People not paper
REPORT | Deborah Willmer, R/Teaching and Learning Manager - South Western Sydney Institute, Liverpool Campus
Deborah was a participant at the RPL Colloquium 2007. She kindly agreed to scribe from the two groups in which she was a group member and to write the information into a story. The following is from the afternoon purple group
People not paper was the message advocated by Charlie Higgs, Illawarra Institute’s RPL Coordinator, and our group facilitator. The warning, from current methodologies, “Too much emphasis on paperwork and insufficient on relationship establishment”, is relevant to us all.
A well-informed, coordinated approach to RPL in the Illawarra Institute, has enabled the capture of primary evidence at the ‘first interview’. Digital recording of the interview and question process provides direct evidence of the knowledge, attitude and experience to be assessed. It does not rely on the written literacy of the applicant to provide a background of their competence, but provides a basis on which to build the assessment process.
Streamlining the processing was explored by the group who considered how the student/class management systems could be improved to automate prior qualification mapping and profiling of the RPL applicant. Systems can complicate the "mapping" of prior study. Significant improvements can be achieved by a well-informed staff that facilitate the application.
Staff knowledge of Training Packages could be improved, in particular approaches to evidence gathering. The sentiment approximating “If I didn’t teach it then how can I be sure they have learnt it”, was countered by the question as to how teachers currently ensure that what they have taught is in fact learnt – surely through assessment of the evidence provided by the learner.
The learner, may have learnt directly from the teacher, or from a classmate or from the text or any number of other resources. The emphasis should be on the learner being able to demonstrate their having the skill, knowledge and attitudes.
Candidates for RPL can be supported to discover the means for filling their own skill and knowledge gaps. Often a simple conversation with their employer provides a rotation of tasks in the workplace to fill an experience gap. On-line resources may aid in supplementing existing knowledge and the theoretical underpinnings of skills. RPL may be postponed until the candidate, rather than the college, completes evidence collection of the range of knowledge and skills required to submit a successful application. The support of a staff member who treats the candidate as a person will empower them to create their own flexible learning plan.
Helping people achieve their goals creatively is a desired outcome of the RPL process. The role of teacher is changing, to one who facilitates the learner plan where they are going. Capturing the careers advice of schools, with mapping of the studies completed in the HSC would fast track the RPL process on enrolment within the VET sector. Career profiling as conducted with TAFE counsellors and even parents, could be captured in an on-line application. The combined mapping of prior studies from e-services with TAFE auto-credits, could be used to project pathways for the learner in their chosen field.
Systems need to be what is predictable and consistent; not rigid pathways for the people using them.
The group’s response:
- Listen to and get feedback from all stakeholders to improve the RPL process
- Know the Training Package guidelines for evidence collection
- Ensure the pedagogical basis for practice is sound
- Change our mindset from teacher to facilitator–assessor
- But most importantly – COMMUNICATE!
- Get to know the applicant – they are in fact people!