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Transcript of Ph 02 9244 5111 Fax 02 9244 5925 Email [email protected] Level 4, 1 Oxford Street, DARLINGHURST...
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Ph 02 9244 5111 Fax 02 9244 5925 Email [email protected] Level 4, 1 Oxford Street, DARLINGHURST NSW 2010
TAFE NSW International Centre for VET Teaching and Learning
TAFE NSW RPL Colloquium 2007: More possibilities, better results
Thursday 7 June 2007
Swissotel Sydney
In association with TAFE NSW – COAG RPL
Professional Development Project
ICVET RPL Project Manager – Janet Hewson
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TAFE NSW International Centre for VET Teaching and Learning
Pam Christie
Director
Sydney Institute - TAFE NSW
Chair, TAFE NSW RPL Steering Committee
Colloquium 2007 opening
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TAFE NSW International Centre for VET Teaching and Learning
OVERVIEW
1. Why so much interest in RPL?
2. How is TAFE NSW performing?
3. What’s happening to support the expansion of RPL in TAFE NSW?
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TAFE NSW International Centre for VET Teaching and Learning
Why RPL?
• Skill shortages
• Fast track skilling solutions
• Focus on mature age
• Need to up skill existing workforce
• Cost and efficiency pressures
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TAFE NSW International Centre for VET Teaching and Learning
Response from Governments
• “All RTOs in receipt of public funds to provide …. a quick and simple process to recognise their skills” COAG 2006
• COAG Commonwealth/State program to build capacity and drive good practice - $6.6m matched funds over three years
• NSW State Plan targets and NSW Government election commitment to expand opportunities for RPL
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TAFE NSW International Centre for VET Teaching and Learning
TAFE NSW PERFORMANCECredit transfer RPL
NSW 1 5
Vic 6 7
Qld 5 8
SA 8 3
WA 3 6
Tas 4 4
NT 2 2
ACT 7 1
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TAFE NSW International Centre for VET Teaching and Learning
TAFE NSW PERFORMANCE
• RPL for TAFE NSW was 3% of all module enrolment outcomes in 2005
• From 2007, RPL attracts 100% ASH
• Policies and procedures for reporting recognition updated
• SIS enhanced to capture and record RPL
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TAFE NSW International Centre for VET Teaching and Learning
TAFE NSW RPL INITIATIVES
BVET PROJECTS
• Skills testing pilots – develop RPL tools and pilot skills testing in 10 trades
• Prove it!
– CLI managed site
– TAFE intranet version
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TAFE NSW International Centre for VET Teaching and Learning
TAFE NSW RPL INITIATIVES
COAG PROJECTS
1. Virtual RPL Support Centre – on line advisory and referral service
2. Skills Express – industry partnering
Construction, Plumbing, Electrical, Automotive and Hairdressing
3. RPL Professional Development
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TAFE NSW International Centre for VET Teaching and Learning
CHALLENGES
• RPL is not quick and simple
• RPL requires good assessment practices
• RPL candidates need to be well informed
• RPL needs to be personalised
• RPL needs to be offered with gap training
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TAFE NSW International Centre for VET Teaching and Learning
Opening address
Dr Pauline HartAssociate Director
Manufacturing, Engineering, Construction and Transport Curriculum Centre
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TAFE NSW International Centre for VET Teaching and Learning
Program overview and introductions
Maret Staron
ManagerTAFE NSW International Centre for VET
Teaching and Learning (ICVET)
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TAFE NSW International Centre for VET Teaching and Learning
What kind of web do we want to spin today?
Key speakersTAFE BoardSpark topicsConversationsNetworkingFollow up
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TAFE NSW International Centre for VET Teaching and Learning
Conversations
Conversations are learning experiences – a way of sharing and creating knowledge together
Knowledge resides in people (and only flows through technology). We create learning environments, but the chief tool that makes learning happen is conversation (Alan Webber)
We learn in conversation, in relationship
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TAFE NSW International Centre for VET Teaching and Learning
Strategic conversations
―Core assumption: you need to be involved in diagnosis and generating solutions (Schein, 1978)
―A collective creation of propositions and finding strategy (2nd Road, 2006)
―Goal: making new horizons, sharing understanding through thoughtful, collective conversation
―The questions focus our search for solutions
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TAFE NSW International Centre for VET Teaching and Learning
Key contacts
NSW COAG RPL PD Project Partnership:Illawarra Institute:– Bernadette Ioannou, Project Manager– Charlie Higgs, R/Recognition Coordinator
Hunter Institute– Jill Albrecht, Recognition Coordinator
ICVET– Janet Hewson, Chief Education Officer– Lynne Stallard, A/Principle Education Officer
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TAFE NSW International Centre for VET Teaching and Learning
Writers
– Deborah Willmer, R/Teaching and Learning Manager, SWSI
– Keith Greenough, R/Assistant Director, Learning Pathways and ICT, Strategic Business Unit, SI
– Kate Appleton, Teacher, Community Services, Granville, SWSI
– Anne Walsh, Teacher Coordinator, NCI
– Norma Smith, Contractor
– Wendy Wyatt, ICVET Website Manager
– Janet Hewson, CEO, ICVET
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TAFE NSW International Centre for VET Teaching and Learning
Watch out for
– Alex Hays, NSW LearnScope Project Officer, ICVET, podcasting
– Robyn Jay, NSW LearnScope Manager, photos plus
– Deanne Bulmer, Administrative Officer, ICVET
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TAFE NSW International Centre for VET Teaching and Learning
What sparks your interest in RPL?
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TAFE NSW International Centre for VET Teaching and Learning
“Spark Topic” – 3 P’s - Pedagogy
Generating new opportunities in the engine room
Anne Walsh
Senior Education Officer
Teaching and Learning Development
North Coast Institute
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TAFE NSW International Centre for VET Teaching and Learning
RPL more possibilities – better results
Making RPL a valid process -
Beyond the Portfolio
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TAFE NSW International Centre for VET Teaching and Learning
My aim today:
is to stimulate discussion about the validity of the recognition process as it is generally understood and applied by the everyday VET practitioner.
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TAFE NSW International Centre for VET Teaching and Learning
What is validity?
A valid assessment is one that assesses only what it claims to assess.
For example – written tests are only valid if there is an expectation in the unit of competence that the candidate has literacy skills.
(This could be indicated in the key competencies.)
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TAFE NSW International Centre for VET Teaching and Learning
If the candidate requires particular skills in order to undertake the
assessment,
and those skills are not included in the competency being assessed,
the assessment process is not necessarily valid.
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TAFE NSW International Centre for VET Teaching and Learning
In a typical RPL the candidate:
• is given information about the specific evidence requirements
• is advised on ‘typical’ items of evidence
goes off and collects evidence
• collates evidence into a portfolio of some sort
• maps portfolio to unit(s) and elements
• presents evidence for assessment
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TAFE NSW International Centre for VET Teaching and Learning
Skills required?
Ability to
• interpret a unit of competence and specific evidence requirements
• differentiate between ‘good’ and ‘bad’ evidence
• collect, collate, map and present evidence in the form the assessor expects
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TAFE NSW International Centre for VET Teaching and Learning
Remember Benjamin Bloom?
The skills required to
compile a portfolio
are higher order.
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TAFE NSW International Centre for VET Teaching and Learning
Lower level skills required…
• Remember what they have done in the past
• Make sense of the requirements of the unit/elements and specific evidence
• Apply that information in the context of their own experiences
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TAFE NSW International Centre for VET Teaching and Learning
Higher level skills required…
• Analyse their experiences to determine the relationship to the evidence requirements and what evidence they may be able to extract
• Evaluate the evidence in terms of it’s relevance and appropriateness
• Construct a portfolio/narrative to explain their artefacts
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TAFE NSW International Centre for VET Teaching and Learning
Is this fair?
Depends on the:
• nature of the unit of competence
• nominated level of the key competencies
• AQF level of the unit
• context in which the competence is being applied
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TAFE NSW International Centre for VET Teaching and Learning
The ‘simple’ answer
• Apply the principles of assessment to recognition
• Think beyond the ‘portfolio’
• Provide structured support for the candidate
All of which have resource implications.
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TAFE NSW International Centre for VET Teaching and Learning
My question for you to consider
If you agree there are validity issues associated with the
assessment process,
what are you going to do about it?
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TAFE NSW International Centre for VET Teaching and Learning
Networking
How to make the most of your networks –
‘intensional’ networks and relationships
Cliff Trood
Chief Education OfficerTAFE NSW International Centre for VET Teaching
and Learning (ICVET)
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TAFE NSW International Centre for VET Teaching and Learning
networking
Its about building and sharing
what you know
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TAFE NSW International Centre for VET Teaching and Learning
networks:
two ideas of interest
the Strength of Weak Ties Grannovetter, 1973
‘intensional’ Networks
Nardi, Whittaker & Schwarz, 2002
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TAFE NSW International Centre for VET Teaching and Learning
Ties
Strong Weak
regular time spent Lots low / none
emotional strength High low
closeness High low
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TAFE NSW International Centre for VET Teaching and Learning
Weak Ties
you
Weak ties are bridges that allow new knowledge and practice to travel between networks
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TAFE NSW International Centre for VET Teaching and Learning
‘intensional’ netWORKs
• changing work environments
• personal networks
• deliberate construction
• continuous maintenance
• activation to do the job
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TAFE NSW International Centre for VET Teaching and Learning
One of the most important
resources we share with each
other is access to those in
our networks.
The other is our knowledge
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TAFE NSW International Centre for VET Teaching and Learning
Networking Opportunity
Refreshments
Ballroom Lobby
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TAFE NSW International Centre for VET Teaching and Learning
“Spark topic” – 3 P’s - Process
Harnessing the power of process
Jill Albrecht
COAG RPL PD project team
Hunter Institute
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TAFE NSW International Centre for VET Teaching and Learning
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TAFE NSW International Centre for VET Teaching and Learning
Harnessing the power of process
The 10 top tips for processing Recognition
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TAFE NSW International Centre for VET Teaching and Learning
• www.tafensw.edu.au
• Course Student Assessment Guides
• Student Recognition Guide for each module
• Course Credit Estimate Report on E-services
Tip 1: Recognition Information on the
Internet
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TAFE NSW International Centre for VET Teaching and Learning
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TAFE NSW International Centre for VET Teaching and Learning
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TAFE NSW International Centre for VET Teaching and Learning
• DET Intranet site – TAFE and Community Education• TAFE Strategy and Business Operations• Teaching and Learning – Recognition• Contains Embedded Testamur Policy and other policies• PowerPoint presentation for use in staff training• Links to HSC/TAFE website and other relevant sites
Tip 2: Educational Capability website
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TAFE NSW International Centre for VET Teaching and Learning
• Found on Educational Capability website
• New chapters on processing Recognition
• Hyperlinks to relevant websites and for easy navigation
• Frequently asked questions covering nearly every possible Recognition scenario
Tip 3: Everyone’s Guide to Recognition
– NEW EDITION
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TAFE NSW International Centre for VET Teaching and Learning
• Found on Educational Capability website
• Updated annually
• Hyperlinked for easy navigation
• Detailed instructions on processing all types of forms
Tip 4: 2007 Guide to Enrolment and Enrolment
Adjustment forms
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TAFE NSW International Centre for VET Teaching and Learning
• What If Student Record Summaries
• SCIENRSRS
• GOLD 2 for What If report
• Shows all possible entitlements based on previous TAFE studies
• Complements the E-services report available to students
Tip 5: SCIS
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TAFE NSW International Centre for VET Teaching and Learning
• Standard exemption entries
• Advanced Standing Arrangements
• Course Student Assessment Guides
• Unit Guides
Tip 6: CIDO
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TAFE NSW International Centre for VET Teaching and Learning
• A useful new resource for Recognition recording?
• May need to be customised, or perhaps a new version for Recognition assessment could be added?
• Available on CIDO for every course• Full course structure shown with unit codes and
names• Codes for types of evidence presented
Tip 7: Learning and Assessment Strategy Form
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TAFE NSW International Centre for VET Teaching and Learning
• Link to the sites from the TAFE NSW website• HSC/TAFE site shows all entitlements for
Standard exemptions based on HSC study• Shows possible units that students may gain
credit for, based on VET study in school• High rate of use in schools• TAFE/Uni site links to Universities with credit
transfer websites
Tip 8: HSC/TAFE and TAFE/Uni Credit Transfer websites
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TAFE NSW International Centre for VET Teaching and Learning
• Country Education Profiles – AEI website www.dest.gov.au/noosr (Australian Education International)
• Obtain a password from TAFE International Education Unit – Debra Pinkerton
• 9217 4574• Multicultural Education Unit booklets map overseas
school and university qualifications to Australian levels
Tip 9: Tools for processing Overseas study
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TAFE NSW International Centre for VET Teaching and Learning
• Many new Recognition resources under construction
• Funded by ESC, BVET and COAG• Will be in hard copy and electronic formats• SCIS Help Desk• Progressions and Completions Unit (David
Hooker’s unit)• Your campus support staff
Tip 10: Curriculum Centre Gateway sites and your
colleagues
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TAFE NSW International Centre for VET Teaching and Learning
• Prior learning is a gift, but sometimes we treat it as a burden”
• Adapted from Ratna Omidvar, Executive Director, Maytree Foundation
• Recognizing Learning Conference• Halifax, Nova Scotia, October 2001
Conclusion
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TAFE NSW International Centre for VET Teaching and Learning
Strategic Conversation on key questions
Q1 How can we reconcile the tension between quality assessment and the economic imperative – “quick and simple” and “increased volume?” (COAG, OECD, 2007) Facilitators: Jill Albrecht – Yellow group Cliff Trood – Blue group
Q2 How can we facilitate new training/business opportunities by seeing RPL as a diagnostic tool as opposed to just a ‘must do’ policy?Facilitators: Lynne Stallard – Pink group Charlie Higgs – Purple group
Q3 How can we reconcile the tensions between individualised/personalised assessment and the economies of scale in the classroom or large groups?Facilitators: Bernadette Ioannou – Green group Greg Madden – Red group
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TAFE NSW International Centre for VET Teaching and Learning
Networking Opportunities
Lunch in the Ballroom Lobby
Poster Session:
Curriculum Centres
COAG RPL PD Project
Bruce Blackshaw HT Network
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TAFE NSW International Centre for VET Teaching and Learning
“Spark topic” – 3 P’s - Product
Working with Industry
Bernadette Ioannou
Project Manager - COAG RPL PD
ProjectRecognition Excellence and Learning (REAL) Project
Illawarra Institute – TAFE NSW
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TAFE NSW International Centre for VET Teaching and Learning
Product – Working with Industry
Community Services and Health Industry Skills Council (ISC)
• Strategy in skilling the workforce
• Why is it important?
• Key to best practice
• Expertise of assessors
• Best practice model
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TAFE NSW International Centre for VET Teaching and Learning
Product – Working with Industry
TAFE NSW – Appliance Industry Association
Certificate II in Electrotechnology Servicing (Appliance – Refrigeration)
• Aim of programme
• Benefits
• Development of RPL process and tools
• Outcomes
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TAFE NSW International Centre for VET Teaching and Learning
Product – Working with Industry
Skilling the Existing Workforce Project
• National project focus
• Duration
• Stakeholders
• Enabling strategies
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TAFE NSW International Centre for VET Teaching and Learning
Strategic Conversation on key questions
Q4 How can we reconcile a teacher’s role as an educator as opposed to that of an RPL assessor – how do you take the learning out of assessment?
Facilitators: Jill Albrecht – Yellow group Cliff Trood – Blue group
Q5 What are the responsibilities for the teacher’s role in the RPL process as opposed to those of the student?Facilitators: Lynne Stallard – Pink group Charlie Higgs – Purple group
Q6 How do we reconcile the tension between the implicit/intuitive/tacit nature of professional judgements and meet our audit requirements for explicit, valid and accountable data?”Facilitators: Bernadette Ioannou – Green group Greg Madden – Red group
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TAFE NSW International Centre for VET Teaching and Learning
Sustaining the momentum
Reinforcing processes
―Self facilitated “like” groups – Institutes (x10), Curriculum Centre (x1), Statewide Units (x1)
―Where to from here? How do I share this with others?
“A learning oriented strategy aims to produce self-sustaining change in a way that continually accelerates its own growth and development. In systems
terms, it operates as a “virtuous reinforcing cycle”. (Senge, 1999)
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TAFE NSW International Centre for VET Teaching and Learning
Key address
Melanie O’Connor
Managing DirectorThe Academy Network Pty LtdNSW TAFE Commission Board
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TAFE NSW International Centre for VET Teaching and Learning
Closing Remarks
Kim Fillingham
General Manager TAFE NSW Business
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TAFE NSW International Centre for VET Teaching and Learning
CLOSE
ICVET website – eZine August 2007
–Today’s PowerPoint–Resources/stories from the Colloquium
RPL Online forums (Adobe Breeze sessions)Wed 25 July and Thur 23 August
Please leave evaluation sheetsRefreshments are available in the lobby
Thank you and have a safe journey home
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TAFE NSW International Centre for VET Teaching and Learning http://www.icvet.edu.au