 |
 |
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
Lead Presentation
Recognition
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.
Video for Broadband | Video for Dialup
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 :
Recognition Champions – Engaging Educators in the Recognition Process
Workshop
Recognition
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.
MP3 Audio Duration: 30:02 File size: 6.87 MB)
- Recognition Champions - Engaging Educators in the Recognition Process
Communicating the ’E’ in TAFE industry training
Lead Workshop
Workplace Learning
Marilyn Enders
Senior Educator, University of Ballarat, School of Business Studies
TAFE has a unique role designing workplace training programs in partnership with industry. This is because TAFE has the capacity of being able to advise on training options and the variables which can bring about effective changes in skills and workplace behaviour. Designing and implementing workplace training is very complex because of the many players and competing needs. A training program in itself is not enough for a successful outcome. A dynamic communications strategy is needed to bring the program together and address the issues arising from the stresses of that process. To be successful, both employers and employees need to be convinced of the program’s worth. This workshop will focus on practical applications and personal anecdotes that illustrate the importance and pitfalls of communication strategies in developing and delivering workplace training programs.
- Communicating the ’E’ in TAFE industry training
Assessment, recognition and the TAFE NSW Access Employment Education and Training (AEET) Framework
Workshop
Recognition
Sue Jeavons
Chief Education Officer, Access and General Education Curriculum Centre. TAFE NSW South Western Sydney Institute
Sue Roy
Program Manager, Access and General Education Curriculum Centre
Kerry Jess
Program Manager, Access and General Education Curriculum Centre
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
Learning competency and engagement that transcends time, place and culture
Presentation
Partnerships and Entrepreneurships
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
Sydney Institute Leadership Development Program
Workshop
Workplace Learning
Jai Waters
Director Organisational Development, TAFE NSW Sydney Institute
Jean Burns
College Director, Petersham, Sydney Institute
Julie Collareda
Manager Learning and Innovation, TAFE NSW Sydney Institute
In May 2006 Sydney Institute implemented a leadership program. The model has been used to inform Sydney Institute’s implementation of Life Based Learning Model. The myLeadership program includes self assessment that allows staff to identify their existing skills and knowledge and then plan how they will develop their leadership skills from a variety of activities including coaching, mentoring, being part of a collaborative leadership network, self directed study and online resources including an Institute wiki site. Seventy five senior staff are involved in the program and coaching is being delivered to Institute staff by an external coaching company. The program will be evaluated at the end of the trial in November and recommendations made for implementation in 2008 including how it can be extended to include head teachers. This workshop will involve an overview of the program and exploring opportunities offered by this program in developing leadership skills.
MP3 Audio Duration: 30:02 File size: 6.87 MB)
- Sydney Institute Leadership Development Program
Reframing the Future Transforms VET practice
Presentation
Workplace Learning
Suzy McKenna
National Project Director, Reframing the Futures
Reframing the Future Transforms VET Practice
This presentation will look in depth at how two Reframing the Future projects sponsored by TAFE NSW in 2006 and 2007 are using work-based learning and change management methodologies to transform their VET practice in areas of innovation, industry partnerships and entrepreneurship
- Reframing the Future Transforms VET Practice