ABSTRACT

This study recognises how Industry 4.0 is influencing labour market demands of graduating students and how ongoing discord between employers and educators regarding their preparation is driving work-integrated learning across the sector. Stakeholder involvement in capability development requires expected performance standards to benchmark students for learning and assessment purposes, especially in non-accredited contexts which lack defined standards of competency. Industry stakeholders were engaged to review, validate and extend an established capabilities framework to reflect mega-trends posed by contemporary work and to define dimensions of standardised assessment for the purpose of work-integrated learning. Findings highlighted the need for graduates that are digitally literate, resilient, adaptable, and able to collaborate and communicate with others from diverse backgrounds in virtual and face-to-face settings. The resultant framework provides specific, clear and measurable behaviours that reflect industry expectations of graduating students, translating to authentic assessment criteria for multi-stakeholder evaluation of student performance during work-integrated learning.

摘要

这项研究认识到工业 4.0 如何影响毕业生的劳动力市场需求，以及雇主和教育工作者之间在毕业生准备方面持续存在的分歧如何推动整个行业的工作一体化学习。利益相关者参与能力发展需要预期的表现标准来衡量学生的学习和评估目的，特别是在缺乏明确的能力标准的非认可环境中。行业利益相关者参与审查、验证和扩展既定的能力框架，以反映当代工作所带来的大趋势，并为工作整合学习的目的定义标准化评估的维度。调查结果强调了毕业生需要具备数字素养、有弹性、适应性强、并能够在虚拟和面对面的环境中与来自不同背景的其他人协作和沟通。由此产生的框架提供了具体、清晰和可衡量的行为，反映了毕业生的行业期望，转化为多利益相关者在工作整合学习期间对学生表现进行评估的真实评估标准。