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VOLUME 2 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:
secretariat@wfcp.org
Today, the Federation represents colleges, institutes, and polytechnics, united by
the mandate to prepare students for complex professional roles in a changing 613-746-2222 ext. 3141
society so that they can emerge as leaders and innovators in their chosen careers. 1 Rideau Street – Suite 701
Ottawa, ON K1N 8S7 Canada
Acting as the united voice for its members, the Federation enables the:
1-613-746-2222 ext. 3141
• promotion of its members to their communities;
wfcp.org
• influence on the development of policy;
• access to information and experiences that allow each to learn from each other;
• sharing best practices;
• offering of an online community;
• promotion of partnerships to improve staff and student mobility;
• development of partnerships to deliver international contracts;
• organization of the bi-annual World Congress to enable knowledge exchange; and,
• positioning of its members on crucial issues such as inclusiveness, expectations
of excellence in professional and technical education and training.
To learn more about the WFCP and how to become a member, please visit wfcp.org.
3 World’s Best Practice Guide in Professional and Technical Education and Training
Introduction The World Federation of
The World Federation of Colleges and Polytechnics is pleased to present the
Second World’s Best Practice Guide in Professional and Technical Education
and Training. As with the first edition, the second edition features award Colleges and Polytechnics:
winning institutions, individuals and programs engaged in professional and
technical education and training (PTET) from around the world. Awards of Excellence
The entries are provided by the 2018 recipients of the WFCP’s Awards of The Awards of Excellence are
Excellence, in seven categories: access to learning and employment, applied handed out for the following:
research and innovation, entrepreneurship, green colleges, higher technical Access to Learning and Employment –
skills, leadership development, and student support services. The Guide awarded to an individual, institution or
demonstrates the responsiveness, innovation, and focus of Federation institutional association that has developed
members; it is designed to offer guidance to other actors in PTET as they effective channels to increase access to
embark on their own projects to enhance the education they offer and the learning and employment for students.
learning their students receive.
Students are central to the Guide’s entries. Underneath the project
Applied Research – awarded to an individual,
descriptions, and the logistical know-how is the implicit idea that those
institution or institutional association that has
being recognized have embarked on their projects to enhance the lives of
demonstrated excellence in addressing real-
their students and their learning opportunities. Projects are developed to
world challenges through applied research
ensure equal access to education in a region, community, or group with
much need. Industry and international partnerships are actively pursued
to ensure that graduates can meet the demands of a changing world. Entrepreneurship – awarded to an individual,
Common among this year’s entries is a sense of change around the world institution or institutional association
and its impact on PTET. Cutting-edge technology is embraced in projects that has demonstrated excellence in
and classrooms to ensure that students are prepared to weather the storm integrating entrepreneurship into academic
of a globally changing marketplace. Institutions are engaging in applied curriculum and/or implemented innovative
research, in an effort for students to gain valuable skills, as well as contribute entrepreneurial activities.
to the local and global economy. Entrepreneurship and innovation is
imbedded into curricula, as demand for soft skills to complement higher
Green Colleges – awarded to an individual,
technical skills grows.
institution or institutional association that
The entries of the Second World’s Best Practice Guide in Professional and has demonstrated excellence in advancing
Technical Education and Training brim with inspiration and innovation. environmental sustainability through
We trust that as you or your institution or organization embark on similar knowledge, tools, practices and technologies
projects, adopt similar models, or develop similar individuals, these entries
will offer guidance and real know-how to ensure your own success.
Higher Technical Skills – awarded to
an individual, institution or institutional
association that has demonstrated excellence
in partnering with industry to improve access
to jobs and meet the skills needs of the
21st century workforce
Leadership Development – awarded to an
individual, institution or institutional association
that has demonstrated excellence in developing
the next generation of college leaders
Student Support Services – awarded to an
individual, institution or institutional association
that has demonstrated excellence provision
of services that support students throughout
their college experience.
World Best Practices Guide in Professional and Technical Education SECTION41 ACCESS TO LEARNING AND EMPLOYMENT
5 World’s Best Practice Guide in Professional and Technical Education and Training
GOLD: ACCESS TO CONTACT
LEARNING AND EMPLOYMENT Denise O’Brien
Email: denise.obrien@aptc.edu.au
Project name: Australia Pacific Training Coalition (APTC)
Country: Australia- Pacific Phone: +61 408334370
women in trades in response to ongoing
demand for skilled tradespeople and assists
graduates to start small businesses of their
own. In 2017, APTC delivered a Certificate IV
in New Small Business program to female
INTRODUCTION small business entrepreneurs in Fiji.
Established in 2007 as the Australia-Pacific Technical College, APTC provides access to
APTC runs a program to support people
learning and employment for some of the most vulnerable and geographically remote
with additional learning needs to develop
people in the world. Its goal is to contribute to a more skilled, inclusive and productive
foundation skills and prepare for the
workforce that enhances Pacific prosperity. For over 11 years APTC, managed by TAFE
workforce or further studies. Students are
Queensland, has successfully delivered the largest Australian Government funded
placed with host employers to gain hands-
education aid and development project in the Pacific Region, delivering skills and
on experience and industry knowledge with
Australian qualifications to people from 14 Pacific Island countries. To date, APTC
the aim of securing sustained employment.
has celebrated 12,887 graduates.
APTC is changing stereotypes in local
Providing access to quality training in support of regional economic growth is the communities by supporting inclusion.
key focus of APTC. APTC’s qualified and highly experienced trainers collaborate with
The Pacific Region is vulnerable to natural
local training institutions and employers to deliver qualifications that are matched
disaster and climate change impacts. APTC
to employment opportunities regionally and internationally. APTC graduates have
has consistently responded innovatively
strong technical skills, knowledge and ‘soft skills’ which contribute to their improved
to these challenges, especially natural
employment outcomes, social and cultural prosperity.
disaster, through reskilling individuals and
supporting local communities to rebuild.
TVET institutions, private sector and
AWARD WINNING PROJECT/ NGOs to ensure that training meets labour
APTC’s use of live work projects to rebuild
PROGRAM/INSTITUTION market demands and produces job-ready
communities is an exemplary educational
practice that is replicable to other parts of
A skilled, qualified and flexible workforce graduates. APTC works closely with other
the world that experience such events.
is critical to the Pacific Islands becoming Pacific educational institutions and training
more self-reliant. Operating in a developing providers, building on the region’s existing Building Pacific networks takes time, with a
region, APTC provides leadership in the strengths. APTC have TVET partners in broad range of stakeholders now seeking out
Pacific TVET sector through flexibility Fiji, Papua New Guinea, Samoa, Vanuatu, APTC to contribute to national and regional
and responsiveness to the changing Solomon Islands, Tonga and Kiribati. TVET skills development. The growing
needs for skills development. commitment from both government and
A key emphasis of APTC is to establish and
The Technical, Vocational Education and industry to support APTC student learning
maintain close links with industry to ensure
Training (TVET) aid and development by offering work placements has been
that training is relevant. APTC actively
program provides a blueprint for a significant element to APTC’s success.
supports local employers, industry groups
increasing access to learning and Consistently high student and employer
and associations. APTC has successfully
employment for Pacific Island Citizens. satisfaction is evidence of APTC relevance in
engaged local employers committed to the
the Region. APTC has moved from a “donor/
training of their staff. APTC has been able
APTC is highly valued across the region for recipient” model to a genuine partnership
to work with employers to realise strong
the transformative effect it has had on lives model, underpinned with a capacity building
gains from a highly skilled workforce.
and communities in diverse and remote and sustainability strategy that is agreed by
Some examples of these relationships are
locations. At the very heart of APTC’s work all parties, with closely managed outcomes.
Solomon Power (SI), Fiji Water (Fiji), Curtin
is providing access to quality training to
Bros and Coral Seas Hotels (PNG) and the
develop skills that enable citizens to enter
the paid workforce. Ministry of Education (Vanuatu and Samoa). RESULTS AND ACCOMPLISHMENTS
From APTC’s first graduation of eight
The program is recognised for its holistic Participants benefit from equitable access
students in Vanuatu in 2007 to just under
and practical approach to meeting the for women (as students and trainers)
13,000 in 2018, APTC now delivers
access challenge in the Pacific Region. and for people living with disabilities via
43 Australian internationally recognised
APTC has embraced a partnering APTC’s inclusive approach and numerous
courses to students from 14 Pacific Island
approach, working with governments, equity-based programs. APTC promotes
countries, with a dedicated team of over
World’s Best Practice Guide in Professional and Technical Education and Training 6
APTC has made a strong commitment to
the nationalisation of its workforce, that is,
to appoint and support the development
of Pacific Island Citizens wherever possible.
At the commencement of APTC the training
workforce was entirely expatriate; now
made up of over 80% Pacific Islanders:
skilled, experienced and qualified to deliver
Australian qualifications.
With the firm belief that paid work is a right
not a privilege, APTC relentlessly promotes
TVET as the first choice for those wishing
to gain access to employment. It is though
skills, qualifications and employment that
Pacific Island Citizens support themselves,
200 staff, with 80% being Pacific Island INTERNATIONAL VALUE their families and communities and the
Citizens. Of the graduates’ to-date, 41% are APTC represents a unique aid-approach,
economic prosperity of their country.
women. APTC operates across the Region with placing Technical, Vocational Education
qualifications offered in sectors demanding and Training at the heart of development
skilled workers including automotive, and reform in the Pacific. NEXT STEPS
manufacturing, construction, electrical, The Australian Government has committed
The learning and success of this world-
tourism, hospitality, education, management, to another eight years of funding to APTC –
first development project, management
and health and community services. now renamed the Australian Pacific Training
and outcomes will inform best-practice
Coalition. APTC will work collaboratively
APTC encompasses a number of activities implementation of future TVET-based
with Pacific governments, Pacific TVET
to support Pacific Island men and women to aid projects at the international level for
systems and institutions, and industries/
obtain skilled work in the paid economy and many years to come. APTC is a replicable,
enterprises to facilitate TVET reform.
to support the development of the TVET sustainable, applied-education model
sector in the Pacific. APTC achieves this by: that can be implemented to the long- Being mindful of the need to continue to
term benefit of individuals, countries and deliver high quality and relevant skills and
• undertaking labour market analysis and
regions across the globe. qualifications, 1 July 2018 signals key shifts
linking skills and qualifications to labour
in the direction of APTC;
requirements of Pacific Island countries, and The APTC experience offers an
increasingly, Australia and New Zealand international case study for supporting 1. Embedding APTC in Pacific TVET
regional economic growth through Systems. APTC will continue to form
• issuing internationally recognised
improved access to TVET. It is a working partnerships and coalitions with
Australian vocational qualifications
example of how partnerships and selected TVET institutions and systems
• undertaking a targeted program of collaboration are the key to providing to support improved quality, relevance
professional development and training sustainable access to training for financially and cost-effectiveness of TVET
to support the capability and capacity disadvantaged and geographically remote provision by local providers.
of APTC staff communities. Regular requests from
2. Gradual introduction of co-investment.
governments, TVET bi-lateral and other
• supporting Pacific Island TVET The willingness to contribute to the
donor programs, regional providers and
regulatory and qualifications cost of training will reduce reliance on
Skills Authorities to work collaboratively,
frameworks and quality processes Australian aid and promote prospects
confirm the value placed on APTC’s
for the long-term sustainability of benefits.
• working with local industries and expertise and the outcomes achieved.
employers to obtain labour market 3. Renewed emphasis on labour mobility.
advice and to develop their workforce Students will have the opportunity
productivity through training
WORDS OF WISDOM to nominate for a domestic or labour
Advice? Create an environment where
mobility track without causing ‘brain
Through partnering with national TVET people can do their best work!
drain’. These initiatives will support
institutions, APTC is working to improving
APTC’s success can be attributed in no Australian and Pacific Island labour
the quality of training. As a result, there is
small way to its own staff. The APTC team mobility policy objectives.
a better regional understanding of sound
share a tangible ‘head and heart’ alignment
TVET practice including industry liaison, Coalitions of reform will ensure that
with the purpose of APTC and the people
competency-based curriculum - teaching APTC continues to create skills for life
of the Pacific Region.
and learning, training resources, management for the people of the Pacific.
and policy, and successful transfer of skills https://www.aptc.edu.au
to Pacific Island national trainers.
7 World’s Best Practice Guide in Professional and Technical Education and Training
Silver: ACCESS TO CONTACT
LEARNING AND EMPLOYMENT Dr. Audrey Penner Phd.
Email: pennera@northern.on.ca
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: pennera@northern.on.ca
tours. Five interactive simulations were
Country: Canada
programed which allowed the students
to, figuratively, get their hands dirty. For
example, the interactive simulation built
for our electrician apprentices allowed
INTRODUCTION them to install an 220A electrical service
Northern College of Applied Arts and Technology is Ontario, Canada’s smallest college to a house. They used hand controllers
institution. It also happens to have the largest catchment area in the province, over to manipulate objects, drill holes, run
150,200 square kilometers. This catchment area is greater in size than 162 of the world’s wire and install panels. Our automotive
countries. Northern serves more than 65 communities in this region, and out of necessity, mechanic students were, in VR, shrunk
it has evolved as a pioneer of and expert in distance education methods, technology, down to molecular size to explore the
and pedagogy. Northern College had the engagement of Will Durocher, Professor, who fuel and exhaust systems of a car from the
had a vision and the technological expertise to bring this vision to life. Working with inside out. This experience truly highlights
both full-time programs and the contract training division, the story of how this came the potential of the technology, which is to
into being is a credit to Will’s innovation. teach in new ways. This simulation was
an experience which has no analogue
virtual reality camera which was composed in base reality.
AWARD WINNING PROJECT/ of an array of six, and later fourteen GoPro
PROGRAM/INSTITUTION Cameras. The camera array allowed us
More recently, social virtual reality has
been emerging and becoming more
Each new technology brings with it to film VR experiences stereoscopically
popular. Social VR allows those with
the potential for enhancing the human in a 360-degree sphere. This technology
VR equipment to interact with avatars
condition and making our lives better. was used to create the world’s first post
in virtual spaces in ways that are very
With the advent of modern virtual reality secondary course delivered through the
compelling, natural and realistic. Our team
technology there is an opportunity to medium of VR. The course highlighted the
has been using social VR from its early
enhance education in ways never before lived experience, culture, and teachings
days most notably on SVR platforms like
thought possible. Virtual Reality (VR) allows of various Indigenous peoples throughout
AltSpace VR, VR Chat, Janus VR, Facebook
educators to transcend the limitations of Canada, all through a first-person
Spaces, and High Fidelity. We have used
physical space and time. They can engage experiential perspective. For example,
social virtual reality to take students on
learners with the information, knowledge learners were engaged by putting on a
virtual field trips. For example, a teacher
and skills not only to excel in their careers, VR headset and learning directly from
and students, all with avatars were able
but also to gain a broader understanding Indigenous storytellers and elders.
to jointly explore a virtual field trip, which
and appreciation of the world. Through a
After this initial success Northern College had been recently filmed. The teacher
series of well executed projects Northern
was funded to create detailed VR training guided the tour and offered students the
College has invented, from scratch, new
for tradespeople. With this project we experience of going underground in a
pedagogy that works with the emerging
designed a truly world class VR Studio mine, an experience many would not be
technology of VR. At the core of these
Classroom facility along with mobile fortunate enough to experience. Social
projects were fundamental questions
equipment that could be deployed off VR was also used by two professors to
pertaining to the very nature of teaching
site and a 4D effects simulator, which teach a course on entrepreneurship. The
and learning. Our success in this area is not
added real world effects like wind and professors created the VR equivalent of
related to any one project but rather to an
temperature control to the VR experience. a podcast, which they called a VRodcast.
open-minded risk-taking approach and a
Designing learning infrastructure with as-yet Over the course of a fourteen-week
willingness to experiment.
unreleased technology was a challenge and semester they did VRodcasts in both
Our exploration of the virtual began required our team to anticipate upcoming virtual spaces and physical spaces using
largely before commercial VR technologies changes and requirements. As part of live 360 broadcasting.
were available, as such, we used the the VR for Trades project we created
development kits for the Oculus Rift not only a new learning facility but also
DK1 and DK2. In order to create filmed five filmed VR experiences including
experiences, we constructed our own underground mine, and processing facilityWorld’s Best Practice Guide in Professional and Technical Education and Training 8
fail. The same ethos of fearlessly trying
RESULTS AND ACCOMPLISHMENTS WORDS OF WISDOM new things, which has created most of
The objective of our virtual reality It is clear to us after these projects and
our technological wealth today, is exactly
projects and initiatives was nothing through watching the technology evolve
what is needed to develop VR as a modern
less than inventing new pedagogy for closely that virtual reality is likely to
standard in post-secondary teaching.
an emerging medium. We met this become a phenomenon as powerful as
objective by pioneering the worlds first the internet in the coming decades. This
course delivered in VR and by laying the prediction is based upon the fact that NEXT STEPS
foundation of effective post-secondary modern VR technology uses the exact Northern College has ambitious goals
teaching with filmed VR experiences, same technology as smart phones, as such for further development of virtual reality
interactive VR simulations, and teaching there is a forcing function for rapid and expertise and capabilities. The next phase
in social VR. The projects resulted in continued improvement of the technology. of development involves creating the
benefits to the community in terms of Institutions that want to develop capacity world’s first “virtual” school. Virtual reality
better awareness of Indigenous cultures in virtual reality should try to do so while is now a “place” you can go to. The virtual
across Canada. The response from our the field is emerging in order to have a reality campus of Northern College will be
school’s Indigenous partners to the course formative impact. Institutions should also hosted in social virtual reality. Both short
was overwhelmingly positive. The project try to foster cross-border collaboration training courses and full credit courses will
created a bridge between the Indigenous with other interested parties and also with be taught to this emerging technological
culture and the Western learner. The industry. Not all institutions will have an market. Northern College will then be
projects also benefited our trades students interest in developing these capabilities the first institution in the world to have
by allowing them to take virtual tours of but with a few engaged parties, rapid offerings delivered routinely in VR. As
locations they would not otherwise get to advances in education can be made. the democratization of the technology
visit as part of their traditional training. The Finally, above all institutions need a culture continues it will allow Northern to serve
benefit of our social VR work is allowing of exploration and a toleration of risk to its large dispersed population with the
students across vast distances to have a try new things, and even occasionally highest quality of education.
shared face-to-face learning experience,
which is an excellent complement to
conventional distance delivery.
INTERNATIONAL VALUE
The lessons learned from Northern College’s
innovation in VR education are widely
transferable to all nations of the world. One
of the primary benefits of virtual reality
technologies, especially social virtual reality
is its barrier dissolving effect. Much like on
the internet the boundaries of countries and
cultures are not overt and as such it opens
new opportunities for an inter-connected
world. Specifically, institutions around the
world can collaborate to create compelling
VR training and students from institutions
worldwide can be brought together
through the medium of social VR, to learn
together in new ways. Faculty around the
world can have face-to-face discussions
of best practices without leaving their
offices, and senior management can
foster new collaborations and networks
all around virtual tables. Conceivably,
educational conferences could be hosted
in social VR reducing harmful greenhouse
gas emissions from international travel.
Additionally, robust VR equipment is now
cheaper than overseas international travel,
furthering it’s potential.9 World’s Best Practice Guide in Professional and Technical Education and Training
BRONZE (TIE): ACCESS TO CONTACT
LEARNING AND EMPLOYMENT Ricardo Castro-Salazar
Email:rcastro@pima.edu
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: llambert@pima.edu; rcastro@pima.edu involves strengthening Mexican-American
Country: United States of America identity and culture by acknowledging the
Mexican roots of the Tucson community
and the deep historical links between the
United States and Mexico. Thus, they have
INTRODUCTION established relationships with numerous
Lee Lambert is Chancellor and CEO of Pima Community Mexican institutions, including colleges
College. He was born in South Korea and has lived on three and universities, national and state
continents. He is the 2017 CEO of the Year of the Association of governments, and the business & industry
Community College Trustees (ACCT). He has been on the board sectors with the objective of developing
of the American Association of Community Colleges (AACC) (bi)cultural pride and strengthening ties
and has promoted community colleges around the world. His among binational communities. As part of
vision for a more interconnected binational region has been their strategy, they also have developed
praised by major international actors like the US Institute for strategic relationships with numerous
International Education (IIE), the Arizona-Mexico Commission, community organizations that engage
and the Mexican Government. Under his leadership, PCC has received numerous national with Mexican-origin populations, including
and international recognitions. the Mexican Consulate, Tucson City
Government, Pima County Government,
Ricardo Castro-Salazar is Vice President for International
Tucson-Mexico Sister Cities Association,
Development at PCC. He is also an Associate Researcher at the
Fundación México, Tucson Hispanic
University of Arizona Center for Latin American Studies. He has
Chamber of Commerce (THCC), the
been External Advisor to the Mexican Government through the
League of United Latin American Citizens
Institute for Mexicans Abroad and a Fulbright Administrative
(LULAC), Portable Practical Education
Scholar in Russia. He has graduate degrees from England,
Preparation (PPEP), Amistades, and
Holland, Mexico, and USA. He has published in English and
many others. This approach has resulted
Spanish in various international journals and edited volumes
in global learning opportunities for PCC
and has received recognitions in the U.S. and the U.K. for his
students and for Mexican-origin minorities
research on undocumented students. He also has received the University of Arizona
on both sides of the border. Furthermore,
Global Education Excellence Award.
Chancellor Lambert strongly supported the
creation of PCC’s award-winning Mexico
relationships, and a vision to provide
AWARD WINNING PROJECT/ access to global learning to minorities
Project during politically challenging times,
PROGRAM/INSTITUTION and historically marginalized populations,
helping hundreds of minority students to
date. At the same time, VP Castro-Salazar
Chancellor Lee Lambert and Vice President especially Mexican-origin minorities.
has served as External Advisor to the
for International Development Ricardo
In the United States, 48% of Hispanics Mexican Government and has developed
Castro-Salazar have implemented a new
in higher education attend community support for immigrant and DACA students.
vision for international education at PCC.
colleges and more than 4 in 10 residents
Their premise is that all students should Thanks to this binational collaborative
in Tucson, where PCC is located, are
have access to global learning, and approach, PCC is one of three community
Hispanic. Mexican-origin Americans
international education must not be only colleges in the US selected by Mexico’s
represent 89% of all Hispanics in Tucson
the privilege of those with financial and Ministry of Education to host students
and they are, by far, PCC’s largest
academic means. Dr. Lambert, a worldly- from the prestigious SEP- Bécalos-
minority enrollment. Nevertheless, a
wise leader of Korean descent, and Dr. Santander (SBS) program, where
large sector of their population remains
Castro-Salazar, a Mexican immigrant who underprivileged Mexican students receive
marginalized and their college dropout
has studied and taught in a number of government support to study STEM
rate is higher than for other minorities.
nations, orchestrated a new approach courses and advanced ESL in the U.S. In
Therefore, Chancellor Lambert and VP
to international education for the public the past three years, PCC has hosted over
Castro-Salazar have concentrated their
community college. As part of PCC’s 250 SBS students who have earned short-
efforts on the achievement of equity,
mission to focus on student success, they term certificates that are recognized in
social justice and inclusion for Mexican-
have created structures, international
American communities. Their action planWorld’s Best Practice Guide in Professional and Technical Education and Training 10
Mexico and make them more competitive others. Additionally, PCC has developed being loyal to principles and working
in the labor market. Additionally, Mexican educational exchange programs with in partnership with the community.
students now represent the largest number Mexican institutions that have benefitted Chancellor Lambert and VP Castro-
of international students at PCC, so we have faculty and students on both sides of Salazar have been passionate and
developed structured learning experiences the border. Chancellor Lambert and VP deeply committed to the principles of
involving local and international students Castro-Salazar have been invited by the inclusiveness and equity beyond frontiers.
where they achieve deeper intercultural Mayor of Tucson to accompany him on Under Chancellor Lambert, PCC is one of
understanding. PCC students also have friendship and business missions to Mexico, the top community colleges for graduating
traveled to Mexico to participate in various where they have met with top government Hispanic minorities and he has repeatedly
study abroad programs. officials and a former Mexican President stated to the College community that
“we are a social justice organization.”
VP Castro-Salazar’s book, Navigating
RESULTS AND ACCOMPLISHMENTS INTERNATIONAL VALUE Borders, has been designated by the UC
The objectives of providing educational The premise of “Global Learning and
Davis Mellon Social Justice Initiative as
access to historically marginalized Inclusion without Borders” is international
a reference on how to conduct research
minorities and making the relationship with by design. Making Mexico a strategic
in service of social justice movements.
Mexico a priority for global learning have partner has produced new educational
Thus, at PCC, the foundation of access
produced powerful multiplying effects. programs based on innovative binational
to learning and student success without
Chancellor Lambert and VP Castro-Salazar collaboration. The goal of global
borders is the embedded principle of
have been recognized by the Mexican education and inclusion for all has evolved
global social justice. The lesson for
government, the City of Tucson, and local in partnerships with US and Mexican
any other institution is to listen to the
community for their service to Mexican- institutions beyond expectations. This
community and let their principles lead.
origin populations. PCC has partnered with year, for the first time, a government
the Mexican Consulate on many initiatives, institution in Mexico has partnered with
including the Education Orientation an American college to offer financial NEXT STEPS
Window at the Consulate, where Mexican credit at 0% interest to Mexican students Pima’s ambition is to become Northwest
nationals and Mexican-Americans can wishing to study in the US. The Institute Mexico’s preferred College in the United
learn about education opportunities of Educational Credit of the State of States. Mexican students already constitute
in Tucson and Mexico. PCC’s efforts Sonora partnered with Pima to offer the largest population of international
to serve Mexican-origin communities such opportunity to Mexican students enrollments and Pima is planning to work
have received national recognition by who enrolled in PCC during summer with the new government of Mexico and
the Institute for International Education 2018. Another example of binational its educational institutions to continue
(IIE). Individually, Chancellor Lambert collaboration was a partnership with the providing access to global learning to
received the 2016 Victoria Foundation’s Technological Institute of Hermosillo underprivileged students on both sides
Edith Auslander Outstanding Support (ITH) to implement a Sustainable Energy of the border. At the same time, PCC
of Hispanic Issues in Higher Education Exchange Program where six students and has formally established an international
recognition. He also was recognized with a professor from each institution worked education program that will continue to
the 2017 Tucson Hispanic Chamber La on Building Construction Technology work with organizations in Mexico and the
Estrella Award for his commitment to projects on both sides of the border. US to develop opportunities for Mexican-
improving educational standards and his The program was selected as one of the American and Hispanic students in the
commitment to diversity and inclusion. 100,000 Strong in the Americas Innovation community. PCC is also working with the
VP Castro-Salazar’s work with Mexican- Fund grant recipients. These are only National Institute of Technology of Mexico
American students and immigrants was two of many examples that illustrate the (the largest network of technological
recognized with the 2015 League of success of learning without borders. universities in the nation) on short-term
United Latin American Citizens (LULAC) STEM programs, with the Technological
National Convention Humanitarian Award. Institute of Sonora (ITSON) on the
He has provided over 440 scholarships
WORDS OF WISDOM development of binational certificates,
The concept of “Global Learning and
to Mexican-origin and Hispanic students and with the Ministries of Education and
Inclusion without Borders” can be
with support from the Mexican Ministry of Foreign Relations of Mexico on programs
applied among different international
Foreign Relations. In 2017, the Ambassador for Mexican-origin populations and
partners and educational dimensions.
of Mexico to the US visited Tucson and immigrants. One of PCC’s main goals is
Many educators support the concept,
honored PCC with an $80,000 grant for to expand study abroad programs and
but execution can encounter political
scholarships. PCC’s Office of International to continue expanding opportunities for
opposition and misunderstanding.
Development has worked with community underprivileged populations.
One of the key lessons at PCC, and
organizations like JobPath to select
the best way to face challenges, is by
scholarship beneficiaries in strategic areas
like Aviation Technologies, Sustainable
Technology, Automotive, Logistics, and11 World’s Best Practice Guide in Professional and Technical Education and Training
BRONZE (TIE): ACCESS TO CONTACT
LEARNING AND EMPLOYMENT LI Zhen (Joe)
Email: lizh@qtc.edu.cn
Name of recipient/institution/association:
Qingdao Technical College Phone: 86-189 5328 2565
Email address: lizh@qtc.edu.cn
Country: P.R.China
develop their own learning pathways,
INTRODUCTION through doing projects they internalize
Qingdao Technical College (QTC) is, in China, one of the first national exemplary
skills, and, therefore, achieve abilities that
vocational colleges; one of the Chinese advanced vocational education institutes; one of
are sustainable. After graduation, about
employment competitiveness exemplary colleges, among vocational colleges; and, one
70% students stay working in Qingdao;
of the modern apprenticeship pilot higher vocational colleges. QTC also takes the leading
in contrast, before registration, only 30%
role in the “Student Support Services” Affinity Group of WFCP.
students come from Qingdao.
QTC maintains partnerships with 83 institutions and organizations from 25 countries
and regions around the world. Teacher training bases were set up in partner institutions
and organizations in 8 countries and regions. Three International Symposia on Higher
RESULTS AND ACCOMPLISHMENTS
Embracing a “student-centred” philosophy
Vocational Education were hosted by QTC. In 2013, the vocational education cooperation
based on enterprises’ and students’ needs,
project between the Chinese and New Zealand governments were settled at QTC. QTC
teaching reform is carried out at QTC.
has won many honorary titles, such as the 2016 WFCP Awards of Excellence Gold Award
To improve the performance criteria of
in “Student Support Services, and the most popular university president among Chinese
holistic development, to provide students
universities and colleges.
with more opportunities, and to improve
competitive advantages for students the
learning.” Students raise questions through
AWARD WINNING PROJECT/ the learning processes, which is an inquiry-
“learning, teaching and doing in one”
PROGRAM/INSTITUTION based learning style. Whereas teachers at
talent training mode was innovated, a
broad-field curriculum system of higher
Quality management is improved by QTC aim at addressing students’ questions
vocational education constructed, and
setting the goal of “letting students in their teaching practices and in this way,
“many teachers collaborate in one class”
become their best self,” and innovatively students are able to master the concepts
and “project-based teaching” methods
putting forward a “learning, teaching and in the learning process and enjoy the joy
were implemented. The employment rate
doing in one” talent training mode, which brought by creativity. In addition, students
remains over 97 percent.
is based on “learning” and promoting the
integration of production and education.
Every year, professional training programs
are revised dynamically according to
business and students’ needs. QTC offers
“support and service” to our students
through various channels such as general
education, academic consultation, career
planning and psychological support.
Students who are frustrated by their
poor academic performance on the
entrance exam will be trained to be a new,
professional and reliable industry support.
Under the task-oriented and project-
driven paths, the initiative of each major
is given back to students and students’
creativities are respected. The teaching
concepts turn from “hand by hand” to “let
go;” from “learning first and then doing” to
“doing first and then learning;” and, from
“teaching for teaching” to “teaching forWorld’s Best Practice Guide in Professional and Technical Education and Training 12
INTERNATIONAL VALUE
Adhering to an international college
concept, QTC continuously explores in
terms of curriculum reform, academic
exchanges, teachers’ exchange, students’
overseas study and employment and new
mechanisms and modes of international
cooperation and exchange. QTC ranks
top 50 in terms of international influence
among China’s higher vocational colleges.
In 2017, QTC, together with Qingdao
Construction Group, set up a training
base in Kenya to recruit and train Kenyan
employees. In the same period, a Chinese
tourism training base was set up in Dubai
to train local tourist guides.
Internationalization of Curriculum
Development, of the teachers’ team,
and of talent training is promoted at QTC.
WORDS OF WISDOM
• Initiate the talent cultivation mode of
“Learning, Teaching and Doing in One”
• Construct the three dimensional
“Broad-Field Curriculum” system
• Improve teaching strategies and methods
• Strengthen guidance and education
for entrepreneurship and employment
• Strengthen international cooperation
and exchange
• Implement multiple evaluations
NEXT STEPS
QTC will adhere to the “international
education” route and penetrate
internationalization of talent cultivation
into professional level. Furthermore, facing
internationalization and industrialization,
QTC will construct the professional talent
training of “1+N+1” cooperative mode, as
In other majors, there are similar learning Students’ learning motivation is stimulated, in, each specialty relies on “one industry
processes. Not only that, QTC creates and their overall quality and creativity organization” and “N (more than one)
opportunities for students to establish improved. QTC students, who not only have related enterprises” to connect with “one
student-centered positions, improve their strong professional skills, but also have a foreign vocational education institution,”
learning potential, and develop their noble professional moral spirit, have won to provide our students with opportunities
learning abilities through creating “job- many prizes in skill competitions at home to study abroad, paid internships abroad,
like courses” such as “Honours Program”, and abroad. QTC students also obtain and employment.
“Humanistic Quality General Course”, sustainable development capability, and the
“Labour Education Class”, “Creative employment rate remains over 97 percent.
Design Course,” and “Student Assistant.” There are 166 QTC students employed
abroad, while another 124 students started
their own business while at school.13
SECTION 2 World Best Practices Guide in Professional and Technical Education
applied
ResearchWorld’s Best Practice Guide in Professional and Technical Education and Training 14
GOLD: APPLIED RESEARCH CONTACT
Dr. Marc Nantel,
Project name:
Associate Vice-President,
Niagara College Research & Innovation Excellence
Research & Innovation
Name of recipient/institution/association:
Research & Innovation Division, Niagara College Email: mnantel@niagaracollege.ca
Email address: mnantel@niagaracollege.ca
Phone: 905-641-2252, ext. 4150
Country: Canada
INTRODUCTION The achievements of R&I are really the
achievements of the industry partners with
Niagara College’s (NC) Research & Innovation (R&I) Division provides real-world solutions whom we work. Here are specific examples
for business, key industry sectors, and the community through applied research and (many more can be found on our website:
knowledge transfer activities. We conduct projects that provide innovative solutions, https://www.ncinnovation.ca/our-projects).
such as producing and testing prototypes, evaluating new technologies, and developing
WAMIC: Airbus Helicopters reached out
new or improved products or processes for small- and medium-sized businesses. With
for help improving its processes around
funding support from various regional, provincial and federal agencies, students and
the trimming of large composite pieces
graduates are hired to work alongside faculty researchers to assist industry partners leap
(https://www.ncinnovation.ca/blog/
forward in the marketplace. Niagara College is focused on three Innovation Centres: the
portfolio/airbus-helicopters-canada).
Walker Advanced Manufacturing Innovation Centre (WAMIC); the Canadian Food & Wine
The research team conducted a thorough
Institute Innovation Centre (CFWI IC); and the Agriculture & Environmental Technologies
analysis of Airbus’ current practice,
Innovation Centre (AETIC). Operating on the key values of teamwork, honesty, ethics,
culminating in a final comprehensive
respect and excellence, NC’s R&I division has earned the Canadian Top 50 Research
report. Currently, Airbus and I-Cubed, a
Colleges standing of No. 7 for the past 2 years (2016, 2017).
local automation solutions provider in
Stoney Creek, are working together to
To support industry sectors that are
AWARD WINNING PROJECT/ most relevant to Niagara, NC has been
move forward with the recommended
PROGRAM/INSTITUTION successful in building strong institutional
solution. Overall, the solution will reduce
the work-cell scrappage rates by 90% and
Through its Research & Innovation division, capacity by achieving success in obtaining
decrease the time to process each part on
Niagara College is committed to pursuing long-term, renewable grants. To support
average by 80%.
research and development activities that: its research Centres, NC has secured
funding for two buildings (WAMIC, CFWI CFWI IC: Broya, a Toronto-based food
• Take a leadership role in revitalizing IC); held 2 multi-million-dollar capacity- company that produces high-quality,
the Niagara regional economy, while building grants (CFWI IC, AETIC); has innovative meat products, approached
supporting community and economic recently renewed its Industrial Research the Centre with an idea to develop a new
development in Niagara, Ontario, and Chair for Colleges (AETIC) in Precision product line of shelf stable, bite-sized
Canada Agriculture & Environmental Technologies; meat snacks, which would meet their
• Enhance the productivity and increase secured multiple small and large project- exceptional standards of nutrition and
the competitiveness of our local small- focused Ontario grants (all Centres); health benefits (https://www.ncinnovation.
and medium-sized enterprises (SMEs) received multiple small ($30,000 to ca/blog/portfolio/broya). The research
$150,000) and large (> $1,000,000) team conducted a product development
• Support the creation of new jobs equipment grants; and, currently holds two project that resulted in three new meat
through successful applied research Technology Access Centre (TAC) grants snacks, which combine natural sweetness,
and commercialization activities (WAMIC, CFWI IC). The Innovation Centres mild spices, real fruits, and ethically
• Enhance the quality of our academic are further supported by our Digital sourced meat. The products, which have
programs and professional development Media & Web Solutions and Business & now been commercialized for health-food
of college personnel Commercialization Solutions. The two stores, and soon major retail chains, are
Solutions are an enabling layer for the also paleo-friendly, gluten-free, nitrite-free,
• Support the development of applied Centre-based projects, and improve the and completely free of all other allergens.
research skills of our students commercialization prospects we help our
AETIC: The team solves sector-wide
industry partners to develop; they are
challenges in agriculture, with recent work
supported through the major activities and
including: collaborating with Sarapoint
funding of the Centres.
Global to develop weather analytics15 World’s Best Practice Guide in Professional and Technical Education and Training
for tender fruit growers, and drone- projects with Airbus, the company saw his campus, touring all our research labs, and
to-rover communications to support potential to oversee aerospace component allowing each student an opportunity to
precision agriculture and semi-automated production and ensure the production present on their team’s progress on recent
farming; and using precision agriculture lines are operational. projects. This allows a friendly setting
applications research, sharing that in which students may further develop
research with 28,000 grain farmers across presentation and business skills. With
the province to support the profitable
INTERNATIONAL VALUE the success of these days, we now plan
Because of our success building capacity
and environmentally sustainable usage events similar to ‘break bread’ together
and operations at NC, R&I has been
of precision agriculture variable-rate throughout the year.
involved in many International projects
techniques on their fields.
aimed at increasing research capacity in
other institutions. For example, Vietnam’s NEXT STEPS
RESULTS AND ACCOMPLISHMENTS Vinh Long Community College (VLCC) has To build on our success, we must continue
There is no applied research project been working closely with NC to develop to seek long-term, renewable funding
conducted at Niagara College without at their capacity in food technology and opportunities, while persisting in our
least one student involved. Niagara College laboratory management in partnership efforts to recruit industry partners who
recently released a 2017-2021 strategic with Global Affairs Canada and Agriteam will benefit from interactions with our
plan that points NC toward a future as Canada. In the program, VLCC was trained Innovation Centres. Colleges in Canada are
“Canada’s leader in applied, experiential to deliver performance-based, demand- fortunate to be supported in their applied
learning” and in which experiential driven, student-centred curriculum with research efforts by strong programs at
learning is highlighted as one of three new methodologies, equipment and several levels of government. Nevertheless,
key strategic directions (http://www. delivery approaches. NC’s School of college research is critically underfunded
niagaracollege.ca/about/administration/ Horticulture has also taken our applied compared to that of universities. There is
plans-reports/strategic-plan/). The R&I research knowledge and expertise to the much more that could be accomplished
Division has placed experiential student Dominican Republic, building pumps to with the right level of support, so Niagara
learning at its core since our inception improve irrigation in the greenhouses College intends to be a strong player in the
through course-based research (hands- and introducing aquaponics, a self- advocacy work of its provincial (Colleges
on training occurs as part of the course contained system combining aquaculture Ontario) and federal (Colleges & Institutes
learning objectives), funded research, and and hydroponics. And finally, NC recently Canada) associations. By securing funding
technical service offerings. In the latter hosted delegations from Excelsior for its Innovation Centres, Niagara College
two examples, students are hired by R&I Community College, Jamaica, through the furthers its own cause, but by contributing
as Research Assistants (part-time and CARICOM Education For Employment through advocacy to raising the overall
co-op options), and Research Associates Program (C-EFE), and Brazil’s Ministry of level of funding for college applied
(one-year contracts for graduates). NC Education, through the CICan Canada-Brazil research in Canada, we also aspire to help
R&I has made possible close to 10,000 Collaboration, to share with them best our whole sector, including students and
student research experiences since July practices in the administration of applied industry partners who benefit from it.
2011, with ~350 of these as paid research research in the college environment.
positions, and ~9,500 as course-based
project participations. Our students
on applied research projects learn
WORDS OF WISDOM
Niagara College Research & Innovation
project management, presentation skills,
operations and Innovation Centres are split
intellectual property, report writing, and
between two campuses in the Niagara
all the soft skills required to interact
Region, so it is sometimes difficult for our
with industry partners and project
teams of students, graduates and faculty
colleagues. In many cases, they are hired
to get to know the administrative team,
on by the industry partner after their
and each other, and to feel connected to
project completion, and graduation.
the greater mission of training students
For example, James Turner worked as a
while engaging with industry. Therefore,
Research Assistant with WAMIC, was hired
we implemented an annual Research &
upon graduation from the Mechanical
Innovation professional development day,
Engineering Technologist program, to
in which all staff, graduates and students
be a Manufacturing Process Engineer at
spend the day together, anchored by a
Airbus Helicopters, a subsidiary of global
lunchtime barbecue. We spend the first
aerospace company, Airbus. Based on his
half of our day at our Welland campus, and
work as an NC student, including partner
the second half at the Niagara-on-the-LakeYou can also read
