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World’s Best Practice Guide in Professional and Technical Education and Training 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 protected] 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 Colleges and Polytechnics is pleased to present the The World Federation of 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 SECTION4 1 ACCESS TO LEARNING AND EMPLOYMENT 5 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT GOLD: ACCESS TO LEARNING AND EMPLOYMENT Denise O’Brien Email: [email protected] 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 APTC’s use of live work projects to rebuild AWARD WINNING PROJECT/ NGOs to ensure that training meets labour communities is an exemplary educational PROGRAM/INSTITUTION market demands and produces job-ready 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. A key emphasis of APTC is to establish and commitment from both government and The Technical, Vocational Education and maintain close links with industry to ensure industry to support APTC student learning Training (TVET) aid and development that training is relevant. APTC actively by offering work placements has been program provides a blueprint for supports local employers, industry groups a significant element to APTC’s success. increasing access to learning and and associations. APTC has successfully Consistently high student and employer employment for Pacific Island Citizens. engaged local employers committed to the satisfaction is evidence of APTC relevance in the Region. APTC has moved from a “donor/ APTC is highly valued across the region for training of their staff. APTC has been able to work with employers to realise strong recipient” model to a genuine partnership the transformative effect it has had on lives model, underpinned with a capacity building and communities in diverse and remote gains from a highly skilled workforce. Some examples of these relationships are and sustainability strategy that is agreed by locations. At the very heart of APTC’s work all parties, with closely managed outcomes. is providing access to quality training to Solomon Power (SI), Fiji Water (Fiji), Curtin develop skills that enable citizens to enter Bros and Coral Seas Hotels (PNG) and the 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 WORDS OF WISDOM Students will have the opportunity productivity through training 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

CONTACT Silver: ACCESS TO LEARNING AND EMPLOYMENT Dr. Audrey Penner Phd. Email: [email protected] 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: [email protected] 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 AWARD WINNING PROJECT/ virtual reality camera which was composed in base reality. of an array of six, and later fourteen GoPro More recently, social virtual reality has PROGRAM/INSTITUTION Cameras. The camera array allowed us 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

RESULTS AND ACCOMPLISHMENTS WORDS OF WISDOM fail. The same ethos of fearlessly trying 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

CONTACT BRONZE (TIE): ACCESS TO LEARNING AND EMPLOYMENT Ricardo Castro-Salazar Email:[email protected] 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: [email protected]; [email protected] 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 Project during politically challenging times, AWARD WINNING PROJECT/ access to global learning to minorities helping hundreds of minority students to PROGRAM/INSTITUTION and historically marginalized populations, 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.” RESULTS AND ACCOMPLISHMENTS INTERNATIONAL VALUE VP Castro-Salazar’s book, Navigating 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. WORDS OF WISDOM Institute of Sonora (ITSON) on the He has provided over 440 scholarships 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

CONTACT BRONZE (TIE): ACCESS TO LEARNING AND EMPLOYMENT LI Zhen (Joe) Email: [email protected] Name of recipient/institution/association: Qingdao Technical College Phone: 86-189 5328 2565 Email address: [email protected] Country: P.R.China

INTRODUCTION develop their own learning pathways, 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 “learning, teaching and doing in one” AWARD WINNING PROJECT/ the learning processes, which is an inquiry- talent training mode was innovated, a PROGRAM/INSTITUTION based learning style. Whereas teachers at 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 is based on “learning” and promoting the remains over 97 percent. 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. 13SECTION 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

CONTACT GOLD: APPLIED RESEARCH 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: [email protected] Email address: [email protected] 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 move forward with the recommended AWARD WINNING PROJECT/ most relevant to Niagara, NC has been solution. Overall, the solution will reduce PROGRAM/INSTITUTION successful in building strong institutional 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 INTERNATIONAL VALUE presentation and business skills. With the province to support the profitable 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 WORDS OF WISDOM on applied research projects learn 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 World’s Best Practice Guide in Professional and Technical Education and Training 16

CONTACT Silver: APPLIED RESEARCH Project name: Ray Hoemsen The Research Enterprise at Red River College Email: [email protected] Name of recipient/institution/association: Red River College Phone: 1-204-799-6987 Email address: [email protected] Country: Canada to being used for research, these resources are used for student-focussed education and training in nearly 60 courses, by over 170 faculty and more than1,800 students.

The College has been independently INTRODUCTION ranked (based on total research income) Manitoba is in geographic centre of North America and the longitudinal centre of Canada; by Re$earch Infosource2, as a Top 10 and has great strength due to its wealth of hydroelectric power, diverse manufacturing Research College in Canada four of the base, rich mineral resources and fertile soil. Manitoba’s people retain the values of last five years (the rankings started in community and responsibility that built the Province, while shaping a future through 2013). The College is currently the #1 innovation, productivity and risk-taking. Research College in Western Canada Close to 62 per cent of Manitoba’s population of 1,300,000 live within Winnipeg’s census (with $6,172,000 in research income). metropolitan area. Winnipeg has always been economically strong and diverse, with a Partners and clientele include multi- robust workforce that is skilled, talented and productive. nationals, public sector organizations, Red River College of Applied Arts, Science and Technology is headquartered in Winnipeg universities and colleges, foundations, and offers a polytechnic model of education to 22,000 unique students, in more than and scores of small- and medium-sized 200 programs, across nine campuses across Manitoba. enterprises with specific needs related to applied research and innovation, technical Applied research and innovation at the College is driven by community needs – services, training and knowledge transfer. especially for manufacturing, construction and transportation; as well, as health This is in addition to internal clients – such sciences and community services. as faculty and students.

aerospace, business, construction, Since FY2004, total support for the AWARD WINNING PROJECT/ heavy vehicles, health and community research enterprise is nearly $86,000,000 PROGRAM/INSTITUTION services, information and communications - including just over $7,000,000 in College Applied Research & Innovation at the technology, manufacturing, transportation based funding to support the Research College is now in its 15th year of formal and value-added agriculture. Partnerships & Innovation office. Over operation; and is led by Research this period, nearly $1,000,000 has been Investment by business, community and Partnerships & Innovation (RPI). Applied invested, by RPI, in the College Applied industry partners, as well as funding Research is driven by community need Research Development Fund - enabling agencies, not only provide support for (I.e. market pull and not technology nearly 120 faculty to undertake applied research operating costs, but also funding push) and supports community-based research projects. for research equipment and infrastructure economic development. With respect to which is also used for education and Annually, over 25 “capstone” (or final Intellectual Property, research partners training. Over 200,000 square feet of year research-focussed project) courses are granted royalty-free commercial rights new buildings and facilities is currently engage more than 700 students; while – thereby enabling commercialization in various phases of development – over 600 students in business-focussed of the resultant products, processes ranging from design to construction to programs pursue entrepreneurial ideas and and services by business and industry; commissioning; this includes the Innovation social innovations through practicums and the College retains rights for further Centre, Culinary Research Kitchen, Smart projects such as the “ACE Project Space”. education and research purposes. Factory/Centre for Aerospace Technology The College’s approach to applied and Applied Research is concentrated on four & Training (Phase 3), MotiveLab™, and the work-integrated learning translates major focus areas: Advanced Design & Skilled Trades & Technology Centre. to a graduate employment rate that Manufacturing, Clean Technology, Digital Approximately $82,500,000 in external consistently exceeds 94%, providing Technology, and Health, Nutrition & Social investment has been received or awarded an estimated $357,000,000 benefit to Sciences. Applied Research (including to the College, over the last decade- Manitoba’s economy in 2016-17 (based Knowledge Translation) projects and and-a half, to support research-related on a cost-benefit formula developed by programs support many sectors – including equipment and infrastructure. In addition Colleges and Institutes Canada). 17 World’s Best Practice Guide in Professional and Technical Education and Training

RESULTS AND ACCOMPLISHMENTS Recent accomplishments include: • Welcoming more than 600 visitors to the first-ever Applied Research & Innovation The Vision is to be recognized globally • Opening the ACE Project Space, where Day which showcased the research for excellence in applied learning, students in the Applied Computer capabilities of the College, its students research and innovation. Education can interact and work with and industry partners. industry leaders, entrepreneurs, and Students, faculty, and staff have been community organizations on new • Finalizing construction of MotiveLab™ formally recognized by nearly 15 products and services. ($10,000,000), an extreme- temperature organizations for excellence in applied climatic test facility for evaluation research, innovation, leadership, long- • Receiving the prestigious Synergy of the performance of on- and term achievement, partnership, public Award for Innovation (from the off-highway vehicles. engagement and advocacy, spirit, Natural Sciences and Engineering sustainability, and synergy. Research Council), recognizing • Breaking ground on the Smart Factory/ the partnership with Manitoba expansion of the Centre for Aerospace Hydro on sustainable building and Technology & Training ($10,000,000). transportation technology. • Initiating construction of the Innovation • Recognizing the Science of Early Centre ($95,000,000) to bring together Childhood Development program as students, faculty, researchers, industry, a global leader in the training of early and the community; and, to support child educators across Canada and in commercialization projects for start-ups over 40 nations abroad, in partnership and SMEs, enabling social enterprise with organizations such as World Bank and Indigenous entrepreneurship. and Aga Khan University. • Being ranked as a top 10 Canadian Research College, and #1 in Western Canada. World’s Best Practice Guide in Professional and Technical Education and Training 18

INTERNATIONAL VALUE • Support Small- and Medium-sized • Consultation and cooperation (both Enterprises – they are vital to externally and internally) is the norm – The College’s 1,400 international students the local economy. there are many moving parts. (from 60+ countries), like their domestic counterparts, have the opportunity to take • Ensure students and faculty are • Intellectual Property must not part in applied research. Domestic students engaged in a meaningful manner. be an impediment! also can participate in projects abroad. • Remember: applied research and • Funding will have peaks and valleys – Over the past five years, the College’s innovation supports community need to plan for both. ~550 partnerships with Canadian and/or economic development. • Growth will lead to rankings (this is international organizations (SMEs, large And, with respect to partnerships: both good and bad). companies and community organizations), have resulted in new or improved products, • Build on/leverage existing personal • Patience & Persistence Pays. processes, and/or services. and/or institutional relationships. In closing, share your knowledge and Accomplishments include: • Find a common need. expertise with others – there is enough work to go around, and success by other • Development of an all-electric transit bus • Add value – be incremental institutions will benefit the entire ecosystem. now being sold across North America. to existing activities.

• Delivery of the Science of Early Child • Be aware of cultural Education (a globally recognized, and business practises. successful research and resource tool) • Build relationships – the best in 43 countries. partnerships are based on good • Engagement of International Business personal relationships. students (from more than 30 countries) • Be patient. to produce Business and Market Intelligence reports for Canadian SMEs • Be selective. – used to develop (and make sales in) • Communicate. new export markets. • Collaborate. • International awards for partners – such as the Best Tall Building Americas In closing, while one may wish to strive Award to Manitoba Hydro. for perfection, it is often more important to just get started! • Developing and delivering applied research training to over 20 Indonesian polytechnic research directors. NEXT STEPS The College- and Polytechnic-based WORDS OF WISDOM Applied Research Ecosystem in Canada (and globally) is less than 20 years old; and After nearly 15 years of experience, many institutions are at various phases in it is important to: their development. • Build from, and connect to, existing Key considerations to ensure the applied research expertise and facilities. sustainability of the research enterprise are • Respond to local/regional to understand that: need and relevance. • Executive support needs to be evident • Understand that the College can’t be and real to achieve success. everything to everybody – so Focus- • Anecdotes and success stories are Focus-Focus! essential to politicians, bureaucrats, • Support and enhance regional partners and the institution. clusters to enable knowledge • Relationships are essential to successful and technology transfer. partnerships – and need to be maintained. 19 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT BRONZE: APPLIED RESEARCH Project name: Paul Brown mHealth & eHealth Development and Innovation Centre (MEDIC) Email: Name of recipient/institution/association: [email protected] Mohawk College IDEAWORKS Email address: [email protected] Phone: +1-905-575-1212

Country: Canada Natalie Shearer

Email: [email protected]

Phone: +1-905-575-1212 ext 4312 INTRODUCTION Mohawk College has a strategic mandate to lead its community in applied research More than a dozen college students through IDEAWORKS, its centre for applied research. Mohawk’s IDEAWORKS is home have been involved in the ICON project, to the mHealth and eHealth Development and Innovation Centre (MEDIC). MEDIC is leading it to solve an important real-world an internationally recognized leader in digital health with a reputation for expertise in problem in Ontario. The ICON project is interoperability, and mobile and electronic healthcare solutions. MEDIC is composed of a strong example of IDEAWORKS’ vision a combination of students, faculty, and staff, who work with small- and medium-sized of providing “research, solutions, and enterprises (SMEs), community and government partners, and large associations to everything in between” to its partners, develop and commercialize health IT innovations while improving existing products, and MEDIC’s lasting impact on the processes, and services. MEDIC is also Canada’s only Technology Access Centre (TAC) healthcare IT ecosystem. focusing on digital health and interoperability. In this capacity, MEDIC has provided testing, teaming, tooling, and training services to more than 150 SMEs in Canada. MEDIC Another notable example of MEDIC’s is also working with international partners to improve access to health care for people in wide reach is the national immunization the developing world. database created for Tanzania. The MEDIC team has developed a digital immunization AWARD WINNING PROJECT/ MEDIC has been recognized on many system that will help clinicians better keep platforms for its important work in track of vaccinations and manage medical PROGRAM/INSTITUTION healthcare IT. In 2010, Canada Health inventory within clinics in the developing Mohawk College is ranked second in lnfoway awarded the centre a Team Peer world. The system, which was built from Canada for industry research intensity, and Award for its outstanding achievements scratch by MEDIC team of developers, also leads among Canadian colleges in in the advancement of information programmers, and students, works in the industry partnerships. MEDIC is a significant standards in Canada and its work creating most rural corners of the African country driver of Mohawk IDEAWORKS’ mandate a prototype for a nation-wide health where online connectivity is sporadic and to support its community through research records database. In 2016, MEDIC was unreliable. To date, the system has support partnerships and innovation as a recognized awarded a $1.75 million grant from NSERC nearly half a million patients in 1,158 clinics. leader in digital health with an impressive to establish Canada’s only Technology Other notable successes include SMArT portfolio of projects. MEDIC’s projects span Access Centre focused on digital health VIEW CoVeRed, a remote monitoring and the globe and involve a diverse range of and interoperability. In 2018, MEDIC’s self-management tool for patients recovering partners at the local, regional, provincial, Director, Duane Bender, was recognized from Cardiac and Vascular surgery. national, and international levels. with Colleges & Institutes Canada’s bronze MEDIC was founded in 2007 as the award for faculty leadership. RESULTS AND ACCOMPLISHMENTS Mohawk Applied Research Centre in A recent example of MEDIC’s work is a Since its inception in 2007, MEDIC was Health Informatics. Two years later, the product called ICON, which the centre worked with over 600 students, fulfilling centre received a $2.3 million grant from developed for Ontario’s Ministry of Health IDEAWORKS mission to provide real-life Canada’s National Science and Research and Long-Term Care in partnership with research and development opportunities Council (NSERC) to create the prototype Canada Health Infoway. ICON is a cloud­ to Mohawk College students. Each MEDIC for a nation-wide health records database. based immunization management system projects aims to provide skill-building Now operating under the IDEAWORKS that will replace the province’s current opportunities for Mohawk students, while mission to mobilize applied research yellow-printed card system for Ontario’s also impacting the lives of end-users. The and innovation at Mohawk, MEDIC works nearly 14 million residents. ICON will be immunization project in Tanzania mentioned with numerous community and industry rolled out to all 36 public health units in above is a great example of project results partners to build software applications that Ontario and will be the first and largest impacting real lives. The project has provide healthcare practitioners access to consumer-facing, cloud oriented project to supported vaccination records for hundreds patient data in a secure environment. be deployed by the Ontario public sector. of thousands of patients in the African World’s Best Practice Guide in Professional and Technical Education and Training 20 country, doing away with a cumbersome Immunization Data (BID) initiative, funded and governments and government agencies system of clinicians spending hours at a by the Bill and Melinda Gates Foundation. at all levels. Once assigned to a project, time sifting through complex records to MEDIC led the design and development of students are involved in all aspects of determine who is due for vaccinations. the cloud and mobile based immunization the project life cycle and are treated as solution, which works both with and employees. Students may also work as Closer to home, the ICON project led by without internet access. entrepreneurs and pitch ideas that, if MEDIC has been implemented in numerous approved, can be used to obtain credits in public health units in Ontario, making MEDIC’s leadership also included creating their program of study. Student projects are immunization tracking more user-friendly in-country partnerships and leading often featured at conferences and events and accurate in our own backyard. engagement efforts at the national level. and pitched to MEDIC’s existing partners. The work on the BID initiative has also MEDIC has partnered with Save the This approach allows all IDEAWORKS aided MEDIC’s involvement in supporting Children, an international charity network, students to transition to the workforce as and developing several universal and Myanmar’s Ministry of Health and experienced professionals, giving them an standards that protect consumer safety Sports to create a unified patient record edge on the competition and preparing and public health. In 2011, Kwazulu- system that will enable the country’s most them for success in their careers. natal University in South Africa adopted vulnerable patients to access health care. Mohawk College’s informatics model. Each year, MEDIC hosts an information- NEXT STEPS sharing conference called Apps for WORDS OF WISDOM As IDEAWORKS grows its reach, and as Health. This annual event has become applied research becomes increasingly The success of IDEAWORKS at Mohawk a cornerstone in the local healthcare recognized at the College level, MEDIC will College is due in large part to an inspired innovation ecosystem and galvanizes be accelerating in response. The centre and engaged student workforce. healthcare innovators, bringing together plans to build upon its current strengths IDEAWORKS centres, MEDIC included, researchers, start-ups, large organizations, and expand the reach of its services operate within Mohawk’s normal academic and government officials to discuss the and innovations. MEDIC’s goals for the schedule to support students involved latest innovations in the field, share best foreseeable future include: practices, and engage with new solutions in the centres’ work. More than 600 to emerging problems. The event attracts students have worked with MEDIC since 1. Enable better healthcare decision hundreds of local, national and international it was founded in 2007. The students’ making through digital solutions. educational background and experience colleagues and exemplifies IDEAWORKS’ 2. Train digital health professionals. collaborative spirit and its mission to have varies. MEDIC strives to keep the students a lasting impact on the community. for multiple terms to train and expose 3. Engage regionally, nationally and them to real-world projects. Students globally in key health initiatives, INTERNATIONAL VALUE do not necessarily have to have a lot of institutions & communities. experience but must be passionate and MEDIC is very active on the international 4. Extend our support of partners to improve willing to learn. Students work directly stage. In Tanzania, MEDIC is working health of individuals & populations by with industry-leading vendors, small- to in partnership with PATH.org and the expanding coverage and improving equity medium-enterprises in digital health and Tanzanian Ministry of Health on the Better (4Ts – Testing, Tooling, Training, Teaming) start-ups, international aid organizations, 21SECTION 3 World Best Practices Guide in Professional and Technical Education ENTREPRENEURSHIP World’s Best Practice Guide in Professional and Technical Education and Training 22

CONTACT GOLD: ENTREPRENEURSHIP Project name: Community Based Entrepreneurship Craig Elias, Entrepreneur-in-Residence Name of recipient/institution/association: Craig Elias, Bow Valley College, Calgary, Alberta, Canada & Email address: [email protected] Tristan Cole, International Development Officer Country: Canada Email: [email protected] [email protected]

Phone: +1.403.874.2998 +1.403.410.1715 INTRODUCTION Chosen as Canada’s #1 B2B Sales Expert by LinkedIn, Craig Elias is an award-winning entrepreneur, author, and a sought-after business advisor. Craig’s first business went from an idea to being funded by a Tier 1 US-based Venture Capitalist in less than 12 months and went on to be twice named by Dow Jones as one of the 50 most promising companies in North America.

Craig has been a National Growth Advisor for the Goldman Sachs 10,000 Small Business Program created by Babson College in Boston, is on the advisory board for Nudge.ai (a software company started by a founder of Eloqua, which was sold to Oracle for $957 Million US), and is a mentor for the GrowthX Academy in San Francisco.

He is currently the Entrepreneur-in-Residence at Bow Valley College (BVC) in downtown Calgary and runs three different student pitch competitions - VentureQuest, INVENTURE$, and 150 Startups. university-aged students and recent AWARD WINNING PROJECT/ entrepreneurship learning opportunity graduates, Craig developed a student that provides learners the chance to startup symposium for high school and PROGRAM/INSTITUTION innovate, collaborate, network, develop junior high students, teachers, and parents. Since February 2014, Craig Elias has their business ideas, and receive the The event leverages the out-of-town spearheaded BVC’s sustained efforts to support they need to launch their business speakers that Craig secured to present at provide experiential learning opportunities plans successfully. In 2015, BVC created the ‘Inventure$’ Student Track. The intent and activities for aspiring Entrepreneurs the position of Entrepreneur-In-Residence of this Student Startup Symposium is to for College learners. In 2016, Craig began with a mandate to work with learners, educate and inspire students, while at sharing his resources and opportunities instructors, and industry to develop and the same time help teachers and parents across the province by creating a five-day implement the social entrepreneurship prepare students for non-traditional careers, Innovation Rodeo. in 2017, he created a initiatives that assist BVC students and with entrepreneurship being a primary province-wide initiative called 150 Startups alumni who want to launch or grow a social example of a non-traditional career. that works with 25 of the provinces 26 entrepreneurship venture. Craig accepted The central objective Craig addresses is colleges and universities to help additional that position and that year helped launched how to help college students get on the post-secondary school students become an Entrepreneurship Club on campus path of entrepreneurship at an earlier first-time entrepreneurs. and began a regular bi-weekly series of age by giving them the confidence and lunch-and-learn sessions called ‘WannaB Craig’s engagement with BVC began competence to pursue Entrepreneurship Wednesdays’. This activity enabled students with a conversation with the Dean of as a potential career. BVC’s Chiu Business School about how to learn from successful entrepreneurs and The activities arranged have been he could help students not to just ‘think then apply what they learned to an early supported by and developed in partnership like’ entrepreneurs, but to ‘act like’ stage or struggling social entrepreneur with funders such as banks and family entrepreneurs. This conversation resulted using an Innovation Challenge model that foundations, government agencies, public in a short-term contract that led to Craig was created to combine design thinking school boards, almost all of the post- joining BVC in early 2014. Once on campus, with the business case model. secondary institutions in the province, local Craig began not with the question, This year, Craig is running the college and entrepreneurs, early stage investors and “can Entrepreneurship be taught?”, university track of a large provincially many of the incubators and accelerators in but “can Entrepreneurship be learnt?” funded Innovation event called ‘Inventure$’, both urban and rural Alberta. Craig’s first initiative was a Business Idea being held in Calgary between June 6-8. Competition called ‘VentureQuest’ - a social Not satisfied to just help college and 23 World’s Best Practice Guide in Professional and Technical Education and Training

RESULTS AND ACCOMPLISHMENTS INTERNATIONAL VALUE Leverage an Act-Learn-Act model similar to the Lean Startup Methodology The objective of encouraging students The domestic achievements of BVC’s and run experiments so you move from and new graduates to become entrepreneurship activities are already saying “I think” or “I believe” to “I know”. entrepreneurs are evident within BVC. having an impact at the international level. This also requires a willingness to view Benefits to international students are seen For example, BVC and Craig have engaged mistakes as a learning opportunity and throughout the entrepreneurial activities on two projects with international partners. to make mistakes early in the process, Craig has created. These activities are One was a 6-partner Collaborative so you get on the right path. open to all learners and BVC has seen Capacity Building initiative led by BVC, a disproportionately high number of featuring multi-day workshops on issues b) The other important aspect to think international learners participate, 65% in education with each partner having about is what currently prevents overall. This has translated into significant a half day to present on their specific aspiring entrepreneurs from becoming success for international learners. For example. Here, Craig’s component was first-time entrepreneurs and first remove example, of the last forty finalists for Entrepreneurship in TVET. This featured the barriers that prevent those interested VentureQuest, thirteen were international partners from Canada, Jamaica, Barbados, in becoming entrepreneurs from taking learners, thirteen were permanent and Grenada, and was enabled though actions that make that a reality. residents educated outside of Canada. The BVC’s membership of UENSCO-UNEVOC. c) There is a significant difference between three winners for 2017 were international The second, ongoing project, is a 7-partner competence and confidence so find a learners from Romania, Venezuela, and initiative where BVC’s contribution (via way to help people act like entrepreneurs Mexico. These initiatives involve and Craig) is Community Development through not just think like entrepreneurs. promote cross-cultural and community an Entrepreneurship lens. This involves collaboration, enabling learners to create partners from Canada, Brazil, Senegal, their own linkages and networks among the Philippines, Tunisia, and Grenada, NEXT STEPS participants and importantly with the and is also a UNESCO-UNEVOC centre Future goals include working with local private sector and industry. This allows collaboration. In both projects, BVC is and provincial governments to recognize learners to integrate into Canadian society sharing knowledge and best practises in the economic impact of students and create their own connections that can the area of entrepreneurship, with capacity becoming entrepreneurs at 23 instead assist them in their careers. building exercises and network building of 43 – the average age of a first-time key components to promote sustainability. entrepreneur in North America. This effort All of the activities created at BVC to will include securing multi-year funding enable entrepreneurship as a career Additionally, Craig has created an online from supporters and additional sponsors choice were designed for students to database of entrepreneurship materials and donors which will enable a sustainable develop their skills in a range of areas and resources which can be accessed by approach to the activities. such as curiosity; initiative; creativity; both students and teachers wherever they leadership; adaptability; collaboration; are. This is at 150startups.com. Additionally, my focus will be on removing critical thinking; risk assessment; problem additional barriers to students become solving; persistence/grit; communication; entrepreneurs. These include: minimizing ethics and integrity. Typically, these are WORDS OF WISDOM the impact student debt has on aspiring The most important words of wisdom I developed through the development of first-time entrepreneur by potentially allowing would like to share are around three things: tool sets (money, templates/frameworks, students to maintain their interest free and relationships), skill sets (networking, a) There are three stages to developing status on student loans for an additional opportunity analysis, and problem solving), programs: three years after graduating by creating and mindsets (confidence, role models, 1) Prove people want it, and running an incorporated company and risk aversion). 2) Demonstrate you can deliver it – with the potential for some of their 3) Finding funders who support it student debt to be forgiven for each AND they have to be done in that order. full-time employee they hire within three years of incorporating. World’s Best Practice Guide in Professional and Technical Education and Training 24

CONTACT SILVER: ENTREPRENEURSHIP Project name: Ms.Lili Yu Setting up an Entrepreneurship Platform Oriented to Industry and Educating Innovative Talents by Relying on Specialty Email: [email protected] Name of recipient/institution/association: Rizhao Polytechnic Phone: 0086-633-7987235 Email address: [email protected] Country: China

INTRODUCTION Excellent Organization in graduate employment; the Excellent Organization Rizhao Polytechnic(RZPT) is the first higher vocational school in Shandong Province. It of Innovation and Entrepreneurship covers an area of around 830,000 square meters, with a 168 million-yuan facilities and in national higher vocational colleges; instruments. It has an enrollment of over 15,000 students and over 900 faculty and staff. and the excellent Organization Award It has ten subordinate schools with 42 specialties, including aquaculture, food processing, of Shandong students’ Innovation and architectural engineering, mechanical and electrical engineering, automobile, general Entrepreneurship Competition. aviation, information engineering, accounting, business, tourism and design. In 2008, it was identified by the Ministry of Education as a national model higher vocational college. In 2012, recognized as a national model college in graduate employment by the Ministry RESULTS AND ACCOMPLISHMENTS of Education. In 2014, it was awarded a bronze Award of Excellence in College-Industry In the past five years, the employment Partnerships by the WFCP. In 2015, it was named one of the first national pilots for rate of graduates remained above 98%, modern apprenticeship by the Ministry of Education. In 2017, it was awarded a national and the entrepreneurship rate reached education reform model college in innovation and entrepreneurship. 7.6%. Graduates of RZPT have established more than 300 enterprises and driven AWARD WINNING PROJECT/ Software Testing with the enrollment of a large number of undergraduates into 200 students each year. employment and entrepreneurship. PROGRAM/INSTITUTION More than 1,000 students have won over RZPT has carried out a pilot project of RZPT has established partnership with 73 600 prizes in the National Mathematical modern apprenticeship, taking the lead institutions from 17 countries or regions. Contest in Modeling, English Writing nationwide in exploring the innovative More than 150 teachers have been sent Competition, “Challenge Cup” and various mechanism of school-industry integration. to the United States, Australia, Denmark, competitions at all levels. Among them, Rizhao also taken the lead in implementing Germany, Austria, South Korea, Japan and 28 national awards and 72 provincial innovation and entrepreneurship credit other countries for study and training. awards were won in the national and system reform. In 2017, the Shandong RZPT has established a vehicle inspection provincial vocational college skills cultural industry “golden seed” program and maintenance joint program with competition. 41 students have won seven incubators and National Entrepreneur, Shinsung University of South Korea and awards in the national and Shandong Innovation and Mass Entrepreneurship an architectural engineering joint program provincial “Challenge Cup” innovation Space, supported by Torch Program Center with Infrastructure University Kuala and entrepreneurship competition. RZPT of Ministry of Science and Technology Lumpur of Malaysia. It also jointly trains leads China’s higher vocational colleges were built. The two engineering highly skilled Automobile Mechanical in total number of awards, in a variety technology research and development and Electrical Professionals qualified of competitions. More than 4,000 high- centers of Intelligent Manufacturing and international standards with GIZ, and the quality technical skills talents, who are Innovation and Smart City are regarded five German car manufacturers: Audi, well received by the employers, have as provincial centers of Shandong Volkswagen, Mercedes-Benz, BMW, and been provided to regional economy institutions of higher education, due to Porsche. With South Korea Hyundai Motor and social development. From 2011-2017, their cultivation of innovative talents. Group, Rizhao established the School of 52 patents were applied by RZPT’s students; Rizhao will host the Modern Electrical Hyundai Auto, which became the largest 11 enterprises set up by graduates have Control System Installation and Debugging talent-training base of Hyundai Group annual output value of more than RMB Competition which is the branch of 2018 in China. Asia Symbol (Shandong) Pulp 5-million Yuan. 729 graduates work as the Belt and Road and BRICS Countries & Paper Co. Ltd. participates in RZPT’s senior executives, and 3,622 middle-level Competition of Skill Development and whole process of integrated education and managers accounting, for 2.43% and 12.07% Technological Innovation. RZPT has won has cumulatively invested RMB 15-million of the number of graduates respectively. the honors of the national model college in Yuan. With HP Group, it jointly set up HP graduate employment among institutions (Jining) International Software Talent and of higher education and the Shandong Industrial Base to develop the major of HP 25 World’s Best Practice Guide in Professional and Technical Education and Training

INTERNATIONAL VALUE 1. Top-level design: Constructing an institutional mechanism for international innovation and entrepreneurship education, and building a new curriculum model, which combines the theoretical and practice teaching WORDS OF WISDOM NEXT STEPS of the work field, work situations, and 1. Setting up the innovation and To comply with the “going out” customer work order. entrepreneurship training platform development strategy of the country and through professional training. RZPT improve the international competitiveness 2. Deepen reform: Establish a Ladder has built a four-step practice system of talent training in vocational Courses system of innovation and of “simulation-training-incubation- education, RZPT has chosen the path of entrepreneurship which combines transformation”. The VBSE- innovation “internationalization” and determined the professional knowledge and and entrepreneurship training platform development goal of “building a first-class entrepreneurship. Carry out the is built to provide students with a vocational college”. We will accelerate teaching mode of virtual simulation comprehensive simulation of a real the pace of reform of innovation and teaching, alternation of work and study, modern business environment. entrepreneurship education and attach integration of practice and learning, importance to the construction of on- and task driven, and combination of 2. Building an innovation and off-campus innovative and entrepreneurial teaching and competition. entrepreneurship practice platform by education platforms. We will focus on the college—enterprise collaboration. 3. Participate in the construction of cultivating students’ entrepreneurial spirit RZPT has 497 collaborative enterprises; the “Belt and Road” and practice and improving teachers’ teaching ability in six joint subordinate schools with the concept of “education first” in innovation and entrepreneurship education. enterprises, like School of Hyundai Auto; innovation and entrepreneurship: It is also our goal to take advantage of 13 joint majors with enterprises, like Through hosting the Modern Electrical domestic and foreign resources to enrich Mobile Communication Technology;37 Control System Installation and the form and connotation of teaching made-to-order classes with enterprises, Debugging Competition ---- the reform in higher vocational education to such as FAW-Volkswagen; 15 off- branch of 2018 the Belt and Road achieve continuous development. campus incubators; and BRICS Countries Competition of six on-campus industrial parks; and, Skill Development and technological seven alumni business incubators with Innovation ---- to help the school’s GE, HP and more. With the enterprises, “mass entrepreneurship and innovation” 64 talents cultivation plan were jointly international project landing. made, 191 courses were developed, 144 Under the impetus of globalization of the curriculum standards made, 246 text world economy and trade liberalization, books edited, and 270 R&D programs education from all countries exchanges and carried out. The fund and equipment competes with each other. The mechanism invested by the collaborative enterprise of education internationalization has strong has reached RMB 85.96-million Yuan. reference and demonstration. World’s Best Practice Guide in Professional and Technical Education and Training 26

CONTACT BRONZE: ENTREPRENEURSHIP Project name: Lingyan YIN Award of Excellence for Innovation and Entrepreneurship Email: [email protected] Name of recipient/institution/association: Taishan Polytechnic Email address: [email protected] Phone: (+86)15166480749 Country: China

INTRODUCTION TP Creates a cultural atmosphere of innovative entrepreneurship: Established in 1955, Taishan Polytechnic (TP, Chinese: 泰山职业技术学院), is the unique comprehensive public vocational college of Tai’an City, Shandong Province of China. • to encourage college students to start Named after Mount Tai, the most famous of China’s five great mountains, the world their own business, TP has taken out Natural and Cultural Heritage Site placed by UNESCO, TP is situated at the foot of funds and venues and made policies to the mountain and was appraised as the National Charming College. TP successively support students at school. obtained the “National Employment Competitiveness Demonstration School,” “National • to support student participation Innovation and Entrepreneurship Demonstration School of Higher Vocational Colleges,” in the innovative entrepreneurship “Champion of the first National Maker Challenge Competition,” “Shandong Celebrated competitions enthusiastically. TP School with Skilled Characteristics,” and other honorary titles. Adhering to the spirit of adheres to pioneering by competition, Mount Tai and emphasizing the value orientation of “service,” TP has constructed the supporting students to participate “4332” education project of innovation and entrepreneurship and the distinctive Mount in innovative entrepreneurship Tai entrepreneurial culture of “innovation, dedication, inclusiveness and responsibility.” competitions at all levels, such as the “Challenge Cup,” “Youth,” “Internet college students to participate in science AWARD WINNING PROJECT/ plus,” “Huang Yanpei Occupational and technology innovation programs. PROGRAM/INSTITUTION Education Award,” and “Maker TP integrates social resources to build In recent years, the college has actively challenge of xinhuanet.. an incubation platform for college promoted innovation and entrepreneurship • to support a number of college students’ innovation and entrepreneurship education reform in response to students’ innovative associations training. We have built innovation and problems, such as lagging innovation and entrepreneurship parks through school- entrepreneurship education concepts, • to support scientific and technological enterprise cooperation to help college insufficient faculty capacity, and shortage innovation of college students, TP students create new businesses. The new of practical platforms. has taken out funds for the specific park innovation and entrepreneurship, subjects, and encouraged students TP insists on integrating innovation and and famous enterprises such as xinhuanet. to do researches in scientific and entrepreneurship education into the whole com, Blantyre era, Huazhong CNC technological innovation. process of education. Training objectives, (Computerized Numerical Control), and • to build a business incubator– Maojiu curriculum standards, education teaching Oracle provide a real-world environment (A cat with nine lives) cafe’ which is full process, experiment training, student for students’ experience of innovation and of the entrepreneurial culture with TP activities, campus culture, and appraisal and entrepreneurship to build a business, 3D characteristics. assessment are integrated into innovation printing, and industrial robot innovation and entrepreneurship education. lab. The college integrates professional The implementation of these measures has TP actively organizes and participates training teachers in the fields of benefited 13,000 college students at TP. in innovation and entrepreneurship mechanical and electrical engineering, The quality of college students’ innovation competitions. We promote innovation finance, architecture, automobile and entrepreneurship has been greatly through competition and actively electronics, arts and crafts, biology, improved, as has their employability. guide the college’s students to tourism, information technology and develop their talents at innovation and more, and arranges internships, practical entrepreneurship competitions. training, and practical resources for college students’ education, training and TP strengthens scientific and technological incubation service of entrepreneurship. research and development to enhance the scientific and technological innovation ability of college students and encourages 27 World’s Best Practice Guide in Professional and Technical Education and Training

RESULTS AND ACCOMPLISHMENTS It is the goal of education to improve the quality of innovation and entrepreneurship of college students, createemployment upgrading opportunities, and serve local economic development. In the past three years, there have been 102 scientific and technological innovation projects and 15 invention patents for college students, 379 awards in innovation and entrepreneurship skills contest, including 12 national first prizes. The college student maker training camp was held 12 times. There are 260 INTERNATIONAL VALUE of education quality control and guarantee innovation and entrepreneurship projects system, and the construction of an The college is a member of One Belt and for college students which have obtained innovation and entrepreneurship project One Road, and the international alliance 20-million yuan of Angel Investment from base to achieve distinctive development. for skill development of BRIC countries, eight financing institutions. A number of Setting up three platforms including opening up space for transnational entrepreneurial models have emerged, professional quality education, innovation innovation and entrepreneurship including Maojiu Campus, Mengyou and entrepreneurship mentor training, and education, school-enterprise cooperation, Campus and Ji Le Xian Sheng workplace. employment and entrepreneurship service and social services. TP establishes close The rate of students’ independent to achieve coordinated development. We friendly cooperation and exchanges entrepreneurship has reached 10%, and the established school-enterprise cooperation with 30 institutions from ten countries high-quality employment rate of graduates innovation and entrepreneurship system (regions) including Australia, Canada, has been stable at 80%. and mechanism and built the incubation Taiwan, Thailand and the BRIC countries. base for innovation and entrepreneurship TP held community entrepreneurship Innovation and entrepreneurship to achieve platform innovation and training for 52,000 people, sunshine education is included in the whole entrepreneurship development. professional farmers training for 13,000 process of international exchange people, micro-, small- and medium- professionals training, which improves enterprises business elite class six times, the competitiveness of international NEXT STEPS career manager senior seminar three education. International exchange students We will continue to take innovation times, and hotel tourism management actively participate in the entrepreneurship and entrepreneurship education as training 18 times. All of TP’s community competition, which reflects the the breakthrough for comprehensive entrepreneurship training programs have positive significance of innovation and education reform, focusing on the made positive contributions to regional entrepreneurship education’s integration two major projects of talent training economy in Tai’an. into international education. Innovation mode reform and infrastructure Innovation and entrepreneurship education and entrepreneurship education has capacity building for innovation and has injected vitality into 38 majors and universal reference value and can be entrepreneurship education. In the next enhanced their core competitiveness. transferred and applied. five years, talent training quality will Entrepreneurship training has been be significantly increased, students’ expanded year by year. Entrepreneurship WORDS OF WISDOM innovative entrepreneurial ability will be significantly enhanced, and the number activities have been rising every year. We will implement four projects to of students in entrepreneurial practice achieve continuous development, namely, will be significantly grown. The college “high-tech professional cultivating,” is striving for a national innovation “employment and entrepreneurship and entrepreneurship education guidance courses optimizing,” “innovation demonstration base and actively and entrepreneurship mentors progressive participating in international innovation cultivating,” and “innovation laboratory and entrepreneurship education, to continuous improving.” We will carry out make a positive contribution to the three projects, namely, the construction of world of vocational education. entrepreneurship culture, the construction World Best Practices Guide in Professional and Technical Education SECTION28 4 Green colleges 29 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT GOLD: GREEN COLLEGES OIER ARANZABAL URIARTE Project name: BIOCLIMATIC AUTONOMOUS BUILDING Email: [email protected] Name of recipient/institution/association: USURBILGO LANBIDE ESKOLA Phone: 0034-653716610 Email address: [email protected] Country: Basque Country as three Watts, and the water temperature of each circuit is calculated by a controller, depending on the temperature request and the external temperature at any time. INTRODUCTION In Usurbilgo Lanbide Eskola, we have developed a green building project called ENEGUR (from Basque, where ENERGIA means energy and EGURRA means wood).

ENEGUR is a PASSIVHAUS (passive house) style building. It was designed in collaboration with the Basque Wood Cluster (www.clusterhabic.com) and was mounted, based on pre- built module philosophy, by the brand EGOIN (www.egoin.com), in December of 2016.

ENEGUR is a building made with Basque pinewood frames, and it has thick continuous Thermal and vent installation schema insulated walls, therefore it obtains a heat transmission value of 0.23 W/m2.ºC. Windows are double-glass, wooden made, with argon gas in the inside layer in order to improve insulation. 2. LED ILLUMINATION

A time-lapse video of the mounting process is available: https://youtu.be/U8Q0w88gb8Q Inside illumination of the building has been calculated and mounted by Electricity Usurbilgo Lanbide Eskola has mounted renewable installations over it, developed by Medium Level students and is based on projects between teachers and students, for renewable electricity supply, heating, high efficiency LED lights of different cooling, ventilation and lighting. brands, combined with DALI technology and remote controlled. AWARD WINNING PROJECT/ RESULTS AND ACCOMPLISHMENTS PROGRAM/INSTITUTION The Basque Country Vocational Education Usurbilgo Lanbide Eskola is a public System is mainly practical, necessitating Vocational Training school operated by tools for installing and testing what we the Basque Country government. It is the teach. In relation to renewable energy supply reference Vocational Education Training and balance, energy efficiency and thermal Centre of Basque Country in Energy installations, we needed to combine them subjects, specifically installation design and in a referential building. Therefore, after the maintenance, electricity, energy efficiency mounting process had been finished, and and renewable energies. Manufacturing and in order to develop different skills of the business and administration are also taught. school’s specialties, we proceeded to mount A photo that shows a student mounting The school has many work agreements four different installations, coordinating DALI based LED illumination. with companies, organisations and schools. student work-teams: 3. VENTILATION Usurbilgo Lanbide Eskola is related to 1. THERMAL INSTALLATION: We also mounted a Vaillant continuous TKNIKA (www.tknika.eus) in aspects The heating and cooling system of mechanical ventilation system. This high such as technology, methodology, and ENEGUR is based on solar thermal energy, efficiency installation has a cross flow internationalisation. so it has two vacuum-based solar panels exchanger, so it crosses the inlet air with For more info about on the roof that heat a 300-litre water the air that goes out, transferring the heat the school see: deposit. This heat is moved, depending from one another. on the need, into the building at three www.lhusurbil.eus and: different temperature levels, in order to https://www.youtube.com/ feed a radiating floor, two fan-coils and watch?v=5gyxt_J9sOY five radiators. The needed temperature of each circuit is obtained by mixing the return water from each circuit with hot water. Each circuit has a high efficiency GRUNDFOS pump that consumes as low World’s Best Practice Guide in Professional and Technical Education and Training 30

Also, the air inlet has been connected to 4. RENEWABLE-BASED grid from 50 to 52 Hz. In cases where extra a REHAU Canadian well; basically, the ELECTRIC MICRO-GRID energy is generated, we are not yet able to air that comes inside the building passes sell the extra energy, due to domestic law. We also mounted an electrical micro-grid through a 200-millimetre diameter specific But, we expect that it will soon change, that supplies electricity to ENEGUR using pipe that has been buried 2 metres under thanks to the new European Winter three renewable generators: the soil. Therefore, the inlet air is pre- Package Law; hopefully, we will be able to heated in winter, and pre-cooled and • a 3-kW peak photovoltaic installation sell our renewable energy excess. de-humidified in summer, at no cost. We located on ENEGUR roof. We mounted a monitoring SCADA based are now mounting a monitoring system • a 6.5-kW peak photovoltaic installation on CIRCUTOR technology which will based on a Raspberry pi and Openhab located on a neighbouring building. be described below. technology. By measuring external air temperature and inlet air temperature and • a 3-kW peak WINDERA S wind turbine, Students will benefit having a building air-flow, we will be able to calculate the from the brand ENNERA itself developed efficiently, using local amount of energy that we take from or (http://www.ennera.com/en/windera-s). wood so we impart a circular economy, leave in the ground (in winter or summer, based on a high insulation standard, and This autonomous three-phase AC micro- respectively), the energy we save, and the provided with real efficient installations grid is based on SMA technology and has Return of Investment of the Canadian well. and a renewable micro-grid. Also, the a 120 kwh PB-Zn battery storage. It feeds whole project has been developed by our the ENEGUR building and the bioclimatic teachers in collaboration with students building of Usurbilgo Lanbide Eskola with and brands, so the know-how remains with electricity, and also charges our Nissan the school and can be spread to near-by Leaf electric car. SME-s, thanks to the TKGUNE program. This micro-grid is also connected to the grid, so in the case that we have consumption and no wind or sun, and the batteries reach 30% storage, we Canadian well installation automatically get electricity from the net. Also, whenever we have a lot of sun or/and wind, low consumption and full batteries, the controllers stop energy generators by raising the internal frequency of the micro- 31 World’s Best Practice Guide in Professional and Technical Education and Training

Also, students from our school, as well as our web page (www.lhusurbil.eus), This is a sample of a developed urban those on national or international placements, allowing anyone anywhere in the world photovoltaic tree developed by the can benefit from the opportunity of checking access to the monitoring scada and school in Tkgune: in real time the energy generation and the instantaneous values of generation https://www.youtube.com/ consumption values of the building and and consumption of the micro-grid and watch?v=gF8AQjWummY the attached one, thanks to the previously the thermal and vent installation. This mentioned SCADA: is interesting not only for our local and A previous project on efficiency using a international (i.e. Chile, EEUU) students, multi-energy heating chamber, developed but also anyone who wants to get this with different brands and the council in information from anywhere in the world. 2015, received a prize from the Spanish Education Board: A KA2 Erasmus+ is also being applied to develop teaching material related https://www.youtube.com/ to distributed electrical generation watch?v=DT479OMoejM micro-grids. We strongly believe that These new installations are totally this generation model, mainly based on necessary for the positive development photovoltaic, will be widely used soon all of this huge training effort. over the world. The main view of the monitoring SCADA The building project has created new We strongly believe in a micro-grid based bridges between educational institutions, Thanks to this monitoring tool, which distributed generation electrical grid students and brands, and has promoted anyone can access thanks to the link model for the future, based mainly on collaboration with companies; see the http://scada.lhusurbil.eus:1025/html5/ photovoltaic renewable generation, so we video of the inauguration day promoted by real-time solar photovoltaic and eolic will continuously improve our micro-grid. KURSAAL GREEN company: https://www. generation data to the micro-grid can be Usurbilgo Lanbide Eskola trains in energy youtube.com/watch?v=BDWXUXLA67A observed. Also, battery level and electrical efficiency and renewables to students of consumption of the lighting, vent system the Basque Country and other countries and thermal installation can be observed, WORDS OF WISDOM from all over the world, i.e. Chile and EEUU. and so the electricity that any time the grid The main obstacle has been finding buys from the main grid. See more: http://www.lhusurbil.eus/web/ funding (we founded it thanks mainly es__eficiencia_energetica_y_energia_ to Chilean student training courses The SCADA has many different screens solar_termica.aspx and http://www. and given TKGUNE services), and where the user can observe real data, the lhusurbil.com/web/es_alumnos_de_eeuu_ coordinating different teams of teachers, stored info, and easily observed using en_usurbilgo_lanbide_eskola.aspx students and collaborators on the same graphics of the history of generation or time. Technical problems had been solved At the regional level, we train technicians consumption used in previous months. thanks to teachers’ involvement and that in the future will manage micro- suppliers technological help. INTERNATIONAL VALUE grids: electricians, installation designers, installers and maintainers, building Main advice would be to define well the ENEGUR building will be used in efficiency technicians, automatisation and purpose of the project, do detailed planning, POCTEFA-INTERREG projects together robotics specialists. and evaluate obtainable resources. Also find with French colleges, in order to recognise collaborations with brands and companies to best practices (POCTEFA-INTERREG We also train students from Basque second have technical support is the EU’s cooperation programme grade schools in energy efficiency and between Spain – France-Andorra.) We renewables; internationally we train students also have international training programs through Erasmus+ projects, and the local NEXT STEPS in renewables, i.e. for Chile and EEUU, and community through training agreements ENEGUR is a project that aims to develop have applied for related European KA1 with local and regional council in the same. collaboration with international schools, and KA2 (European Commission’s Key companies and institutions, in order to test This is the ENEGUR Project presentation Activities funding). the latest technologies and combinations to society in a public event promoted by in the future. ENEGUR is a laboratory open For this, the mentioned micro-grid Gipuzkoa Regional Council: to new ideas, where technologies to be has been monitored using CIRCUTOR https://www.youtube.com/ used in future buildings will be tested. technology by school teachers, aiming to watch?v=pTQ6Tfp1iIQ convert it to an international micro-grid reference, so it can be consulted in real Usurbilgo Lanbide Eskola also gives time from anywhere in the world: technological services named TKGUNE, see these references: http://scada.lhusurbil.eus:1025/html5/. www.tkgune.eus The link to this scada is available at World’s Best Practice Guide in Professional and Technical Education and Training 32

CONTACT SILVER: GREEN COLLEGeS Project name: TAFE NSW National Environmental Centre Rob Fenton Name of recipient/institution/association: TAFE NSW Email: [email protected] Email address: [email protected] Phone: +61 2 6043 6722 Country: Australia

become a local hub for environmental- focused industry and community groups and these connections support the development of training courses to support capability development in these areas.

INTRODUCTION It was recognised that the participants TAFE NSW is Australia’s leading provider of Vocational Education and Training (VET) and in the courses would often be widely delivers in metropolitan, regional and remote areas of New South Wales (NSW), interstate geographically spread and maybe even be and overseas, including online by distance education and in the workplace. socially isolated. In addition, students would be working in different bioregions and The one-of-a-kind National Environment Centre (NEC) is one of TAFE NSW’s production systems that meant individual specialist campuses. Located in Albury, NSW, the NEC was founded in 1996 to deliver contextualisation of courses was critical. environmental courses across Australia and internationally. The operation of the For example, an organic coconut farmer campus reflects the key environmental ideals in its day-to-day processes through the in Fiji has different priorities and needs to values demonstrated by its dedicated staff. The courses delivered include diploma and a sheep farmer in the Riverina region of certificates in permaculture, diploma in organic farming, diploma in sustainable practice, New South Wales, and yet they would be diploma and certificates in conservation and land management. studying the same organic farming course. Therefore, the course delivery strategies With this in mind, the aim was set to were developed to allow significant AWARD WINNING PROJECT/ develop a campus that took a national and contextualisation of the students learning. PROGRAM/INSTITUTION international approach to its programs In the late 1980s, it was apparent there and provide training to whoever needed would be a growing need for vocational it. In addition, the NEC would clearly RESULTS AND ACCOMPLISHMENTS level training in environmentally demonstrate by its words, actions and NEC has filled this training need and has sensitive food production systems as structures the same environmental/ continued to meet the needs of community well as in conservation, sustainability sustainability concepts and ideals that and industry through this dedicated and environmental land management. were central in its teaching. environmental campus, set in an operating The industry and the environmental The NEC main campus buildings are organic farm that not only provides community saw this lack of training solar-passive designed rammed-earth contextualised training opportunities but as a blocker to development, and that buildings, with earth source cooling and is a long-term action research project on training was central to developing effluent system to close the nutrient cycle. developing complex agroecology systems. industry and community capability. The buildings are set on a 200-hectare Having an environmentally dedicated At this time, there was no accredited certified organic farm that sells its produce campus has given impetus to VET level training for organic farming at all. to the local community from an on-farm environmentally sustainable training across Permaculture was a relatively new shop. The farm is managed to support Australia. The team at the NEC have worked approach and there was very little local endangered species and is connected with industry to develop the only accredited VET training in conservation and land by a number of environmental corridors permaculture course in the world and are management and none in NSW. From to surrounding land managed for the the only provider of the online Diploma of here, a series of community and industry environment in the catchment. Sustainability training in Australia. The NEC consultations confirmed there was a growing The community engagement strategy staff have delivered organic farming training future need for this training. This confirmed allows for the campus and its staff to in every state of Australia, and are in the it was important the training was not only play central roles in the industries and process of developing a Bachelor’s Degree available, but the campus was a leader in communities supported by the training in Agroecology which will be available to these fields and demonstrated this in its programs. The staff work within industry students around the world. NEC students day-to-day operation. This would provide a groups, national peak bodies and are working in conservation and land context for training, opportunity to explore international groups to ensure the training management, permaculture and organic new approaches but also ‘street cred’ in needs are clearly met, but also that the farming across Australia and the world. the industry/community with a different organisation is well connected to its widely worldview to mainstream at the time. scattered community. The campus has 33 World’s Best Practice Guide in Professional and Technical Education and Training

are, for example, looking at how to feed a growing population without destroying the environment, mitigating and adapting to climate change, protecting and enhancing biodiversity and eliminating plastics from the oceans. All these things require capability development in the practice of ‘doing’. The skills and knowledge people need to deal with these issues are required across the board and are being used in all industries and communities today. Although you may not see a job ad for a The NEC supports a number of local, Imagine an international bioregional ‘permaculturalist’ there will be people using regional and national bodies, these network of campuses working together their permaculture skills in many jobs and include the local Landcare groups, Albury to provide bioregionally contextualised communities across Australia. Conservation Company, Albury City courses. Imagine the supporting Council Sustainability Advisory Council, networks for change. Organic and Regenerative Investment NEXT STEPS Cooperative, Organic Federation of WORDS OF WISDOM To ensure sustainability we need to be Australia and Permaculture Australia. clear on what capability development our Our courses are about the future. Often industries and communities are going to Greengate Organic Farm welcomes over whether they wanted to or not, our need into the future and meet these needs. a thousand visitors through farm tours students are seen as ‘change agents’. For example, it is clear that urban farming each year; these include farmer groups, In fact, many of our students do these is growing within our communities and we Landcare groups, schools and universities. courses for that reason. This means are in the process of developing courses to The farm has been recognised by the that although our courses are about support this growth. United Nations Food and Agriculture management and the application of Organization as one of the leading science, the ‘soft skills’ of relationships As mentioned, it is apparent to us that agroecology farms in the world. and communication are important to bioregionalism is a key part of what we do. our students as well and are developed Developing networks and links to existing through our course delivery. organisations with similar aims is a way INTERNATIONAL VALUE for us to acknowledge this and further All of the courses provided by NEC are A dedicated centre, such as the NEC, support our students. We will also look available as distance courses and are develops an energy that generates at taking the next step and support other accessed by students across the world. outcomes. The majority of the courses organisations involvement in the network. Our teaching staff have international developed through the NEC may not exist experience and can contextualise the at all in Australia without the existence of It is apparent that our industries and courses to suit various international such a centre. communities are going to face even greater environmental challenges in the situations. The example of the coconut The need for environmentally sustainable future; our role is for our programs to be grower in Fiji and the Woolgrower in courses is increasing. Our communities’ ready when needed. Australia’s Riverina region doing the understanding is driving this and they same course illustrate this.

Staff from NEC are actively involved with peak industry organisations at the national and international level. They are currently working with Permaculture International to support the development of the world’s first accredited permaculture training.

Each country needs a NEC. However, given the bioregional nature of most of the courses we do, a network of NEC’s would be ideal. Land managers, food producers, permaculture designers and sustainability officers, are by the nature of the role working within bioregional conditions and issues. World’s Best Practice Guide in Professional and Technical Education and Training 34

CONTACT BRONZE: GREEN COLLEGES Project name: Sustainability in Building Design Education Julie Athanasiou

Name of recipient/institution/association: Box Hill Institute Email: [email protected] Email address: [email protected] Country: Australia Phone: 0408 707 866

INTRODUCTION edge sustainable practices to its students. The Advance Diploma of Building Design Box Hill Institute is a leading TAFE Institute in Melbourne, Australia, dedicated to students have also worked with industry sustainability initiatives within our Building Design department. As such we are expert on a cross-laminated timber project, introducing new sustainability practices into the Australian building landscape by and the Institute is also offering training familiarizing our students with the latest technologies and building materials. For in this new, highly sustainable building example, although Passive House buildings have been around internationally for 25 material to current building designers and years, uptake in Australia has been slow due to a lack of local training and certification. architects wanting to upskill. As a result, Box Hill Institute introduced Passive House Training and Certification into Australia. The Institute is also incorporating other innovative, sustainable building technologies into our training. For example, the Institute’s Advanced Diploma of Building RESULTS AND ACCOMPLISHMENTS Design students completed a project in conjunction with a local city council to design an The first objective to the introduction of apartment building using cross-laminated timber, a cutting-edge environmentally-friendly sustainable building technologies into technology gaining recognition worldwide as an alternative to steel construction. the Building Design area was to position students into the jobs of the future. This AWARD WINNING PROJECT/ with both designers and builders trained objective was met with 100% of our in Passive House methods. As a result, Advanced Diploma of Building Design PROGRAM/INSTITUTION the Institute developed two courses: the students who completed the initial cross- Box Hill Institute has introduced several Certified Passive House Designer and the laminated timber project successfully cutting-edge sustainability practices to Certified Passive House Tradesperson. finding employment with weeks of its students which has improved their finishing their course. The Institute is delivering the Passive employability and also increased the House courses via an intensive delivery The second objective was to increase availability and access to sustainable mode so that participants can fly in from the popularity of these technologies in building practices throughout Australia. interstate to complete their training in the built environment and to assist in For example, the Institute introduced one extended trip. The Certified Passive the development of a more sustainable Passive House training into the country. House Designer and Tradesperson building industry in Australia. Due to the Passive House is a building standard that courses provide graduates with the introduction of this training, there are now places strict limits on energy consumption skills to implement real-world Passive over 200 builders and building designers and air tightness while also requiring very House projects and to directly affect the who are able to offer certified Passive House high levels of thermal comfort. Up until environmental sustainability of the cities solutions to clients with its associated 2014, it was necessary to leave Australia they live and work in. energy, health and social benefits. The for specialist training in Passive House initiative has also led to a rise in interest principles, software training, and to learn To further promote the concept and and development in other sustainable tradesperson skills which meant at that awareness of Passive House, Box Hill building solutions and technology. time there was only one completed Passive Institute has also developed a Passive House in the country. To introduce the House Masterclass. The initial Masterclass The initiative has also gone beyond training into Australia, Box Hill Institute was a live event run by industry experts our initial objectives in the recognition initially flew in an international expert from on the Passive House building standards. we’ve received in numerous local and the Passive House Academy in Ireland to The video has now been incorporated in a national awards, and in our increased deliver training at the Institute. Then in free online course, which is available to the reputation in the sustainability field. 2016, two Box Hill Institute trainers travelled public and also used within the Advanced to Germany to become certified trainers. Diploma of Building studies.

By working with the Australian Passive The Institute has used the learnings from House Association, the Institute assessed the Passive House training in Australia the need for an interdisciplinary approach to embark on introducing other cutting- 35 World’s Best Practice Guide in Professional and Technical Education and Training

NEXT STEPS In the future, the main challenge for our sustainable building initiatives will be meeting the employer demand for these skills. By continuing to work collaboratively with an expanding range of sustainable- industry partners, Box Hill Institute is ensuring that training for new sustainability technologies (not just Passive House and CLT), and associated business processes are addressed. We are also researching and anticipating future sustainability initiatives and ensuring we are able to deliver training for those in a proactive way.

As new sustainability technologies are developed, Box Hill Institute will be prepared, engaged with industry needs and at the forefront of education into those technologies supplying the partnering with local industry experts we workforce for the future. INTERNATIONAL VALUE have ensured we are meeting the needs

The Institute provides an example to other of industry and guaranteeing the high international colleges on the process for employability of our students. successfully introducing new sustainability technologies into a country. Previously, WORDS OF WISDOM one of the barriers to uptake of sustainable With Box Hill Institute’s introduction of building practices in Australia was the sustainability technologies to its students absence of local trainers certified to teach such as Passive House and cross-laminated these building methods. Box Hill Institute has timber, the Institute provides an example met this challenge by sending our trainers to other international colleges on the overseas to become certified while also process for successfully introducing new collaborating with local industry to ensure sustainability technologies into a country. these skills are localized for the Australian The high employability rate of the Institute’s environment. So, while the Institute has Building Design students is an example of looked abroad for latest sustainable building how being a ‘step ahead’ of industry rather methods and gained international expertise than waiting for industry to catch up with they have also ensured that the technology overseas developments creates a push- is adapted to the unique Australian through effect to sustainable methods. environment and local building codes. By World Best Practices Guide in Professional and Technical Education SECTION36 5 higher technical Skills 37 World’s Best Practice Guide in Professional and Technical Education and Training

and enterprises. With the modern GOLD: HIGHER TECHNICAL SKILLS apprenticeship education mode with Project name: electromechanical features, ZIME has Cultivate Technical and Skilled Talents explored a new route for cultivating to Serve the Community Manufacturing Industry high-quality technical and skilled talents Name of recipient/institution/association: Zhejiang Institute of Mechanical and Electrical Engineering 3. Building a faculty with three levels Country: China of skills in order to cultivate higher technical and skilled talents

Special efforts were made to promote the teaching ability of the whole faculty. Teachers capable of theory class INTRODUCTION courses, student practice training, and cooperative research with enterprise Founded by the provincial government in 1952, Zhejiang Institute of Mechanical & were encouraged. Electrical Engineering (ZIME) was the first higher education institute in Zhejiang Province specialized in the areas of machinery and electronics. In the early years, due to the eager 4. Building high-level practical training demand for technicians from the provincial industrial partners, ZIME focused its efforts base to serve “Made in China 2025” on the education and training of technicians for machinery and electronic industries since ZIME built jointly an “Intelligent its foundation, and thus, formed its distinctive characteristics. Overall, more than 60,000 Manufacturing” provincial-level highly competent technicians have graduated and emerged a group of entrepreneurs, practical training base with FESTO, technical professionals and highly skilled technicians from then to now, well serving SAP and other German companies, the manufacturing areas of Zhejiang Province and contributing to local economic which is centered on “Industry development. To serve the plan of ‘Made in Zhejiang,’ ZIME was selected in 2010 as 4.0” development. The college has one of the 53 “national highly skilled and much-needed talents cultivation project” built an intelligent manufacturing of the Ministry of Education. digital workshop, an industrial robot application practical training base, an were divided into three orientations of AWARD WINNING PROJECT/ intelligent manufacturing production new technology, complex abilities, and line control technology practical PROGRAM/INSTITUTION unique skills. Thus, it can well serve the training base, and a 3D printing ZIME has received various honorary titles purpose of “intelligent manufacturing” technology practical training base. of national and provincial levels: “National and cultivation of higher technical and exemplary higher vocational college,” skilled talents. In the process of talent 5. Focusing on burgeoning industries to “National 13th five-year planned project cultivation, ZIME highlights “refined, boost local corporate transformation construction academy for the fusion special and excellent” skill development and upgrading development of production and teaching,” and talent cultivation feasibly evolves In accordance with professional technical “National key vocational education faculty from traditional manufacturing to advantages, ZIME further implements the cultivation and training base,” “First intelligent manufacturing. construction of “1 center and 14 teams” batch of modern apprenticeship pilot and R&D/Technical service platform academy of the ministry of education,” 2. Carrying out modern apprenticeship “Coordinated Innovation Center for “State-level highly skilled talents training pilot program SME Workshop Applied Technologies”. base,” “National skilled talents cultivation In August 2015, ZIME was selected by Focusing on intelligent manufacturing, contribution award,” “Key higher the Ministry of Education as one of green manufacturing, IT and other vocational academy of Zhejiang province,” the first batch of national modern strategic industries, ZIME carries out “Four-year higher vocational speciality apprenticeship pilot institutions. research of applied technologies based pilot academy of Zhejiang province,” ZIME actively relies on its industrial on market demand and project objectives, “International characteristic academy of advantage and fully mobilizes aiming to help local medium-, small- and Zhejiang province,” and more. its industrial association and key micro-sized enterprises achievement enterprises to deepen the fusion Various issues we have met during the transformation and products upgrading. program, and we took follows strategies between production and teaching. It to address them. manages to refine a talent cultivation mechanism linking schools and 1. Actively adjusting specialty structure and enterprises, and establishes a “dual- enhancing specialty fundamentals with subject” talent cultivation mode jointly focus on “intelligent manufacturing.” carried out by the two parties. It also improves corresponding management ZIME has developed a course system systems and constructs a dual faculty focusing on practice. The specialties of professionals from the school World’s Best Practice Guide in Professional and Technical Education and Training 38

RESULTS AND ACCOMPLISHMENTS 4. Benefit to professional and technical WORDS OF WISDOM education: ZIME is the only college to The objectives of ZIME are cultivating First step, strengthen international continuously win the first or second highly technical and skilled talents, and cooperation, learn the advanced prize in National-Level Teaching Award serving the community manufacturing educational philosophy, and build an on high technical talents cultivation, for industry, based on “Reference, Absorb international faculty team. To promote years. ZIME has explored a new route and Innovate”. international interaction and cooperation for cultivating high-quality technical for teachers, ZIME cooperated with 1. Benefit to community: ZIME has and skilled talents with the modern seven countries, including United States, cultivated more than 60,000 highly apprenticeship education mode with Germany, Australia and Japan, focusing competent technicians for the electromechanical features. on the enhancement of our teachers’ manufacturing industry of Zhejiang, professional competence. and regional economic development. INTERNATIONAL VALUE Also, ZIME is extensively involved Second step adopt international standards With the development of China’s in helping small to middle sized to develop international ‘mutual recognition’ economy, more and more Chinese industries overcome their technical courses and develop a ‘localization’ course enterprises go abroad. According to bottlenecks and successfully achieve jointly with the overseas experts. the actual needs of enterprise, ZIME has industrial transformation. cultivated urgently needed technical and Third step strengthen enterprise-college 2. Benefit to faculty: ZIME is the only highly skilled talents to realize vocational integration. We combined technologies college of the province confirmed as education with Chinese enterprises go and talents together, by cooperating a national key Vocational Education abroad, hand in hand. ZIME is exploring with Siemens, Volkswagen, Mitsubishi, Teacher Cultivation and Training Base a new model of international integration GE, Ford and so on. On one hand, (23 such colleges exist in China). The of industry and education to serve we could adopt the high tech from cooperation in building training bases international cooperation on production enterprise; on the other hand, we could between ZIME and multinational capacity and improve the professional provide internships for our students. companies facilitate the plan to send education output system covering teachers to the parent companies, such everything from technical skills training NEXT STEPS as FANUG and OMRON, to receive to educational background education. The vision of ZIME is to achieve a level professional training and thereby improve of Mechatronic, Domestic-Leading and In 2016, in response to the “Made- their engineering competence. Teachers International Influential college in the in-China 2025 Zhejiang Action Plan” with international vision, capable of following years, and especially, emphasize avocation, ZIME built jointly an “Intelligent theory class courses, student practice international education. The following steps Manufacturing” provincial-level practical training, and cooperative research with will be accomplished to meet this goal. training base with FESTO, SAP and other enterprise were encouraged. German companies, which is centered on 1、 Aligning with international vocational 3. Benefit to students: ZIME is a national “Industry 4.0” development. The college education standard and developing key Highly Skilled Talents Training has built an intelligent manufacturing “localization” of teaching resources Base. ZIME has 212 million CNY worth digital workshop, an industrial robot 2、 Constructing overseas exchange of teaching instruments, research application practical training base, an platform for students and cultivating equipment and training bases inside intelligent manufacturing production line international talents the institute, including an intelligent control technology practical training base, manufacturing digital workshop, and and a 3D printing technology practical 3、 Building an international teaching team an industrial robot application training training base. ZIME signed agreements and promoting international influence base. ZIME also has built 136 external with Zhejiang Technical Market, Zhejiang 4、 Serving the “Belt and Road Initiative” practice bases through collaboration Electromechanical Design Research and providing education program for with famous enterprises such as Institution and SIASUN to explore a joint overseas students. ZIME recruited Zhejiang Supcon Tech Co. Ltd. and enterprise innovation park. Furthermore, overseas students with a diploma, as Shanghai Volkswagen Co. The internal this has opened a new channel for teachers well as short-term exchange students training and external practice bases in fostering their research capability for and trainees. better help students and trainees adapt applied technologies and their ability to to the new professional environment serve society. ZIME also teams up with Through these years of efforts, ZIME has and the modern manufacturing industry companies to solve technical problems of made certain achievements in international partners, cultivate higher technical and cooperation and training technical and skilled talents, promote partnership, and highly skilled talents. We hope that other enable joint development. schools can draw lessons from it and achieve win-win results.

39 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT SILVER: HIGHER TECHNICAL SKILLS LIU LI Name of institution: Wuhan Railway Vocational College of Technology Email: [email protected] Email address: [email protected] Phone: +86-27-51168568 Country: China

INTRODUCTION Our teachers and students visited nearby communities and nursing homes on Wuhan Railway Vocational College of Technology (hereafter referred to as WRC), weekends to provide professional health located in Wuhan City, Hubei Province, P. R. China, was founded in 1956. WRC has care for the elderly and physically challenged. an enrollment of 12,800 full-time students nationwide, and delivers a wide range of applied and technology-related programs such as: Rail Transport Operation, Applied Our teachers and students held lectures Electronic Technology, Maintenance Technology of EMU, Railway Locomotives & and classes in poverty-stricken villages Vehicles, Communication and Information Technology, High-speed Railway Engineering such as Peng Jiawan, a village in Yunxi Technology, Electrical Automation Technology, and Accounting Computerization. In County, and taught mobile Internet and recent years, WRC has also extended to new sectors including Nursing, Rehabilitation E-business operation technologies to the Techniques, and E-Commerce. These growing initiatives have provided ongoing support young villagers there. Through constructing of many significant organizations and small- and medium-sized enterprises. an E-business platform and developing E-business operational skills, they realized WRC has established strategic partnerships with many significant enterprises, such as Wuhan online sales of the local special products, Railway Bureau and Wuhan Metro Group, and has worked out a modern apprenticeship such as red peach and turquoise, and training model to ensure that all the students acquire 21st century technical skills. the monthly sales reached 100,000 RMB yuan. This encouraged hundreds of young WRC is the practical training base for many people to come back home from cities and AWARD WINNING INSTITUTION large enterprises. From 2015 to 2017, WRC Closely following the national initiatives start business there, improving greatly the offered first aid and emergency treatment “The Belt and Road,” “Made in China average living conditions. training for 1,300 new employees, health 2025,” and “The Yangtze River Economic rescue training for 330 station chiefs, and Belt,” WRC keeps focused on the reform training for 191 train drivers from Wuhan RESULTS AND ACCOMPLISHMENTS of vocational education while adapting to Metro Group; WRC offered training in high- WRC deeply integrated and cooperated industrial transformation and upgrading. speed railway technology for staff members with many large enterprises such as Wuhan WRC has gained rich experience in from rail transport enterprises including Railway Bureau and Wuhan Metro Group. industry-education integration and China Railway Corporation, Wuhan Railway Together with them, it carries out order- worked closely with enterprises to Bureau, Lanzhou Railway Bureau. The type programs to cultivate high-skilled develop students’ professional spirit number of trainees reached 22,983. technicians. Students have benefited and higher technical skills. WRC offered support and services for society, directly by school-enterprise integration From 2015 to 2017, WRC offered more communities and poverty-stricken villages. in each of their programs. WRC came up than 3,000 high skilled graduates for with a slogan of “taking responsibility for the railway transport industry and local During summer vacation and winter each graduate;” this means strengthening economy each year, especially for the vacation each year, especially the peak guidance and providing service for their large-scale enterprises/institutions such as time of Chinese Spring Festival when employment. Outstanding graduates with Wuhan Railway Bureau, Shanghai Railway millions of migrants go back to their 21st century higher technical skills were Bureau, Guangzhou Railway Bureau, hometown to get together with their ready to take up technical positions soon Chengdu Metro Co. Ltd, Nanjing Metro families and relatives, more than 1,000 after graduation and became technical Group Co. Ltd, Zhengzhou Rail Transit Co. of our students served and helped experts in enterprises. When Wuhan Metro Ltd., and so on. Besides, WRC provided millions of passengers in the three railway Line 3 started operation, all the first 60 workforce for the manufacturing industry, stations in Wuhan. The students took chiefs of stations along the line came from telecommunications industry, health care on responsibilities, including selling and the college; 80% of front-line employees industry, and small- and medium-sized inspecting tickets, security check and of Wuhan High-speed Railway Station and enterprises each year. guiding the passengers to the trains, which Wuhan Bullet Train Section, 60% of front- was most welcomed and highly praised by line employees of Wuhan Metro Line 1, 2, 4 railway stations and passengers. are all recent graduates of the college. World’s Best Practice Guide in Professional and Technical Education and Training 40

WRC holds regular and vastly attended understanding was signed. In May 2018, win partnership with foreign government events to help students develop technical WRC and the Institute of Engineering departments, colleges and universities, skills. A variety of innovation and of Tribhuvan University, Nepal worked and industries from countries along the entrepreneurship competitions each year together on the development of railway Belt and Road. Together with them, WRC provide students with platforms to show engineering courses in Nepal and the pioneered the innovative road of exporting their creative ideas. On May 12th Nurses training program for 25 Nepal civil high-speed railway technology training and Day each year, nursing specialists from engineers. In June 2018, the Office of became the window for the world to know cooperating hospitals share best practice Vocational Education Commission of the China’s higher vocational education in the in skills development. Thai Ministry of Education sent ten Thai high-speed railway field. teachers to receive training on high-speed Our apprenticeship mode promotes railway technology in WRC. school-enterprise integration. Students NEXT STEPS study at college for two and a half years In line with the structural reform of the and complete an internship for half a year WORDS OF WISDOM supply side, WRC plans to match its in enterprises before they graduate. They Based on its unique railway programs and programs with industrial chain of rail receive their salary, gain on-site experience, utilizing both domestic and international transit and the newly emerging industries and demonstrate their learning in real and exchange and cooperation platforms, of strategic importance in Hubei province, meaningful ways in their workplacs. WRC seized opportunities and initiated in with an aim to better serve economic offering four high-speed railway programs. and social development. WRC tries to INTERNATIONAL VALUE WRC then extended and developed a take full advantage of its rich education series of programs, including Rail Transport resources to contribute itself to lifelong WRC has rolled out an innovative way of Operation Management, Railway Signal learning, community education, and joint training of high skilled technicians Automatic Control, Electromechanical poverty alleviation. WRC strives to with other countries. Since April 2016, Equipment Maintenance, Urban Rail cultivate high-skilled technicians through four batches of 103 Thai students from 33 Transport Engineering Technology as deepening open education and developing Thai technical colleges in 20 provinces of well as Applied Electronic Technology, international programs and become a Thailand studied at WRC. From January E-commerce, Logistics Management, world-class railway institute which is to March 2017, our faculty trained local Nursing, Tourism Management, and so on. comparable with the world-class high- technicians in Nairobi, Kenya for the WRC has gained rich experience in school- speed railway technology. Mombasa-Nairobi Standard Gauge Railway enterprise integration and developed a which started operation n May 31st, 2017. modern apprenticeship education system In April 2018, WRC and the Cambodian with regional characteristics. Ministry of Foreign Affairs and International Cooperation discussed joint cultivation WRC places a strategic emphasis on of railway talents and a memorandum of establishing a bilateral or multilateral win- 41 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT BRONZE: HIGHER TECHNICAL SKILLS Project name: Ms.Xiangling Yang High-quality technical talents training based on “Five-togetherness” school-enterprise dual Email: [email protected] subject collaborative education mode. [email protected]

Name of recipient/institution/association: Phone: 0086-028-88459980 Chengdu Aeronautic Polytechnic Email address: [email protected] Country: China

INTRODUCTION partnerships with Jaguar Land Rover and Ford. As the first five nationwide and the Chengdu Aeronautic Polytechnic (CAP), founded in 1965, is one of the first 14 national only pilot school in west China of Sino- higher vocational institutions and one of the first 28 National Demonstration Vocational German Automotive Vocational Education Colleges in China. Covering 148 acres, CAP has over 750 faculty members. Among (SGAVE) Project, CAP has trained a large them are seven national and provincial distinguished teachers. It has also set up an number of automotive electromechanical academician workstation. CAP has nearly 12,000 full-time students enrolled in 32 majors maintenance technicians for the top of nine schools. Focussed on serving the aviation industry and regional economic five brands of German cars (Audi, BMW, development, CAP is the first national pilot college on the “Production-Education Daimler, Porsche and Volkswagen). Due Integration Project,” the only higher vocational college in comprehensive strategic to its outstanding performance, CAP has cooperation with the Aviation Industry Corporation of China (AVIC) and Air China been appraised as the Demonstration AMECO, and the only high-tech talent training base of AVIC among higher vocational School of SGAVE Project. colleges. So far, CAP has produced over 40,000 highly-skilled technicians for industries and the local economy. RESULTS AND ACCOMPLISHMENTS AWARD WINNING PROJECT/ innovation, and application. CAP explores Actively implementing skilled technicians’ a diversified operation mode among co-cultivation and technological PROGRAM/INSTITUTION government, industry, enterprise and collaborative innovation with international Taking the professional layout as a bridge school. So far, CAP has launched the leading enterprises, CAP has co- docking the industrial chain and the “Aviation Talent Program” together constructed “Collaborative Innovation regional economic circle, CAP actively with AVIC, cultivating a high-end skilled Centre of Geometric Measurement promotes intensive cluster development workforce, and has set up 45 tailored Technology,” “Intelligent Manufacturing of professional groups, and on this classes with Beijing Aircraft Maintenance Solution Centre in Southwest China,” “ABB basis, initiates the establishment of two Engineering Company, Hainan Airlines Robot Application Innovation Centre,” production - education alliances. Under and other aviation enterprises, achieving “Jaguar Land Rover Apprentice Training the framework of alliance, CAP starts “directed admission, directed training, Centre” with Hexagon, GF Machining from the top-level design, systematically directed employment” in skilled Solutions, ABB Company and Jaguar pushes forward reforms in cultivating workforce training. Land Rover separately. Based on these mode, administrative system and international industry-study-research Taking full advantage of location and guarantee system, and further improves integrating platforms, CAP implements a vigorously integrating into the regional the quality of skilled technician training. series of school-enterprise dual subjects economic circle. CAP takes the lead in workforce training, such as tailored classes, Giving full play to the advantage of establishing the Chengdu Economic modern apprenticeships, working-learning industry and actively integrating into Development Zone Automobile Production alternations, and so forth. the whole aviation industry chain. and Education Alliance with over 60 CAP takes the lead in establishing the preponderant enterprises such as CAP’s students have improved greatly Aeronautic Production and Education Volkswagen, VOLVO, Bosch, Röchling, in technical skills and graduates’ Alliance of Southwest China with more and ABB, which deepens collaboration employment rate has remained above than 40 superior aviation equipment in talent cultivating, technical training, 95% for ten consecutive years. According manufacturing enterprises and key civil technology development, resource to the third-party data from MyCOS, aviation enterprises. The Alliance sets up a interaction and cultural integration. Until the indexes on CAP graduates’ job platform for school-enterprise cooperation now, CAP has co-cultivated tremendous satisfaction, professional matching rate, and development, through which members electromechanical technicians with salary level and feedback from employers of the alliance can conduct in-depth Bosch Group, the world’s largest are much higher than the average of cooperation in cooperative development, manufacturer of automotive technology, similar colleges in China. skilled workforce training, technological and has established “one-to-one” strategic World’s Best Practice Guide in Professional and Technical Education and Training 42

NEXT STEPS Located in western China, CAP confronts an underdeveloped economy and imbalanced industry layout compared to the eastern coastal provinces. Unlike some higher vocational colleges in central and western regions over- pursuing professional efficiency, ignoring their own industry characteristics and preponderant professions and blindly From 2015 to 2017, CAP students WORDS OF WISDOM seeking perfection, CAP will stick to its represented China for three consecutive focus on the aviation industry and regional In the process of school-enterprise years in the United States’ (SAMPE) economic characteristics in professional cooperation, CAP follows the idea of International College Students Competition layout and skilled technicians training, “top-level consensus, middle-level docking on Ultra-Light Composite Materials. and will take positive initiatives to adapt and basic-level implementation,” and They defeated competitors from world- to the new requirements of the skilled forms a task list with enterprises. To be renowned universities such as University of workforce in industrial transformation and more specific: firstly, leaders of CAP and Washington, University of Maryland as well upgrading. CAP will make full use of the enterprises reach a broad consensus on as New York University, and won two world school-enterprise cooperation platforms to school-enterprise cooperation and skilled championships and one second prize. enrich the cooperation mode and deepen workforce training; secondly, the school- Which proves that CAP is internationally the cooperation connotation, will adhere enterprise cooperation office of CAP competitive in cultivating talents with to the principle of “five-togetherness” and the HR department of enterprises higher technical skills. school-enterprise dual subject collaborative fully combine the demands for talents education to promote the effective training Apart from technical skills training, CAP of enterprises with CAP’s education of high-quality technical personnel that meet also attaches great importance to the resources; lastly, front-line teachers enterprises’ requirements, and to make CAP cultivation of comprehensive soft skills and technical experts in enterprises the domestic first-class and international such as interpersonal skills, innovation docking teaching process and production influential cradle of highly skilled technicians. consciousness, professional ethics and so process, meanwhile, school counsellors on. Many CAP graduates become technical and enterprise class teachers jointly experts or company backbones after three implement student management. Only in - five years’ employment, and have quite a this kind of tight and deep collaboration, strong ability for sustainable development. can the dual subjects (school and enterprise) efficiently work together to INTERNATIONAL VALUE co-cultivate highly-skilled technicians. CAP creates the “five-togetherness” school-enterprise dual subject collaborative education model. That is, dual subjects (school and enterprise) work together to develop skilled workforce training programs, formulate curriculum standards, allocate resources, implement teaching, and manage students. The “five-togetherness” model is sustainable, and worth being promoted due to the high participation of industry and enterprise, as well as the effective results of skilled workforce training. 43SECTION 6 World Best Practices Guide in Professional and Technical Education leadership development World’s Best Practice Guide in Professional and Technical Education and Training 44

CONTACT GOLD: LEADERSHIP DEVELOPMENT Project name: Ann Buller Leadership Development and Global Citizenship Education Email: [email protected] Name of recipient/institution/association: Centennial College Email address: [email protected] Phone: 416-289-5289 Country: Canada

INTRODUCTION diverse, global environment with honesty, integrity, and ethics. Centennial College is one of the most diverse postsecondary institutions in Canada, with an impressive international reach. We view our diversity and internationalism as inherent The College is equally invested in strengths, and they have shaped our unique approach to leadership development. As a employee leadership development. In leader in internationalization, we have a presence in countries such as China, India, South order to cultivate the talent required to Korea and Brazil, and welcome students from around the world who choose to study at realize the College’s bold vision, we strive our four Toronto campuses. At the same time, we are enabling Canadian learners to gain to identify and strengthen leadership international experience through innovative service learning and study abroad programs. capacity at every level of the organization We believe a Centennial education is an education without borders, because the world has changed, and so have we. As we look towards the future, we remain committed to promoting inclusive and compassionate leadership, creatively engaging our employees, building new bridges with communities and employers, and preparing our graduates to do meaningful work and live meaningful lives.

AWARD WINNING PROJECT/ them to gain a competitive edge once they enter the job market. PROGRAM/INSTITUTION Many educational institutions offer study Centennial College is proud to lead the abroad components or individual courses conversation on leadership development examining social issues. Centennial is in postsecondary education. As a learning- unique in our commitment to embedding centred institution, we are committed to the principles of inclusivity, global providing all members of our community – citizenship and equity into all of our students, faculty, staff, and administrators policies, programs and services. We want – with unique leadership development to ensure that every graduate is able to opportunities. In keeping with our develop a sound understanding of what values as an institution, our approach to it means to be a global citizen, both leadership development places a strong personally and professionally, and of the emphasis on global citizenship, social ways they can contribute to an equitable justice, equity and inclusion. society and world. Our Global Citizenship through a range of professional In today’s increasingly borderless and Equity Learning Experiences (GCELEs) development initiatives. These include our marketplace, career success requires strong are domestic and international service Employee Leadership Passport Program leadership skills informed by a global learning projects designed to open (modeled on the student co-curricular mindset. There is a growing demand across students’ hearts and minds to the social program described above), our Pathways all sectors for graduates with international justice issues that affect our world. After to Administration Program for support competencies. Centennial College’s participating in these service learning staff and our Equity & Inclusion Specialist leadership development programming is projects, 73 per cent of students reported Program for College Employees. We designed to help students acquire these better performance in leadership and have also designed specialized reflective competencies, articulate their leadership team-building activities, 82 per cent leadership practice tools and resources, strengths and values and differentiate believed their experiences enhanced their along with learning and development, themselves in a competitive job market. Our knowledge of other cultures, and 78 per coaching and mentoring programs, for our co-curricular Leadership Passport program cent shared that it raised their awareness support staff, faculty and academic chairs. enables students to develop and document of social issues. Through rich, experiential their leadership skills and earn a Distinction learning opportunities at home and in Leadership upon graduation, allowing abroad, our students learn to lead in a 45 World’s Best Practice Guide in Professional and Technical Education and Training

RESULTS AND ACCOMPLISHMENTS INTERNATIONAL VALUE NEXT STEPS In 2009, we made a promise in our As an institution at the forefront of This spring, Centennial embarked on strategic plan to “become an internationally leadership development and global the creation of a new strategic plan. In recognized leader in education that places citizenship education, we are committed meetings with stakeholders from across a strong emphasis on global citizenship, to sharing our expertise with international the institution, it was apparent that our social justice and equity.” Nine years later, colleagues. Since 2010, Centennial has community’s commitment to equity, global our leadership development and global hosted visitors from the Vocational citizenship and inclusion remains steadfast. citizenship education programming has Education Leadership Training (VELT) Centennial has always been an inclusive, increased student satisfaction, improved program, which invites college leaders innovative and forward-thinking College, employee engagement and built from China to learn how their Canadian committed to assisting those who have transformative leadership capacity at all counterparts deliver vocational education. been marginalized, or who have been levels of our organization. Centennial was also the first Canadian unable to access postsecondary education college to participate in the Panama in other ways, to receive the education Centennial’s mission and vision is to Bilingual Project, which enables and training they need to be successful. educate students for career success as we professors to study abroad to become We will continue to create rich learning transform lives and communities through fluent in English and acquire teaching environments that are collaborative, learning. Our Global Citizenship and and academic leadership skills. In 2017, inclusive, experiential and engaging. We Equity Learning Experiences (GCELE) are Centennial welcomed our sixth cohort will ensure that our students are equipped service-learning projects that empower of professors, and hosted a conference with the knowledge, skills and critical students to create positive social change organized by the Government of Panama. perspectives they need to navigate the in our interconnected world. Since 2010, We also promote international scholarship highly complex world we live in today. Most over 700 students, faculty and staff have in the field of global citizenship education significantly, we will inspire our students to participated in 55 social justice projects through The Journal of Global Citizenship lead with integrity and authenticity, and, around the globe, focusing on issues as and Equity Education. Published by our in Gandhi’s words, to “be the change they diverse as sustainable farming practices Centre for Global Citizenship Education wish to see in the world.” in Cuba, community health support in and Inclusion (GCEI), this peer-reviewed Honduras, early childhood education journal features thought-provoking in Ghana, human rights in New York discourse from academics and researchers and work with Indigenous groups in from around the world. Ontario. Centennial students have also participated in high-level international leadership events worldwide, including WORDS OF WISDOM the G20 Youth Summit and the UNESCO We believe that global citizenship International Youth Conference. education is applicable to every career Closer to home, over 400 Leadership path and prepares students for the jobs Passport students have graduated with a of the future. We see immense value in “Distinction in Leadership” credential since the diverse perspectives our students the program’s inception. We have expanded and employees bring to Centennial our student leadership programming to College, and our diversity has shaped include a range of on-campus workshops, our inclusive approach to leadership conferences and events, as well as intensive development. Developing intercultural leadership-focused retreats. We continue to understanding enables our students to develop leadership development initiatives thrive in an interconnected and rapidly for staff. Since the initial launch of the changing world. By the time our students Employee Leadership Passport in 2015, over graduate, they are job-ready, and are 60 employees have enrolled, and interest in equipped with the new essential skills for the program continues to grow. an evolving global economy. We are very proud of our graduates’ career success, but even prouder of the fact that they enter the workforce with a unique sense of purpose and social responsibility. Building leadership capacity throughout the institution has helped us to realize this vision, and developing the next generation of college leaders is critical to its sustainability and future success. World’s Best Practice Guide in Professional and Technical Education and Training 46

SILVER: LEADERSHIP DEVELOPMENT Project name: Creating and Developing Durham College Students Inc. Name of recipient/institution/association: Naqi Hyder Email address: [email protected] Country: Canada

INTRODUCTION Naqi Hyder is a recent Durham College (DC) graduate and former Officer and Transitional Manager with Durham College Students Inc. (DCSI), a service-based association focused on students’ needs and providing quality campus engagement. Passionate about building positive communities, Naqi has spent his college career helping students receive the best post-secondary experience possible.

In his first year at DC, Naqi worked as a peer coach with the Access and Support Centre, helping students reach their personal and academic goals. After seeing the difference he was making and feeling confident in his ability to maintain his academics while working on campus, Naqi looked for his next challenge. When the dissolution of the joint student association for DC and the University of Ontario Institute of Technology (UOIT) brought about an opportunity for the creation of a new college-centric organization, Naqi leapt at the chance to be involved and was selected to join the team that developed the DCSI.

a management team that supports the AWARD WINNING PROJECT/ established values of the DCSI. With PROGRAM/INSTITUTION this in mind, Naqi and his partner were DCSI is also responsible for the In early 2017 Naqi, in his role as Officer able to develop a strong governance management of Riot Radio, DC’s and Transitional Manager with DCSI, was model and an operational reporting community-based radio station, and one responsible for developing a student structure for the association, with each of the first visual radio stations in North association that would provide DC students service reporting to the DCSI general America. After reviewing the previous with a focused voice and governing body. manager, who then reported to Naqi business model, Naqi and his partner A student association has a huge impact on and his partner to provide oversight and developed a business case for an additional a college environment; providing students strategic direction. This approach was full-time position to assist with operations with direction, representation and guidance. maintained until the student elections and continue providing students with After the previous organization that in February 2018 when the first elected, diverse programming. Riot Radio is supported both DC and its campus partner student-led government was installed. operated primarily by students, with over 70 student volunteers that assist in running UOIT was dissolved, Naqi applied and The administration of the Student the station. As a student-operated entity, it was selected to be part of the team that Insurance Plan is one of the many services is another place where students can have a would implement a new one. Today, with offered by the DCSI. After listening to voice within the campus community. a presence at both Oshawa and Whitby students’ feedback and identifying an area campuses and the Pickering Learning Site, of need, Naqi was able to work with the the DCSI has a significant impact on all health plan provider to add psychotherapy members of the campus community. coverage for students. An advocate for Naqi worked with a partner and team overall student health, Naqi also worked of lawyers to establish by-laws, policies closely with the Campus Health Centre to and procedures that would embody develop greater access to extended health transparency and accountability. As a services. The DCSI team improved its student government, DCSI was designed to communication of the Student Insurance be responsive to its student membership, Plan details through fall orientation and on provide them with honest answers, and social media to ensure awareness of the conduct its business ethically and with added coverage and benefits. 47 World’s Best Practice Guide in Professional and Technical Education and Training

RESULTS AND ACCOMPLISHMENTS INTERNATIONAL VALUE Encouraging students to become leaders in their own life and to take ownership of DC students told DCSI that they required A project like this allows students to their careers will help them pave their own a strong student government that would believe in each other and realize they are pathway to college success. advocate for their needs and provide stronger together. Student governments services to support them. In response to globally should focus on their student this, all services offered reflect the unique membership to build a model that students NEXT STEPS demographic of the student population can trust. In building the DCSI, the main Naqi’s goal was to build a platform of DC and ensure equal opportunity for goal was to reflect the demographic for students to share their ideas with voices to be heard on campus. of the college and the diverse needs the college and regional community, of its student membership to create a government, and various stakeholders As part of DCSI, the Outreach team was community that connects and supports that play a critical role in their college developed to provide students with students in achieving their goals. Being experience. Future student leaders will guidance and access to a positive and part of post-secondary education is a now run in future DCSI elections to inclusive service focused on equity and critical time in students’ lives, and campus bring student ideas to life. By building a diversity. There are four key resources leaders must work together to allow for foundation of governance, services, and within the Outreach department: the the ultimate student experiences. management, student leaders will have Women’s Centre, Pride + LGBTQ Centre, all that they need to achieve their vision. Sexual Health Resources Centre, and Moving forward, students will evolve with a Campus Food Centre. On this team, WORDS OF WISDOM the needs of DC’s campuses and learn to trained staff provide private counselling Post-secondary institutions must be consistent in the messages they share to students to assist them with managing work towards building an open and with their constituents. DC students now their mental health and are equipped inclusive environment for all students. have a strong student government to rely with a resource library to assist with Transitioning to college may be difficult on and to advocate on their behalf. The student questions. Student engagement for some, but communicating important next steps for DCSI is to remain present on is also valued in this department through support services that students can rely campus and continue serving the interests placement and volunteering opportunities. on to help them grow will lead to a and needs of all students. On a daily basis, Naqi was able to very successful and rewarding college positively impact students by responding experience. DCSI assists students in to inquiries and being active and visible connecting with various campus support on campus. He was accessible to students, services to provide them with options listened to their concerns and worked that will always be available to them. to ensure their needs were met, either By working together to communicate the through resources of the DCSI or working same goals to all students globally, leaders with the college. can help achieve consistency and growth. World’s Best Practice Guide in Professional and Technical Education and Training 48

CONTACT BRONZE: LEADERSHIP DEVELOPMENT Project name: Adrienne Galway The Path To Leadership Email: [email protected] Name of recipient/institution/association: Anne Sado/George Brown College/Polytechnics Canada Phone: (416) 415-5000 x4411 Email address: [email protected] Country: Canada

INTRODUCTION Anne Sado is president of George Brown College in downtown Toronto. Since January 2004, she has been an exceptional leader with a track record of transformational results and commitment to her community.

Under Anne, George Brown has almost doubled its enrolment and significantly increased its physical footprint in the heart of Canada’s largest city. She’s made a lasting impact on the college’s mission, vision and culture. Its reputation has also increased to where it is now considered one of the top 5 colleges in the country.

She has activated a critical public discussion on the value of college education in the economic development of the city, province and country. Her areas of focus have been the critical need to develop a workforce with the right balance of skills for the knowledge economy, innovation in learning and the transition of new Canadians into productive careers to shape the future of Toronto.

has served as the Chair of the Toronto AWARD WINNING PROJECT/ Region Board of Trade, one of the PROGRAM/INSTITUTION largest and most influential chambers of universities to facilitate transfers and In 2005, the George Brown leadership commerce in North America. As part of her increase transparency for students in team developed a vision, mission and commitment to improving opportunities navigating these pathways. This work values statement called the Path to for students, she is currently co-chair of led eventually to the creation of the Leadership. This statement has been the the Business-Higher Education Roundtable Ontario Council on Articulation and framework under which the college has (BHER). Created by the Business Transfer (ONCAT). Her commitment to developed its priorities since that time. Council of Canada, BHER is committed improving pathways for students across It focuses intensely on student success to strengthening co-operation between postsecondary education systems was and seeking to develop workplace ready employers and educators to support identified when she was named a Member graduates who continue to be employers’ young Canadians as they transition from of the Order of Canada in 2013. candidates of choice. A 2015 survey education to the workplace, strengthen President Sado’s leadership has been conducted by Research Management research collaboration and help employers recognized with numerous awards, Group found that George Brown College adapt to the economy of the future. BHER including the Professional Engineers is seen by GTA employers to produce the members have endorsed a commitment Ontario Citizenship Award (2001) and highest quality graduates and is a clear to ensure 100% of postsecondary students Gold Medal (2007), Queen’s Golden leader among colleges across a full range have an opportunity for experiential or Jubilee Medal (2003) and Diamond Jubilee of reputation attributes. work-integrated learning as part of their Medal (2012), YWCA Women of Distinction educational journey. George Brown made In 2010 the college unveiled Strategy 2020, – Education (2012), Women’s Executive such a commitment in 2011 – focusing a 10-year roadmap developed as a result Network – Canada’s Most Powerful Women initially on ensuring all programs had such of considerable research into the GTA’s – Top 100 (2010,2012,2013) and Hall of a learning component. The college has economy. Six priorities have guided the work Fame (2014), Women of Influence Diversity gone from 69% of programs to 98%. of all our employees, helping us create more Champion (2012), Canada’s 25 Women dynamic, accessible and relevant courses President Sado has also shown a deep of Influence (2014) and Fellow of the and services for students and employers. commitment to improving pathways for Canadian Academy of Engineering (2015). President Sado’s active public engagement students across postsecondary education has woven the college into the economic, systems. As Chair of the Committee of cultural and social fabric of Toronto. She Presidents, she worked with Ontario 49 World’s Best Practice Guide in Professional and Technical Education and Training

RESULTS AND ACCOMPLISHMENTS Through Anne’s 15 years at George Brown College, it has grown considerably. In addition to almost doubling in enrolment, its physical footprint has also expanded. Key projects have included the opening of a 380,000 square foot campus for Health Sciences at Toronto’s Waterfront in 2012. The college also opened its first student residence, The George, home for 500 students each year as a legacy of the 2015 Pan Am Games Athlete’s Village.

In addition the college expanded our Centre for Hospitality and Culinary Arts, including the launch of the student run Chefs’ House restaurant, the Food Innovation Research Studio and expanded space for Food and Beverage and Event Management programs; opened the Green Building Centre at Casa Loma Examples of unique partnerships and for unprecedented change as we stand Campus to support sustainability and learning opportunities include the Alma at the start of what many are calling the green construction practices; opened School near Parma in northern Italy, where 4th Industrial Revolution. We will have to 100,000 square feet of learning space to students study and work in Italy over embark on our own transformation to stay house Game Development and Design one semester, often in Michelin starred current, competitive and relevant. programs, including a Game Incubator; restaurants across Italy. and The Fashion Exchange (FX), a vibrant hub where fashion education, Toronto is the major destination in Canada NEXT STEPS design, production, entrepreneurship for immigrants from all over the world. Our Path to Leadership, which encompasses and engagement come together under The college has developed particular our mission, vision and values will always one roof. In 2016, the college was chosen expertise in supporting the transition of remain a guiding framework to our by YouTube to house its Toronto creator new Canadians into the workforce. It also planning and strategic direction. space, offering training, networking and offers specialized programs and services A recent re-organization of our senior production opportunities to students, staff that help students prepare for next steps team has aligned key functions to enable and Canadian artists and producers. This to employment or further education. an even more laser like focus on student was YouTube’s first space in Canada, and Programming for immigrant students success. With key functions aligned, we will 9th in the world. includes workplace communications be able to further foster academic quality, Many of the above are linked with Applied courses, and professional bridging student success, strategic partnerships and Research opportunities. The college has programs that facilitate entry into communication, as well as promote cross- realized significant federal and provincial the Canadian workforce. functional collaboration. We have begun research funding expansion and has been the journey of creating our plan for 2030 named Top Research college in Canada in WORDS OF WISDOM – which will ensure the type of integrated 2 of the last 3 years. Colleges and Polytechnics are a vital planning required in today’s complex and resource in Canada’s economy. They are quickly changing world. INTERNATIONAL VALUE still under-appreciated in our culture – We have recently revamped our President Sado has been instrumental in often because our community doesn’t Performance Planning and Development developing partnerships, field placements recognize how we have evolved over our processes, completed an organization wide and exchange opportunities in more than 30 50 years. And yet it is our graduates who talent review, supported staff to create countries, including China, India, Panama, Italy, make our cities and communities work. individual development plans, supported France, Brazil and the Caribbean. The college We are very closely linked to industry and staff in smart goal setting and instituted a now attracts students from around the world can respond quickly to the needs of our Succession Planning framework. and provides domestic students with high industry partners. We must celebrate this impact international learning opportunities. advantage and continue to tell our stories. President Sado is committed to people development – as people are, and will We must also continue to place a priority always be, our most strategic resource. on preparing our graduates for their future careers. We know that our world is poised World Best Practices Guide in Professional and Technical Education SECTION50 7 student support services 51 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT GOLD: student support services Project name: Apprentice Support Centre Suzanne McKinnon

Name of recipient/institution/association: Holmesglen Institute Email: Email address: [email protected] [email protected] Country: Australia Phone: +61 3 9564 6234

• Mentoring – providing career direction and advice on personal matters

• Financial support – assistance in INTRODUCTION approaching the employer for the payment of fees, assistance in accessing Holmesglen has a proud 36-year history delivering exceptional education and training. scholarships and allowances available We have developed from a specialist provider for the building, construction and to apprentices, assistance in developing ceramics industries to one of Australia’s largest public technical and further education budgets and financial plans. institutes. Over 23,000 learners come to Holmesglen annually to study in 43 fields at senior-secondary, trade, vocational and higher education levels. We are one of the • Course and learning support – largest providers of trades training in the state of Victoria with over 3,000 apprentices assistance in resolving outstanding training for careers in building and construction, plumbing, eletrotechnology, furnishings, units and assessments, in transferring horticulture, aboriculture, printing and commercial cookery. Our classrooms, simulated results between institutes, in accessing industry facilities, laboratories and workshops are inclusive spaces, welcoming learners specialist services of academic from 15 to over 80 years of age, from 160 countries and speaking 130 languages. Our support when required. integrated and seamless approach to tertiary education also means over 1,000 learners, The Apprentice Support Officers are who may not otherwise participate in higher education, have the opportunity physically located on-campus in the trade to achieve a bachelor or master’s degree. teaching areas and actively engage with pre-apprentices, apprentices, employers, In response, Holmesglen established the AWARD WINNING PROJECT/ trade teachers, parents and government Apprentice Support Centre in 2016 with stakeholders. As the support officers also PROGRAM/INSTITUTION the assistance of a Victorian Government work collaboratively with employers in Apprenticeship completion rates for trade Community Service Fund grant. The Centre supporting their apprentices, it provides occupations in the State of Victoria have provides holistic support services to an important link to industry and provides fallen consistently over the last five years, apprentices and pre-apprentices studying strategies to improve employer/apprentice with the latest release of data showing at the institute that recognises the unique relationships. The centre has a network of individual completion rates, adjusted for needs of this cohort. It aims to break the referral agencies for specialised support, contract recommencements, stand at 48%. cycle of apprentice attrition by proactively including on-campus and community Contract completion for trade workers identifying and supporting apprentices support agencies. It uses an evidence- in Victoria lags behind the national rate, at risk of non-completion. The centre is based approach to identify areas of which is projected to decline further in staffed by experienced tradespeople who emerging need and then establishes the coming years. We know from the also have teaching qualifications. They appropriate external networks in response. research and our own experience in use a mentoring approach to engage Often these networks lead to improved providing trades training that many young with apprentices and have particular skills support for all learners at Holmesglen. people commencing an apprenticeship in providing pastoral care and building find their experience challenging socially, empathetic relationships. They also emotionally, financially and cognitively. support teaching staff to identify learners RESULTS AND ACCOMPLISHMENTS Employment related reasons, such as who may be at risk of disengagement and The Apprentice Support Centre makes not liking the work or not getting along promote referrals. The Apprentice Support a critical contribution to Holmesglen’s with colleagues or employers, is the most Officers are engaged across four key areas: mission to provide education and training frequently cited reason for not completing that enables our learners to be work- • Pastoral care - referrals for drug and an apprenticeship or traineeship (NCVER. ready, life-ready, and world-ready. Our alcohol support services, referrals for 2015). In some cases, the impact of Vision 2020 includes objectives to create health support services, homelessness and these challenges is extreme, while other a distinctive Holmesglen Experience accommodation support, navigating the apprentices experienced periodic or on- for learners that supports their learning complexities of the vocational education going challenges to their engagement in journey and facilitates positive interactions and apprenticeship systems, assistance in learning. Sadly, we had noticed increasing with our organisation. The Apprentice finding a new employer, resolving issues rates of apprentices taking their own lives Support Centre directly contributes to with employers or co-workers. or experiencing mental health issues. these priorities by offering a distinctive World’s Best Practice Guide in Professional and Technical Education and Training 52

• being physically located and visible in the spaces where apprentices are training is also important, this includes social media

• clarify the scope of practice for support officers, so they know where their professional boundaries lie and when they need to refer apprentices to specialist services

• ensure the support officers have appropriate resources to share case experiences, de-brief and receive counselling as required. They will deal with challenging issues and circumstances that can create stress and have personal impacts on their health and wellbeing

• build a knowledge base and information network, so support officers can give approach to apprentice support that INTERNATIONAL VALUE consistent and accurate advice enhances our reputation for trades Apprentice retention is a world-wide • consistently communicate and consult training and delivers improved outcomes issue, with many countries developing with teaching departments to build a for individuals, the institute’s financial strategies to improve commencement and ‘one-team’ approach. sustainability and the industry, as a whole. completion of trades programs. While the In 2017, the Apprentice Support Centre historical and current policy context varies NEXT STEPS engaged with approximately one in five across nations, all vocational and technical In 2018, Holmesglen established Apprentice apprentices at Holmesglen, a three-fold colleges, institutes and polytechnics will be Central. Apprentice Central incorporates increase from the previous year. Learners grappling with these issues. We embedded the existing Apprentice Support Centre and accessing support continue to show an applied research project into the first is a holistic client facing information and improved outcomes compared to all stage implementation of the Apprentice support service for apprentices, employers Holmesglen apprentices. For example: Support Centre. This research investigated and other stakeholders from the moment how training colleges can customise • 92% of apprentices and pre-apprentices Holmesglen is identified as the selected apprenticeship support and pastoral care accessing the service were retained in training provider until the apprentice in order to lift their student completion learning during the year completes his/her qualification. It continues rates. The findings support the existing to provide pastoral care and support for • apprentices and pre-apprentices literature, in that apprentices require apprentices to remain engaged in training, who accessed the service had a unit ongoing support across a broad spectrum alongside improving the consistency completion rate of 93.4% in 2017, well of challenges within their apprenticeship of information and engagement with above the institute average of 89.8% pathway to completion. It also suggested employers and apprentices throughout that the Apprentice Support Centre model • 75% of pre-apprentices accessing the apprentice’s journey. Administering an was effective in achieving its aims. The the service were awarded their apprentice’s enrolment, progression and vocational background of the support qualification and a further completion in training also enables the team officer was important in identifying and 7% transitioned to an apprenticeship to identify those ‘at risk’ of disengagement. coordinating the complexity of support prior to completion. In only 3% of Deploying data analytics and business on offer and in establishing a mentor cases, did the learner completely intelligence tools is the next logical step to relationship with the apprentice. withdraw from their pre-apprenticeship. improve apprentice support and completion at Holmesglen. Implementation of a CRM • 90% of apprentices accessing the WORDS OF WISDOM system that links to the institute’s student service who were due to complete in Key learnings include: management system is key to improving 2017 were awarded their qualification our capacity to make evidence-based or have remained engaged in training • establishing rapport with apprentices is actions and decisions. in 2018. In 10% of cases the apprentice vital to gaining their trust and confidence. completely withdrew from the program Support officers are best placed to prior to completion, well below the state do this when they also have a trade average non-completion rate of 52%. background and personal experience of the issues and challenges faced 53 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT SILVER: student support services Ziyi Zhang Name of institution: Wuhan Railway Vocational College of Technology Email: [email protected] Email address: [email protected] Phone: +86-27-87760095 Country: China

comparison, innovation and practice. The systematic curriculum model has now been applied to all the 63 diploma programs of WHPT due to its sound application effects.

In addition, WHPT has been seeking to INTRODUCTION offer students international internship Wuhan Polytechnic (WHPT), founded in 1972, is a non-profit public institution of higher opportunities by entering strategic vocational education (IHVE), directly sponsored by Hubei provincial government. WHPT is partnerships with multinational companies, one of the 100 National Exemplary Higher Vocational Colleges assessed by the Ministry such as IBM, Lenovo, Apple and Huawei. of Education of China, and holds the Presidency of the Hubei Provincial professional The ways of cooperation include co- education Society and Hubei International Exchange Consortium for Vocational developing curriculum, co-building Education. Currently, WHPT operates 14 schools and offers 63 disciplines in the field internship bases on campus, and offering of telecommunication, mechanics, computer, construction, business, art design, foreign internships for students at home or languages, tourism and airline services, textile and fashion design, biology, etc. It has abroad. Each year, over 60 students do about 1,500 faculty and staff, including 449 professors or associate professors, as well work placement in the branches of those as more than 23,000 full-time students. Because of its excellent talent cultivation, WHPT companies. It also cooperates with those provides more than 7,000 qualified graduates for industries annually, and the graduater companies to do order-based training employment rate remains constant at over 95% in the past decades. for students, which means students are ordered by those companies upon obtain cross-cultural communication skills. AWARD WINNING PROJECT/ admittance, and then educated based on It has also provided financial support for the needs of the enterprise. PROGRAM/INSTITUTION around 60 students annually to study As one of the 100 National Exemplary abroad and immerse them into different To initiate the internationalization Higher Vocational Colleges assessed learning environments and cultures. strategy effectively and offer by the Ministry of Education of China, All the above measures have definitely excellent student support services, all WHPT has stood out in China as a model enhanced the competitiveness of WHPT’s stakeholders, including the president, in offering student support services students in the globalized job market. vice president for international affairs, through its internationalization strategy Meanwhile, WHPT is always aiming at vice president for student affairs, to improve students’ comprehensive improving students’ comprehensive directors of relative divisions, faculty occupational abilities. occupational abilities by developing a and student representatives, are involved in designing Internationalization WHPT has initiated its internationalization competence development system and plans and implementing international strategy over 30 years ago and established a systematic curriculum model. From projects. This practice makes it possible partnerships with 107 institutions in 25 2007 to 2009, WHPT had developed a for almost all stakeholders of WHPT countries and regions worldwide, and comprehensive competence development to function actively and effectively in has developed over 60 international system combining curriculum teaching its internationalization, and enjoy the programs such as student exchanges, joint and practical training. On this basis, a benefits of its internationalization. education, and internships. Under those systematic curriculum model had been programs, better international education developed through a six-year theoretical resources were introduced from our research project and practical exploration RESULTS AND ACCOMPLISHMENTS partners. In addition, to help students from 2010 to 2016. This model emphasizes The objectives of our Internationalization better prepare for globalization, WHPT base and facility construction, rule and Initiative are threefold. The preliminary has focused on the enhancement of their regulation perfection, manifestation of a objective is to cultivate students into international awareness and cross-cultural campus culture, workplace culture and International Professionals with qualified communication skills. Each year, it offers craftsman spirit, and the combination language skills, healthy personalities, and over 200 courses bilingually and over of curriculum theory and practice. By comprehensive professional competences; ,3000 hours of extracurricular intensive applying the model, students have to finish the secondary objective is to help reinforce English training, admits around 100 a five-stage experiential learning process, the construction of the comprehensive international students, and recruits about which includes observation and imitation, competence development system; and the 15 international teachers to help students learning and investigation, participation ultimate goal is to meet the requirements and experiencing, appreciation and of society for international technical World’s Best Practice Guide in Professional and Technical Education and Training 54

curriculum development, co-developing curriculum, co-building internship bases, and constant improvement of the training quality of skilled talents.

First, we should study and introduce occupational standards, professional curriculum, digitalized resources, occupational qualification certificates and other high-quality educational resources that can reflect the relevant international occupational standards and advanced technologies; then, develop occupational standards and curriculum systems that link up with international advanced standards. Second, we should introduce talents. What is in our road map is by INTERNATIONAL VALUE international advanced technological the year 2020, over 3,000 students shall processes, product standards, technical WHPT was not only named National have the overseas experiences of study, standards, service standards, and Advanced Unit of Vocational Education joining technical skill competitions, taking management methods, etc. into our and National High-skilled Talents Training internship or work, and the comprehensive teaching content, so as to constantly Model Base by China’s Ministry of Education, competence development system is improve the comprehensive occupational but also ranked first in overseas media gradually perfected. In this way, our competence system and effectively searches among Chinese top 100 vocational objectives for international Initiatives are enhance students’ competitiveness in colleges, according to China’s Higher being approached step by step. the globalized job market. Education Public Opinion Report (2016). Over the past six years, the students of Every year, exchange students from WHPT have won 66 awards in various Singapore, Germany, Finland and Taiwan NEXT STEPS provincial, national or international skills In order to ensure sustainability of its come to WHPT to attend training competitions, and nearly 100 excellent internationalization initiative, WHPT programs on campus, together with local students have been influential provincially will continue to carry forward the students, to improve their comprehensive and nationally. Over 500 faculty members Internationalization strategy, enhance occupational abilities. Therefore, the have had overseas exchange experiences. organizational leadership and further recognized initiative is practical and can be Therefore, the talent cultivation and the improve the conditions in terms of funding, applied internationally. competitiveness of the students have staff and infrastructure. Meanwhile, been significantly improved. If possible, WHPT would like to build WHPT will foster both professional skills up more partnerships in the field of In addition, An Outdoor Competence and vocational qualities, strengthen its international professional education in Development Base was built on campus exchanges and cooperation with partner terms of student cultivation and student to offer over 120 ability building courses institutions, improve foreign language support services to meet the critical need annually The building was assessed as teaching and cross-cultural education, for global citizens. a Provincial Exemplary Base for student organize students to take part in competence training, and has so far The exemplary practice is transferable international skills competitions, and expand trained over 70,000 college students and and applicable to vocational training overseas internships and work opportunities. over 11,000 community staff. What’s more, institutions as the relative research WHPT will keep on improving the WHPT has published ten ability building results and textbooks have been used system of comprehensive occupational textbooks and conducted nine provincial by 15 colleges in China. competence and the quality of student and higher scientific research projects, support services so as to cultivate more the results of which have been used by WORDS OF WISDOM skilled talents with international awareness, 15 colleges and reported by the news The advice is that more attention should communication skills and competitiveness media over 400 times. be paid to internationalization and for the community, and the globalized competitiveness of vocational education, job market. WHPT strives to rank the and the most important role, of which top 3,000 universities on Webometrics is the training of global citizens. We Ranking of World Universities assessed should strengthen cooperation with by Spanish National Research Council – partner institutions in the fields of CSIC by the year of 2020. student exchange, skill training, joint 55 World’s Best Practice Guide in Professional and Technical Education and Training

CONTACT BRONZE: STUDENT SUPPORT SERVICES Project name: Li Zhou Exceed & Expectations project Email: [email protected]; Name of recipient/institution/association: [email protected] Qingdao Vocational and Technical College of Hotel Management (QVTCHM) Phone: +86-532-86051668; Email address: [email protected] +86-13625328928 Country: China

• Through the “Chinese Culture Culinary Skill” program created by the college, foreign students could demonstrate INTRODUCTION Chinese Cuisine skills with explanations in Qingdao Vocational and Technical College of Hotel Management (QVTCHM), which Chinese. One graduate from our college was the first independent government-owned hotel management college in China, has opened a Chinese Restaurant in Korea. has more than 73 years’ history of vocational education. QVTCHM offerstourism and First of all, the Exceed Expectations culture programs in various areas. project solves the shortcomings of the In accordance with the school motto “Diligence, Honesty, Smartness and Elegance” traditional satisfaction theory. The traditional and the school spirit “Sincerity, Strength and Responsibility”, the college introduced the satisfaction theory takes the perceived value University Identity System to form a characteristic college culture. as a model and believes that only achieving or basically meeting the expectation is • The College has also won the following titles: satisfactory; but, “Exceed Expectations” • High Quality College of Shandong Province shifts the perceptual standard upwards, and believes in meeting the expectations • Digital Institution of Ministry of Education of most students and achieving the • The Top 50 College in International Influence of 2016 satisfaction by “accident” or “surprise.” So, it emphasizes the value of service. • Pathpro Programme Secondly, the “Exceed Expectations” AWARD WINNING PROJECT/ • The project coordinates all the sectors student service system also constructs a concerned in academic life, provides student satisfaction evaluation method. PROGRAM/INSTITUTION facilities required for theory study, as The central purpose of the whole The Exceed&Expectations project is the well as practical activities. The students’ evaluation method is to provide students embodiment of the student-centred service ability to live and study independently with direct service or management level as concept of the college, which focuses are also enhanced, which makes them the main reference, and use it as the main on providing services for the sustainable better adapted to society. evaluation standard for professors and development of students and enhancing faculty staff of the college. their competitiveness in the service • Most of the graduates gain employment Thirdly, the “Exceed Expectations” student industry. The project consists of six service in international Five-Star hotels or Top- service system will provide services that modules including academic support, 500 enterprises. According to statistics, transcend students’ expectations as the information support, financial support, the rate of the college graduates service progresses. The whole system life support, employment and Start-up receiving promotions at the Shangri-La, includes six modules: academic services, support, and social practice support. Hyatt, IHG, and other Five-Star hotels ranks No.1 among the colleges in the information services, economic services, life • The “E&E project” helps students design last fiveyears. services, employment and entrepreneurial clearer career development, provides services, and social practice services. • The college created a “Study Abroad counselling, and trains students to learn Safely Program” to help students study Each year, the College provides independently. As a result, more than and live abroad, providing the students students with high-quality employment 500 students have acquired overseas with international employment platform opportunities in high-end hotels in bachelor’s degrees and several students through which 0.8% of the graduates Singapore, Macau, Dubai and other have received scholarships from foreign got high quality jobs in the U.S, countries and regions. The company’s universities such as the “Kyoto Diligence Singapore, Dubai, Maldives, Macao quality partners are well-known Scholarship,” and “Silla University and Hong Kong. companies such as InterContinental Excellence Scholarship.” Hotels Group, Shangri-La Hotels, Hong Kong CTS Travel Service Group, Vanke Property, and Alibaba.com. World’s Best Practice Guide in Professional and Technical Education and Training 56

RESULTS AND ACCOMPLISHMENTS The college develops the students’ INTERNATIONAL VALUE professionalism to meet the demands of (1) The bright prospects for student • The Exceed Expectations project enterprises. According the a third party development provides students with various survey, the employment rate of the 2016 programs, such as short-term overseas The “Exceed Expectations” student service graduates is 98.18% which is 8 per cent over exchange, long-term overseas study, system helps students set their personal the national average level, and the average further-study abroad, and participation development plans more reasonably, incomes of the graduate is 3,538 RMB in international skill competitions. It also provides timely guidance, and cultivates monthly, which is 457 RMB more than the enables the students to get access to students’ self-learning ability. national average level. A large amount of high quality employment in countries graduates were hired by famous enterprises (2) Comprehensive development for students and areas such as the U.S, Singapore, like Inter-Continental Hotels Group, Shangri- UAE, and Macao. The “Exceed Expectations” student service La Hotel, China Travel Service Group system coordinates the internal and external Corporation, VanKe and Alibaba. • In order to achieve the service goals factors of students’ learning and daily of “exceed your expectations”, the • Take the Hotel Management Program as life, fully provides students with a more college has established substantial example: the graduates’ job-remaining reasonable and effective theoretical learning friendly partnerships with 41 institutes rate in 3 years is above 75% which is and practical atmosphere and conditions, in 10 countries, including Canadore 10% higher than the average level in the and maximizes the overall quality of students College and Confederation College industry; the graduates’ promotion rate to meet the needs of social development. in Canada, TAFE South Australia in 3 years is 50%, among which 10% are and TAFE Queensland in Australia, (3) More accurate self-cognition Chief Officers; more than 400 graduates Waterford Institute of Technology in The “Exceed Expectations” student service were employed overseas in Singapore, Ireland, University of North Alabama in system enables students to naturally Dubai and Macao with average income the United States of America, and Silla abandon the resistance to traditional over 8000 RMB monthly. University and Hyejeon University in management, and promote a more sunny South Korea. and healthy examination of themselves and their lives, and then make a choice • The college has also set up the Chinese that is truly beneficial to themselves and Cuisine Foundation to give financial stimulates their potential. support for overseas students learning Chinese Cuisine in China. 57 World’s Best Practice Guide in Professional and Technical Education and Training

WORDS OF WISDOM NEXT STEPS • For ex-army students, we provide “Role- Switch+Career Cognition+Academic From the traditional “management of The “E&E project” provides classifying and Career Planning +Cultural students” to “service students” is the first services considering the students’ diversity. Cultivation” service. leap of student concept innovation; we There are 4 different types of students regard the concept of “serving students” referring to how they were enrolled, which The college created the “Hismile” service to “beyond expectations” as the second are: vocational-undergraduate students, brand, combining the “Hi” and “Smile” leap in student concept innovation. We regular vocational students, high school- which come from Modern Service Industry, believe it is more important, because only vocational students, and ex-army students. to form the college’s own culture with its “exceeding expectations” can truly reflect Modern Service Industrial culture. Based • For the vocational-undergraduate the pros and cons of the service. on the “Hismile service brand”, the “Hismile students, we provide “Academic and Golden Dolphin Employment Service The “E&E project”” student service guides Skill Acquiring” service. Team” was set up to conduct all kinds of education participants to observe the • For regular vocational students, social practice and volunteer service. true value of the service from another we provide “Skill Learning+Cultural perspective. Each activity and link of the Cultivation+Academic Planning +Social school’s education and teaching changes Practice” service. can bring “moving” or “surprising” effects to the students through various activities • For high school-vocational under the existing conditions. students, we provide “Confidence Establishment+Self-insight+Skill Acquiring +Cultural Cultivation” service.

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