Will they get a job? How can we help?

I just wanted to note a really interesting conversation that Bronwyn, Hellie and I had at the Oct 7th workshop. We touched on a variety of points, but one that was of particular interest was:

Is it equitable for the polytech to increase student numbers within programmes when there may not be a job for them at the end of it? If this was to happen, how can the polytechnic create a learning and teaching environment whereby students assemble a range of skills and knowledge that will allow them to be flexible with their careers in a rapidly changing world?

It is extremely difficult to foresee future changes in, for example, technology, policy and societal norms. These shifts however may quickly cause a shift in the market (either due to $, ethics/politics or environment – often the same thing) that may cause our jobs to become over saturated with specialists with regard to the market that is driving it. A good example is currently under review with the proposed changes to ACC in relation to visits to the physiotherapist. Universities have been cranking them out at full speed for the last few years to keep up with growing demand. However, for incoming students for 2010 they may need to rethink numbers!

This sort of scenario can be related back to why education institutions (and their students) benefit from incorporating education for sustainability (efs) into their teaching strategy. The pedagogy highlighted in education for sustainability is from what I can tell all the ‘new’ models of teaching and learning. Combined with systems thinking and an understanding of what sustainable practice, student’s will have a greater ability to interpret the social, environmental and economic changes around them.

With regard to my first question, whether it is ethical to train more students than positions available, I think there is a certain amount of responsibility by the Polytech and departments. On the other hand, (as long as there was not a flux in numbers due to a reality TV show or something else completely unrelated to reality) the polytechnic also as the opportunity to influence industry so they may steer away from unsustainable models of operating. This way the Polytechnic can drive the market for these jobs by ensuring that they are responding to what the customer demands and within a sustainable system.

I realise there are some really major jumps in this piece of writing but hope it makes some sense!

Thanks, Ella ;-)

I just wanted to note a really interesting conversation that Bronwyn, Hellie and I had at the Oct 7th workshop. We touched on a variety of points, but one that was of particular interest was:
Is it equitable for the polytech to increase student numbers within programmes when there may not be a job for them at the end of it? If this was to happen, how can the polytechnic create a learning and teaching environment whereby students assemble a range of skills and knowledge that will allow them to be flexible with their careers in a rapidly changing world?

It is extremely difficult to foresee future changes in, for example, technology, policy and societal norms. These shifts however may quickly cause a shift in the market (either due to $, ethics/politics or environment – often the same thing) that may cause our jobs to become over saturated with specialists with regard to the market that is driving it. A good example is currently under review with the proposed changes to ACC in relation to visits to the physiotherapist. Universities have been cranking them out at full speed for the last few years to keep up with growing demand. However, for incoming students for 2010 they may need to rethink numbers!

This sort of scenario can be related back to why education institutions (and their students) benefit from incorporating education for sustainability (efs) into their teaching strategy. The pedagogy highlighted in education for sustainability is from what I can tell all the ‘new’ models of teaching and learning. Combined with systems thinking and an understanding of what sustainable practice, student’s will have a greater ability to interpret the social, environmental and economic changes around them.

With regard to my first question, whether it is ethical to train more students than positions available, I think there is a certain amount of responsibility by the Polytech and departments. On the other hand, (as long as there was not a flux in numbers due to a reality TV show or something else completely unrelated to reality) the polytechnic also as the opportunity to influence industry so they may steer away from unsustainable models of operating. This way the Polytechnic can drive the market for these jobs by ensuring that they are responding to what the customer demands and within a sustainable system.

I realise there are some really major jumps in this piece of writing but hope it makes some sense!

Thanks, Ella ;-)

Access and Equity

I just wanted to note a really interesting conversation that Bronwyn, Hellie and I had at the Oct 7th workshop. We touched on a variety of points, but one that was of particular interest was:

Is it equitable for the polytech to increase student numbers within programmes when there may not be a job for them at the end of it? If this was to happen, how can the polytechnic create a learning and teaching environment whereby students assemble a range of skills and knowledge that will allow them to be flexible with their careers in a rapidly changing world?

It is extremely difficult to foresee future changes in, for example, technology, policy and societal norms. These shifts however may quickly cause a shift in the market (either due to $, ethics/politics or environment – often the same thing) that may cause our jobs to become over saturated with specialists with regard to the market that is driving it. A good example is currently under review with the proposed changes to ACC in relation to visits to the physiotherapist. Universities have been cranking them out at full speed for the last few years to keep up with growing demand. However, for incoming students for 2010 they may need to rethink numbers!

This sort of scenario can be related back to why education institutions (and their students) benefit from incorporating education for sustainability (efs) into their teaching strategy. The pedagogy highlighted in education for sustainability is from what I can tell all the ‘new’ models of teaching and learning. Combined with systems thinking and an understanding of what sustainable practice, student’s will have a greater ability to interpret the social, environmental and economic changes around them.

With regard to my first question, whether it is ethical to train more students than positions available, I think there is a certain amount of responsibility by the Polytech and departments. On the other hand, (as long as there was not a flux in numbers due to a reality TV show or something else completely unrelated to reality) the polytechnic also as the opportunity to influence industry so they may steer away from unsustainable models of operating. This way the Polytechnic can drive the market for these jobs by ensuring that they are responding to what the customer demands and within a sustainable system.

I realise there are some really major jumps in this piece of writing but hope it makes some sense!

Thanks, Ella ;-)