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THE LEARNING POWERHOUSE: Sustaining the Spark
Friday, 10 August 2007
Session details
- Keynote Speakers
- Concurrent Session 1 -- 11:25 AM - 12:10 PM
- Concurrent Session 2 -- 12:20 PM - 1:05 PM
- Concurrent Session 3 -- 1:15 PM - 2:00 PM
- Concurrent Session 4 -- 2:10 PM - 2:55 PM
- Concurrent
Session 5 -- 3:05 PM - 3:50 PM
Be heard : Recognition 'Is the Emperor wearing new clothes?'
Conversation
Session 2
Julie Collareda
Manager Learning and Innovation, TAFE NSW Sydney Institute
Jai Waters
Director Organisational Development, TAFE NSW Sydney Institute
This conversation will give conference delegates an opportunity to learn about a professional conversation based on Complexity Theory that we conducted with a large group of teachers and staff on the practice of recognition: “Be heard: Recognition 'Is the Emperor wearing new clothes?'”. The idea behind this activity was to change mindsets and the culture of recognition by generating lively debate with a large group and for them to leave the event with an activity plan they could implement to change practice. We will give an overview of the activity, and a brief discussion about Complexity Theory what it is and the value of this tool. Participants will then take part in a simple exercise using the tool. Finally we will have a discussion about the outcomes and reflections from the conversation on recognition.
Conversation
Session 1
Penelope Lees
Chief Education Officer Recognition Project, TAFE NSW Sydney Institute
Katy Gould
SEO Educational Development, TAFE NSW Western Sydney Institute
Maia Trevaskis
Manager, Western Sydney Institute
The Western Sydney Institute Recognition Project manager has been working with Western Sydney Institute colleges to engage Directors Education, Managers Educational Programs, Head Teachers and Teachers in activities that challenge current thinking and practice in providing RPL, and to support the development and implementation of streamlining recognition strategies.
Whilst engaging sections and teachers in recognition activities it has become apparent that people become more confident about their ability and skills as they exchange stories. A flexible approach to RPL in teaching sections occurs through trial and error of different approaches. Teaching sections have similar issues and barriers which, when shared, are either overcome by using fresh approaches or are lessened because they are shared.
The conversations we would like to have are framed by these questions,
1.How much evidence is necessary to assess a person as competent?
2.What are the risks of RPL?
3.How can industry be engaged in RPL assessment?
4.What is validity in RPL?
Assessment, recognition and the TAFE NSW Access Employment Education and Training (AEET) Framework
Workshop
Session 3
Sue Jeavons
Chief Education Officer, Access and General Education Curriculum Centre. TAFE NSW South Western Sydney Institute
This workshop focuses on assessment and recognition for units of competency in the TAFE NSW Access Employment Education and Training (AEET) Framework which is structured around the national Employability Skills. The workshop provides an opportunity to discuss the issues relating to assessment and recognition for students enrolled in courses within the AEET Framework. It will be of particular interest to TAFE NSW access and general education staff.
Participants will participate in a practical workshop activity investigating recognition against a range of AEET units of competency. Participation in this workshop will facilitate participants further understanding of assessment & recognition of AEET units of competency and courses.
- Assessment, recognition and the TAFE NSW Access Employment Education and Training (AEET) Framework
Workshop
Session 3
Andrew Crowley
Educational Leader, Community Services, Health, Tourism & Recreation, TAFE NSW Western Institute
Jenny Hazelton
Head Teacher, Community Services, Health, Tourism, TAFE NSW Western Institute
In 2007 TAFE NSW has made a concerted effort to increase the range, efficiency and outcomes of recognition services for its customers. A key component of this directive for the Community Services, Health, Tourism and Recreation Faculty in TAFE NSW, Western Institute has been to engage Faculty teaching staff in supporting this initiative.This presentation will outline the steps in which TAFE NSW Quality Improvement funding has been used to harness the energy of 15 staff from across the Faculty. Project participants were representative of a breadth of teaching programs and were asked to participate based on their role within the Faculty or their experience in a variety of recognition contexts.The presentation will outline the project, its outcomes and the ways in which the Faculty plans to share the recognition energy, using a mentoring model to support teaching staff in recognition processes.
Work based fast track recognition
Presentation
Session 4
Alison Shurmer
Head Teacher, Community Services, TAFE NSW Western Institute
Jacqueline Ashleigh
Teacher, Community Services, TAFE NSW Western Institute
Many workers in the rural welfare sector have many years of work experience but have not had the opportunity to access qualifications appropriate to their levels of skill and knowledge. This presentation will focus on the development of an innovative and entrepreneurial partnership between TAFE NSW, Western Institute and the network of Family Support Service agencies in central and western NSW. The main purpose of the partnership has been to develop a recognition tool for the full CHC50702 Diploma in Community Welfare Work qualification and pilot this with 10 industry based workers. This presentation will outline the history of the project, how funding was secured and the practical steps involved in bringing it to fruition. Included in the presentation will be ideas of how to link recognition to job roles and the process of working with industry based workers seeking recognition. Staff presenting the information will offer their ideas of how best to approach fast track recognition and they will outline the ways in which they have met the needs of this cohort of learners. Included also will be an overview of the learning and outcomes to date in this project and some clear tips and recommendations for other staff keen to be involved in work based fast track recognition projects.
- Welfare Diploma - Fast Track in Industry
- Welfare Diploma - Fast Track in Industry
RON (RPL Online Network) : Mainstreaming RPL
Workshop
Session 4
Jo Fuller
A/Manager E-Learning, TAFE NSW South Western Sydney Institute
RPL processes provide the VET practitioner with a complex maze. RON (RPL Online Network) is a supportive online network that is available to all who are interested in strategies to manage the RPL maze. Regular online sessions through Adobe Connect (web conferencing tool) have included RPL professional development activities, good practice demonstrations and guest speakers. The outcome of the network is to create an active and networked RPL network of assessors that will promote RPL practice and extend RPL uptake across the VET sector. The workshop will provide an opportunity to connect and join with RON and the online space.
- RON (RPL Online Network) : Mainstreaming RPL
- RON (RPL Online Network) : Mainstreaming RPL
Conversation
Session 1
Janet Hewson
Chief Education Officer, TAFE NSW ICVET
Should the principles of assessment, validity, reliability and currency be informed by the key element of sufficiency when testing these elements?
If so what does sufficiency mean?
RPL requires assessment decisions which are often made by the individual assessor and using their own frame of reference, often in situations where they have little or no prior knowledge of the candidate, or formative assessment evidence to support their judgement. When faced with assessing these “grey areas” or using holistic assessment methods, such as interviews based on life and work experience, how can assessors be confident enough evidence has been gathered.
This question is further exacerbated by the notion of quick and simple RPL as a key element of the National Reform Agenda. Can sufficient evidence be gathered quickly and simply?
Lead Presentation
Session 3
Dr Josie Misko
National Centre for Vocational Education and Research
A recent Country Background Report (CBR) prepared for the OECD and funded and supported by DEST provides a snapshot of current policy and practice for the recognition of informal and non-formal learning (known commonly as RPL) in Australia. This study is particularly relevant today as national and state and territory governments grapple with the issue of current skill shortages. In this respect RPL is seen as a vehicle for accelerating the acquisition of formal qualifications, and entrance into skilled trades. RPL (in terms of recognition of work history) is also used for skilled migration purposes, employment and wage and salary advancement, accreditation to professional associations. Researchers have found it a challenging task to present an accurate picture of how education and training institutions, employers and government agencies, apply concepts of RPL in their organisations. This is because the application of RPL in Australia is intentionally designed to be flexible and devolved to local assessing agencies. In addition, the lack of a consistent or comprehensive process for appropriately collecting and storing data also makes it difficult to accurately report the magnitude and extent of RPL. Nevertheless formally recorded RPL uptake rates across education and training sectors and age groups, continues to be low. In this presentation Josie Misko provides an overview of the findings of the CBR and discusses how different institutions and organisations have applied RPL in their specific contexts. Also discussed are innovations in assessment practice and the collection and storing of information.
Should you be interested in discussing the report, please contact one of the following DEST managers of the project.
Anne.BYRNE@Dest.gov.au or jenny.PECK@Dest.gov.au
If you would like more information please contact Josie on :
Learning competency and engagement that transcends time, place and culture
Presentation
Session 3
Gail Farran
Head of Studies, Business, Arts and Information Technology, TAFE NSW Riverina Institute
Community is no longer the colour coded area on your local geographical map. The world has become our community with increased interdependency on each other to sustain our lifestyles, beliefs and social structures. Our challenge as educators is to add value to our students’ lives to enable them to live and work in this complicated new world. The Community Abroad Program is a learning and developmental experience for participants from indigenous communities in America amd our own aboriginal community at Dareton, NSW. In the program sixteen American Indian and three faculty were welcomed into the Barkindji Community supported through Riverina Institute, TAFE NSW. The program has been developed and supported over the past four years through Riverina Institute, TAFE NSW. It is based on the sharing of culture, language and history through shared experiences and learning. Experiences for both Aboriginal participants and American Indian participants are both profound and life changing. This presentation will discuss the program, the journey to structure the program in its present form, the pitfalls and pointers for others who would like to use programs such as this to add value to their students lives.
- Learning competency and engagement that transcends time, place and culture
- Learning competency and engagement that transcends time, place and culture