Managing individual learning pathways for workplace specific training
TAFE NSW VET Pedagogy Project, Part C of Phase 1
BLENDED LEARNING CASE STUDY | Lyn Goodear, Project Manager, South West TAFE, Victoria and Sandra Fitzgerald, Project Coordinator, South West TAFE, Victoria
Because this course is the same throughout the state I know that I have the same access to training and assessment opportunities as every other person who does the course SSO in Victoria.
Student
Training Packages
National Public Services (PSP99)
Learning Environment
The School Services Officer Accredited Training Program is a professional development program designed to meet the workplace training needs of over 12,000 School Services Officers (SSO’s) employed in government-funded schools across Victoria. This training program offers students multiple entry and exit points across three course levels, eight Training Packages and 54 units of competency. A network of 14 RTOs delivers the program across Victoria via the Victorian TAFE Virtual Campus. A team from South West TAFE and the Department of Education and Training have worked for over two years on planning, preparing and now delivering this program in the workplace.
Teaching Approach
The client-driven need for workplace specific training saw the modification of the range of variables for individual competencies for all 54 units. The overall delivery strategy includes an upfront case management approach that recognises the separate roles of educational administration and teaching/assessment. One of the key features of the delivery strategy focuses on managing individual learning pathways.
Support for individuals includes:
- a Pathways In matrix, which allows students to review their existing qualifications and training in the context of the program competencies.
- The Training Plan Application phase, which is an online working document that allows the teacher to work with the student in mapping their individual learning plan.
- a Pathways Out matrix has been developed to assist in creating learning pathways and career opportunities upon completion of the program.
Evaluation Methods
Assessment and evaluation has in-built procedures to ensure currency and responsiveness by mechanisms that include ongoing review and input by all stakeholders (students, workplace and teachers). Student and workplace feedback has been directly linked through the course to ensure the accuracy, currency and relevance of instructional content for each unit studied. This feedback is included in the content revision of the course, which happens regularly. A Teacher’s Online Hub has also been created to ensure continuous development of resources and teaching approaches with membership from all 14 RTOs.
Positive Difference to Learning
Some of the positive differences in this study include the resolution of some complex and problematic issues such as physical access, bandwidth limitations, time and workplace constraints, relevant assessment strategies, consistency in delivery and the need for efficient delivery procedures within the RTO. These problems have been resolved through ongoing negotiation and feedback from students, workplaces, and other training providers resulting in a consistent approach to delivery and assessment strategies. There has been interest in this model from a number of other public service providers dealing with similar issues.
See Also
Case
Studies Innovative and Excellent Practices in VET Teaching and
Learning 2003 (426 Kb) are also available as one downloadable
file.
