) Division provides real-world solutions whom we work. Here are specific examples for business, key industry sectors, and the community through applied research and (many more can be found on our website: knowledge transfer activities. We conduct projects that provide innovative solutions, https://www.ncinnovation.ca/our-projects). such as producing and testing prototypes, evaluating new technologies, and developing WAMIC: Airbus Helicopters reached out new or improved products or processes for small- and medium-sized businesses. With for help improving its processes around funding support from various regional, provincial and federal agencies, students and the trimming of large composite pieces graduates are hired to work alongside faculty researchers to assist industry partners leap (https://www.ncinnovation.ca/blog/ forward in the marketplace. Niagara College is focused on three Innovation Centres: the portfolio/airbus-helicopters-canada). Walker Advanced Manufacturing Innovation Centre (WAMIC); the Canadian Food & Wine The research team conducted a thorough Institute Innovation Centre (CFWI IC); and the Agriculture & Environmental Technologies analysis of Airbus’ current practice, Innovation Centre (AETIC). Operating on the key values of teamwork, honesty, ethics, culminating in a final comprehensive respect and excellence, NC’s R&I division has earned the Canadian Top 50 Research report. Currently, Airbus and I-Cubed, a Colleges standing of No. 7 for the past 2 years (2016, 2017). local automation solutions provider in Stoney Creek, are working together to To support industry sectors that are AWARD WINNING PROJECT/ most relevant to Niagara, NC has been move forward with the recommended PROGRAM/INSTITUTION successful in building strong institutional solution. Overall, the solution will reduce the work-cell scrappage rates by 90% and Through its Research & Innovation division, capacity by achieving success in obtaining decrease the time to process each part on Niagara College is committed to pursuing long-term, renewable grants. To support average by 80%. research and development activities that: its research Centres, NC has secured funding for two buildings (WAMIC, CFWI CFWI IC: Broya, a Toronto-based food • Take a leadership role in revitalizing IC); held 2 multi-million-dollar capacity- company that produces high-quality, the Niagara regional economy, while building grants (CFWI IC, AETIC); has innovative meat products, approached supporting community and economic recently renewed its Industrial Research the Centre with an idea to develop a new development in Niagara, Ontario, and Chair for Colleges (AETIC) in Precision product line of shelf stable, bite-sized Canada Agriculture & Environmental Technologies; meat snacks, which would meet their • Enhance the productivity and increase secured multiple small and large project- exceptional standards of nutrition and the competitiveness of our local small- focused Ontario grants (all Centres); health benefits (https://www.ncinnovation. and medium-sized enterprises (SMEs) received multiple small ($30,000 to ca/blog/portfolio/broya). The research $150,000) and large (> $1,000,000) team conducted a product development • Support the creation of new jobs equipment grants; and, currently holds two project that resulted in three new meat through successful applied research Technology Access Centre (TAC) grants snacks, which combine natural sweetness, and commercialization activities (WAMIC, CFWI IC). The Innovation Centres mild spices, real fruits, and ethically • Enhance the quality of our academic are further supported by our Digital sourced meat. The products, which have programs and professional development Media & Web Solutions and Business & now been commercialized for health-food of college personnel Commercialization Solutions. The two stores, and soon major retail chains, are Solutions are an enabling layer for the also paleo-friendly, gluten-free, nitrite-free, • Support the development of applied Centre-based projects, and improve the and completely free of all other allergens. research skills of our students commercialization prospects we help our AETIC: The team solves sector-wide industry partners to develop; they are challenges in agriculture, with recent work supported through the major activities and including: collaborating with Sarapoint funding of the Centres. Global to develop weather analytics
15 World’s Best Practice Guide in Professional and Technical Education and Training for tender fruit growers, and drone- projects with Airbus, the company saw his campus, touring all our research labs, and to-rover communications to support potential to oversee aerospace component allowing each student an opportunity to precision agriculture and semi-automated production and ensure the production present on their team’s progress on recent farming; and using precision agriculture lines are operational. projects. This allows a friendly setting applications research, sharing that in which students may further develop research with 28,000 grain farmers across presentation and business skills. With the province to support the profitable INTERNATIONAL VALUE the success of these days, we now plan Because of our success building capacity and environmentally sustainable usage events similar to ‘break bread’ together and operations at NC, R&I has been of precision agriculture variable-rate throughout the year. involved in many International projects techniques on their fields. aimed at increasing research capacity in other institutions. For example, Vietnam’s NEXT STEPS RESULTS AND ACCOMPLISHMENTS Vinh Long Community College (VLCC) has To build on our success, we must continue There is no applied research project been working closely with NC to develop to seek long-term, renewable funding conducted at Niagara College without at their capacity in food technology and opportunities, while persisting in our least one student involved. Niagara College laboratory management in partnership efforts to recruit industry partners who recently released a 2017-2021 strategic with Global Affairs Canada and Agriteam will benefit from interactions with our plan that points NC toward a future as Canada. In the program, VLCC was trained Innovation Centres. Colleges in Canada are “Canada’s leader in applied, experiential to deliver performance-based, demand- fortunate to be supported in their applied learning” and in which experiential driven, student-centred curriculum with research efforts by strong programs at learning is highlighted as one of three new methodologies, equipment and several levels of government. Nevertheless, key strategic directions (http://www. delivery approaches. NC’s School of college research is critically underfunded niagaracollege.ca/about/administration/ Horticulture has also taken our applied compared to that of universities. There is plans-reports/strategic-plan/). The R&I research knowledge and expertise to the much more that could be accomplished Division has placed experiential student Dominican Republic, building pumps to with the right level of support, so Niagara learning at its core since our inception improve irrigation in the greenhouses College intends to be a strong player in the through course-based research (hands- and introducing aquaponics, a self- advocacy work of its provincial (Colleges on training occurs as part of the course contained system combining aquaculture Ontario) and federal (Colleges & Institutes learning objectives), funded research, and and hydroponics. And finally, NC recently Canada) associations. By securing funding technical service offerings. In the latter hosted delegations from Excelsior for its Innovation Centres, Niagara College two examples, students are hired by R&I Community College, Jamaica, through the furthers its own cause, but by contributing as Research Assistants (part-time and CARICOM Education For Employment through advocacy to raising the overall co-op options), and Research Associates Program (C-EFE), and Brazil’s Ministry of level of funding for college applied (one-year contracts for graduates). NC Education, through the CICan Canada-Brazil research in Canada, we also aspire to help R&I has made possible close to 10,000 Collaboration, to share with them best our whole sector, including students and student research experiences since July practices in the administration of applied industry partners who benefit from it. 2011, with ~350 of these as paid research research in the college environment. positions, and ~9,500 as course-based project participations. Our students on applied research projects learn WORDS OF WISDOM Niagara College Research & Innovation project management, presentation skills, operations and Innovation Centres are split intellectual property, report writing, and between two campuses in the Niagara all the soft skills required to interact Region, so it is sometimes difficult for our with industry partners and project teams of students, graduates and faculty colleagues. In many cases, they are hired to get to know the administrative team, on by the industry partner after their and each other, and to feel connected to project completion, and graduation. the greater mission of training students For example, James Turner worked as a while engaging with industry. Therefore, Research Assistant with WAMIC, was hired we implemented an annual Research & upon graduation from the Mechanical Innovation professional development day, Engineering Technologist program, to in which all staff, graduates and students be a Manufacturing Process Engineer at spend the day together, anchored by a Airbus Helicopters, a subsidiary of global lunchtime barbecue. We spend the first aerospace company, Airbus. Based on his half of our day at our Welland campus, and work as an NC student, including partner the second half at the Niagara-on-the-Lake
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