Centre for Research in Schemes & Policies (CRISP)’s Post

I’m ready for a game-changing boost in the workforce industry! With the $53B CHIPs Act allocating over $5B towards R&D and education, I’m hopeful we’re on the brink of a workforce development revolution. But here’s what makes this moment so important for IPC and the 3K manufacturers we represent. We are leading the charge to make sure this investment isn’t confined to #semiconductors alone. By collaborating with the U.S. Department of Labor to establish national program standards for electronics manufacturing apprenticeships, IPC is making it easier for companies of all sizes to develop the skilled workforce essential for capitalizing on the CHIPs Act. Additionally, IPC’s partnership with high schools in Colorado, Massachusetts, and Texas, aimed at providing students with the technical instruction needed for apprenticeships, is laying the groundwork for a pipeline of talent. #CHIPSAct #Workforce #FutureOfWork https://bit.ly/3SZaDon

The digital economy in the US is worth roughly 2.6 trillion dollars, yet many American workers lack the skills required for careers in the tech sector. The #GED Tech Apprenticeship program is changing this narrative, providing free tech training to GED learners and graduates, who typically come from underserved areas of society, to prepare them for entry-level roles from which they can learn and grow. In this clip from a recent panel at the Coalition on Adult Basic Education, Cia Kouparitsas unpacks how the GED Tech Apprenticeship program is turning learners into technologists: https://lnkd.in/g2yvvCmr #GEDTechApprenticeshipProgram #TechJobs

The landscape of work-based learning is varied, layered, and remarkably contextualized. This idea could help address the challenges. One way evolve this idea is to integrate the concept of capstone learning. We'll be watching this space.

I knew this worked like a charm and I've now discovered that there's a term for it! The 'Permissionless Apprenticeship' model (Jack Butcher) is hands down one of the most effective frameworks to get into the spaces you want to get into. For years, I've been so eager to get involved with Quality, Safety and Human Factors (QS&HF) practice and research. This meant that I've: 🔅 Sent blog outlines to QS&HF researchers I've admired about their recent publications to translate findings to the public, in hopes of working with them 🔅 Shared curriculum tips for publishing QI work with hospital-based QI representatives, in hopes of partnering to better disseminate QI work more broadly 🔅 Sent 1-2 Human Factors-informed recommendations to start-up medical device companies, in hopes of informing improvements in design 🔅 Conducted a high-level assessment of a research center's opportunities to collaborate with industry, in hopes of gaining more experience with translational research In all of these cases, I ended with a "If this is helpful, lets chat!". And in so many of these cases, I'm still working alongside these folks today. It's not about how hard you work, but how you set yourself apart. Check out the 'Permissionless Apprenticeship' model! (Not sponsored) Happy listening! Machu Picchu-The Strokes

While helping a few college-level Prof-Tech programs address the challenges of developing and maintaining work-based learning, an idea emerged: could a program's curriculum include a set of skills and tools that enable students to seek and establish their own work-based learning opportunities (WBLO)? This would not replace the responsibility of the college to vet and monitor these opportunities, but it would allow students to assume more agency. It would also solve another challenge: some colleges are not particularly good at managing WBLO via a central position. Prof-Tech WBLO requires specific focus, nuanced networking, and well-informed value propositions. While program faculty may be the best advocates to set-up and nurture WBLO for their students, many faculty simply don't have the time. This approach would not work for those pathways that involve formal WBLO structures like clinical rotations and apprenticeships, but it could be a strategy that fills the gaps in less organized sectors. Anyone have experience with or examples of an approach like this? #ProfTechEducation #WorkBasedLearning #EmpoweringStudents

This week, we’ve announced the next wave of Skills Injection funding that will allow more people across the country to access further and higher education or achieve skilled work, as well as support regions across the country to level up. £44m from the Skills Injection Fund will make sure more people can take Higher Technical Qualifications (HTQs) – an alternative to degrees or apprenticeships – to gain in-demand skills including digital, health care and engineering. These qualifications allow students to work closely with employers, equipping them with the skills they need to go onto further study or straight into a good job. It will also mean that new opportunities are available in specific regions, as part of the government’s Levelling Up long-term programme of reform. Find out if an HTQ is for you👇 https://lnkd.in/exMtHEtt

Just read Garnett (2016) conceptual paper on 'A critical challenge to subject discipline structures and practices of higher education.' Some interesting thoughts on Work based learning. For our management apprenticeship programmes, they are about how we should be working with employers on meeting their organisational needs; making more explicit that they are partners; apprentices turning their tacit knowledge into explicit and the need for transdisciplinary learning for messy work situations. These has implications on how we organise our structures, processes and recognition of learning at our University. I hope to share these thoughts with my colleagues at our next Community of Practice session. 😀

I talked yesterday at Imperial College Hospital's apprenticeship celebration event about some of the myths around learning. For example - "As you get older, it is harder to learn". False! But older workers tend to access learning less as they progress their careers and, whatever your age, if you don't engage with learning for a while, it takes time to get back into it. Also, adults try to avoid things that feel difficult or uncomfortable, which learning can be. What's the lesson - embrace your discomfort and you are never to old to learn. "Everyone learns best through their preferred learning style". False! There is no research evidence that different people learn better through a predisposition to a particular way of learning (like visually or through listening or by doing). You may well prefer one style over another, but the style you are most comfortable with may not be the best way to acquire knowledge or a skill. Lesson - embrace discomfort!

Good news, Good news, Good news!!!!!☺️. Hello Linkedin Famz😀.. Yes I’m a bearer of good news☺️😊, whether you're an undergraduate struggling to choose the right career path or a graduate uncertain about what comes next after school. Utidia Apprenticeship Institute (UAI) is here to support you. UAI focuses on developing the workforce, making individuals more accessible to employers. The institute aims to tackle youth unemployment by providing training and real-life experiences through attachments with companies or enterprises. Reflecting on my own university days, I understand the challenge of not knowing the next steps after graduation. However, receiving a scholarship from UAI has helped me identify my career aspirations. While defining your personal and professional path may be daunting, with mentoring and guidance, it becomes achievable. Take the opportunity to challenge yourself and join the second cohort of UAI. Notably, some courses are fully sponsored, making this journey accessible to all. Thanks to Dr. Faith Nwaobia, Tammy Francis, Ph.D., Anne Semadeni-George and other facilitators. Apply here👇 https://lnkd.in/dyHZBNDq #UAI #youtheducation #unemplyment #careergrowth

Our youngest children are our future and we must invest to ensure we encourage them to investigate, believe in their individual ability to progress. That is our job in early years. We need to encourage our learners to believe in themselves and celebrate their individual achievements. In the material world we love our children sometimes are not encouraged to develop each individual child. individual stage of development but at the stage adults believe they should aspire to. We as a society push them when they are not ready. Let us enjoy our children being children who love being outdoors or indoors. Love getting muddy and enjoying life or being part of the nursery family they are enjoying and learning from. Do not push our children to what we believe is their goal. Let us enjoy observing and evaluating their achievements at their pace of lesrning. So rewarding, trust me. This is what encourages young people to attend school. Adults believing in their ability. Academically or hands on. Just enjoy their childhood and celebrate the Modern Apprenticeship and encourage them to grow- grow at their speed.