Journal Article

Because of rising life expectancy and declining birth rates, reducing early retirement and prolonging employees' working lives have become major goals on social policy agendas. In this context, ensuring the adaptability and employability of the existing workforce has become an important issue. The aim of this article is to conduct a review of the most recent literature on employment outcomes of adult learning. The review covers literature published in English since 2010.

Predicting the gender effects of the next phase of technological change is complex. Potential mass job displacement, as predicted by some of the most quoted analysts, could be expected to put gender equality gains at risk, with women again encouraged to focus more on unpaid work, as happened after the two world wars when mass unemployment was threatened. Predictions of job loss by gender are based on extrapolating from the current pattern of gender segregation. This may be a reasonable method to predict job loss, provided attention is paid to the fact that not all women’s jobs are routinized and automatable and that women’s low wages may reduce incentives to displace female labor.

This study explores the perspectives of business college graduates, how technology has shaped the structures of their jobs, and the role of non-technical skills as they navigate the changing career path. Three overlapping themes emerged from the data analysis: (1) influence of increased technology capabilities on job structures and careers; (2) participation in job-related training and formal education as means of adapting to the new work environment; and (3) the role of non-technical skills in the workplace amidst the intensification of technology change. This research provides higher education practitioners and labor market researchers qualitative perspectives on work structure changes.

The development of any assessment should be an iterative and careful process. Ideally, this process is guided by a well-defined framework (see for example Downing in: Downing and Haladyna (eds) Handbook of test development, Lawrence Erlbaum Associates, Mahwah, 2006; Mislevy et al. In On the roles of task model variables in assessment design (CSE Technical Report 500), Educational Testing Service, Princeton, 1999; AERA et al. In Standards for educational and psychological testing, AERA, Washington, DC, 2004), but such a framework is not always available when the instrument to be developed is new or innovative. Frameworks for the development of traditional computer-based tests have been published and experimented with since the late 1990s, by which time CBT had already existed for more than a decade. In an earlier empirical pilot study, we described a new type of assessment for Dutch vocational education, called multimedia-based performance assessment (MBPA) (self-revealing reference 2014). This CBT uses multiple media formats and interactive tasks to measure skills that are currently measured by performance-based assessment. In conducting that pilot study, deficits in the existing literature made it difficult to ground all developmental steps in sound scientific theory. To remedy those deficits, this article presents and validates a framework for the design and development of MBPA, combining a search of the relevant literature from several subfields of educational assessment and consultation with assessment experts. The framework unites assessment development and multimedia development theory, focus solely on vocational education, and answers the call for a framework from the scientific community. The first step in validating the prototype framework involved five semi-structured interviews with Dutch assessment and multimedia experts to produce a final version of the framework. Second, the pilot MBPA was reconstructed in accordance with this finalized framework, resulting in an improved MBPA and demonstrating that the proposed framework is a useful and applicable tool for the design and development of MBPA in vocational education.

The future of work debate is cast with the certainty that technology-driven change is inevitable as numerous pundits profiteer from predicting the future. Among the many books, conferences, workshops and consultancy reports, there is a notable silence regarding the impact on gender. The aim of this article is to present a corrective, by arguing that if the gender bias that is embedded in the current social order is not tackled head-on, the future world of work is likely to exacerbate gender equality gaps.

This study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, [the] study estimates the effects that advanced math, advanced science, engineering, and computer science courses in high school have on the probability that non-college bound youth will obtain employment in the STEM economy and on wages within two years of graduating from high school. [The] findings indicate that STEM coursework is unrelated with the probability of securing a job in the STEM economy and is unrelated with wages two years post high school graduation.

Purpose: The purpose of this paper is to review a range of mechanisms used by universities to support employers to facilitate effective 'on the job learning' for apprentices. It reflects on how these mechanisms can be used to address some of the challenges, reported in the literature that employers face to in supporting apprentices in the workplace. Design/methodology/approach: A short questionnaire administered to colleagues prior to attendance at a workshop, identified a range of activities, at various stages of engagement with employers that were used by universities to facilitate effective workplace learning and also to address some of the challenges faced by employers. These activities were then discussed and explored within the workshop to identify areas of best practice from the HEI sector to promote effective workplace learning. Findings: Engagement with employers needs to occur from the outset of the development of the apprenticeship. Embedding the on the job learning within the design of the academic programme, with explicit links between the theoretical learning (knowledge element of the apprenticeship standard) and practical application of learning (skills and behaviours within the apprenticeship standard). Regular interactions with a range of staff within the employer ensure that there is a clear understanding throughout the apprentice's journey, of how to promote an effective learning environment for the apprentice within the context of the organisation. The role of the workplace facilitator/mentor key. A range of approaches to providing training and ongoing support for facilitators/mentors was identified. Research limitations/implications: The study was limited to the participants within the workshop at the conference, a self-selecting group from a relatively small number of HE providers. The HEIs represented provided apprenticeships in a range of subject areas, working with both public sector and private sector providers. Further studies are required to encompass a broader range of providers, including drawing on best practice from the FE and independent sector, and applying principles used there in the context of HE. Practical implications: Engagement with employers from an early stage of the development of the apprenticeship is imperative, viewing the apprenticeship holistically, rather than as an academic programme with some work-based activities. Resources need to be devoted to regular and frequent contact with a range of personnel within the employer organisation, so that a partnership approach to supporting learning is developed. Training and ongoing support for work-based mentors/facilitators continues to be a key success factor. This needs to be managed to balance the learning needs of the mentors with the potential impact on workplace productivity. Social implications: The paper identifies a range of approaches that will enhance the effectiveness of learning in the workplace. This will both enhance the apprentice’s learning experience and ensure that higher and degree apprenticeships are developed holistically, meeting the academic requirements of the university and the workplace needs of the employer. This, in turn, will enhance success rates and reduce attrition rates from apprenticeships, which, in turn, may encourage more employers to engage with higher and degree apprenticeships. Originality/value: The paper collates a range of best practice from the sector to promote effective workplace learning.

This paper investigates effective strategies for enhancing completion rates of apprentices and their retention after completing their training. The study was cross sectional and qualitative, involving semi‐structured interviews with managers and four focus groups involving current and completed apprentices from within the engineering sector. The findings revealed that the factors that can enhance intentions of completing an apprenticeship were perceived organisation support (POS) factors such as apprentice pay, recognition and employer support. Leader Member Exchange (LMX) factors such as support from trainers and supervisors, would increase their intentions to complete an apprenticeship and stay on with an organisation after training. The key Percieved Organisational Support factors that would enhance intentions to stay with the organisation after completion were post apprenticeship pay, career progression and challenging and interesting work. Participants with high Perceived Organisational Support and Leader-Member Exchange, had higher intentions of completing an apprenticeship and staying with the employer after completion and vice versa. This research added to the literature on apprenticeships as it analysed the factors influencing current and completed apprentices' intentions to discontinue or complete an apprenticeship and stay with or leave their employer after completion through the lens of social exchange theory (SET) (Blau, 1964). This is unlike previous studies that emphasised motivation theory. Social Exchange Theory was supported as both employers and apprentices weighed the costs and benefits of their relationship which impacted on their completion and retention choices. The implication of this study is that employers should develop effective strategies for enhancing completion and retention rates to reap the full benefits from apprenticeships.

The paper evaluates the readiness of apprenticeship systems to cope with five major developments affecting the future of work. The institution of apprenticeship has evolved over time in all countries, gradually adapting to changes in industrial processes, the economy, the labour market and education systems. This paper suggests, however, that recent changes in the economy and the labour market, and their concomitant effects on the likely future of work, have the potential to disrupt apprenticeship systems quite radically worldwide, and/or to make them less relevant in the 21st century. The paper draws on data from recent Australian and international research projects undertaken by the author, as well as the author's engagement in Australian government exercises to discuss the future of apprenticeships. The research found that adaptations of systems and processes were being undertaken at company level and by stakeholders such as trade union or employer peak bodies. They were less frequently apparent, however, in government policy. The paper analyses the data to produce a framework of readiness for 'future work', but also queries whether adaptation of apprenticeship systems is necessarily desirable in all instances. Although the presence of multiple stakeholders in the system has previously been viewed as a strength of the system, it can also make even minor changes difficult to implement. This could prove to be a major impediment to apprenticeship's future or could be a means of preserving its essential features.