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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
Marie Persson, Deputy Director-General, TAFE & Community Education
Keynote
Marie Persson was appointed Deputy Director-General, TAFE and Community Education at the end of 2005 and is the first woman in 115 years to fill this position. Her appointment followed her successful revamping of TAFE NSW – Sydney Institute, her management reforms as the Department’s Deputy Director-General of Organisational Development, and her extensive experience at the national level.
Marie has 20 years experience in vocational education and training and, as Director of Training Reform, was one of the original senior executives with the Australian National Training Authority (ANTA).
She has a Master of Education qualification from the University of NSW, is a Fellow of the Australian Institute of Management, the Australian Institute of Company Directors and a member of Women Chiefs of Enterprises International.
In 2003 Marie won the NSW Telstra Business Woman of the Year Award and the Australian Government and Community Business Woman Award.
Mark Callaghan, Chief Executive Officer, WorldSkills Australia
Keynote
MARK CALLAGHAN joined WorldSkills Australia (WSA) in October 2005 and was appointed CEO in November 2006. Mark is committed to continually improving all aspects of WSA’s core business – the competition process - to ensure that the WorldSkills Australia programs continue to be an essential element of skill development and contribute to Australia’s economic growth through recognition and promotion of world class skills.
Prior to WSA, Mark had extensive experience in operations and project management and major event operations. Previous roles include project management and general operations roles for the 2005 Deaflympic Games in Melbourne, the 2002 Manchester Commonwealth Games, the 2002 Olympic Winter Games in Salt Lake City and the 2000 Olympic Summer Games in Sydney. His most recent role was with the Office of Commonwealth Games Coordination working on the 2006 Melbourne Commonwealth Games.
Learning for Sustainability, The NSW Environmental Education Plan 2007 - 2010 - Why is this relevant for TAFE NSW teachers?
Presentation
Theatre
Dr Ronnie Harding
Chair, NSW Council on Environmental Education
Our sustainable use of resources has become a pominent matter for government and business decision making. Receiving most attention at present are energy use/climate change and water use and availability. These two issues alone are set to have an increasing influence, and for many situations a cental role, in decision-making in our industrial, business and domestic activities. Is TAFE currently equiping its students for this 'changing world'? What curriculum change is required for 'learning for sustainability'? Whare are the opportunities and challenges to achieve this?
Effective Employment based Training Models
Presentation
Workplace Learning
Kaye Bowman
Private Consultant
Recent policy changes, via COAG, are attempting to address persistent issues with employment based training (EBT) models and simultaneously increase interest and growth in their uptake to respond to skills shortages. Kaye will present findings of a DEST funded, NCVER commissioned research project just completed by a QUT led team of researchers that set out to explore effective (EBT) models at the Australian Qualification Framework Certificate III level and above. A key finding from their case studies in process manufacturing and child care is that two forms of EBT models are in operation for VET qualifications at Certificate IV and Diploma levels. Formal contracted EBT arrangements are emerging along side the traditional vocational course approach, with fast tracking and new skills sets /qualifications features. Current concerns regarding each model were identified and a variety of possible EBT models suggested that reasonably withstand the issues. Sorting out higher level VET qualifications might lead to a reduction in employers showing greater preference for university degree graduates over Diploma and Advanced Diploma graduates in future.
- Effective Employment based Training Models
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 :
The Toowoomba International Student Exchange Scholarship (TISES) programme
Lead Presentation
Session 4
Daniel Abad
Busines Strategies, South Queensland Institute of TAFE
The Toowoomba International Student Exchange Scholarship (TISES) programme developed in 2000 -2001 as a partnership between the Southern Queensland Institute of TAFE (SQIT), Downs Group Training (DGT), the Australian Culinary Federation (ACF) and the "Lycee Regional Hotelier et de Tourisme de Nice" on the French Riviera. The program enabled promising Toowoomba Cookery apprentices to further develop their skills and maximise their career opportunities in their chosen field. This paper will outline the project, the development of the partnership, the rewards and challenges of such an undertaking, and the future of the partnership.
- The Toowoomba International Student Exchange Scholarship (TISES) programme
Implementing Life Based Learning
Presentation
Workplace Learning
Julie Collareda
Manager Learning and Innovation, TAFE NSW Sydney Institute
Jai Waters
Director Organisational Development, TAFE NSW Sydney Institute
Sydney Institute is in the process of implementing the Life Based Learning Model (Staron, Jasinski, and Weatherly 2006) as a tool for organisational development and capability building. This presentation will detail the value of the Life Based Learning model as a tool for organisational development and will describe how we are moving away from the traditional model of staff development to one that is more dynamic. The Institute is developing capability frameworks in key areas such as leadership, business, teaching and core competencies. Staff are encouraged to self assess their performance and identify what they need to do to increase their capability using a strength based approach. Individuals can choose from a range of development options to develop their knowledge and skills including learning networks, mentoring, coaching, and working on committees and projects, return to industry and workshops. The Institute is also reshaping meetings and other learning activities by including emerging practices that emphasise conversation-based learning such as complexity theory, strategic conversations, café conversations and open space technologies. This new approach to learning is empowering staff by making them active participants in the learning process and maximising opportunities for customising their learning to their own needs. As a result we are witnessing the transformation of the culture at Sydney Institute through higher levels of staff engagement and motivation.
- Implementing Life Based Learning