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Thursday 7 June 2007 Swissotel Sydney

ICVET. TAFE NSW International Centre for VET Teaching and Learning. TAFE NSW RPL Colloquium 2007: More possibilities, better results. In association with TAFE NSW – COAG RPL Professional Development Project. Thursday 7 June 2007 Swissotel Sydney. ICVET RPL Project Manager – Janet Hewson.

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Thursday 7 June 2007 Swissotel Sydney

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  1. ICVET TAFE NSW International Centrefor VETTeaching and Learning TAFE NSW RPL Colloquium 2007:More possibilities, better results In association with TAFE NSW – COAG RPLProfessional Development Project Thursday 7 June 2007 Swissotel Sydney ICVET RPL Project Manager – Janet Hewson Ph 02 9244 5111  Fax 02 9244 5925  Email icvet@tafensw.edu.au Level 4, 1 Oxford Street, DARLINGHURST NSW 2010

  2. Colloquium 2007 opening Pam Christie Director Sydney Institute - TAFE NSW Chair, TAFE NSW RPL Steering Committee

  3. Why so much interest in RPL? How is TAFE NSW performing? What’s happening to support the expansion of RPL in TAFE NSW? OVERVIEW

  4. Skill shortages Fast track skilling solutions Focus on mature age Need to up skill existing workforce Cost and efficiency pressures Why RPL?

  5. “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 Response from Governments

  6. Credit 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 TAFE NSW PERFORMANCE

  7. 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 TAFE NSW PERFORMANCE

  8. BVET PROJECTS Skills testing pilots – develop RPL tools and pilot skills testing in 10 trades Prove it! – CLI managed site – TAFE intranet version TAFE NSW RPL INITIATIVES

  9. COAG PROJECTS Virtual RPL Support Centre – on line advisory and referral service Skills Express – industry partnering Construction, Plumbing, Electrical, Automotive and Hairdressing 3.RPL Professional Development TAFE NSW RPL INITIATIVES

  10. 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 CHALLENGES

  11. Dr Pauline Hart Associate Director Manufacturing, Engineering, Construction and Transport Curriculum Centre Opening address

  12. Maret Staron Manager TAFE NSW International Centre for VET Teaching and Learning (ICVET) Program overview and introductions

  13. Key speakers TAFE Board Spark topics Conversations Networking Follow up What kind of web do we want to spin today?

  14. 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 Conversations

  15. 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 Strategic conversations

  16. 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 Key contacts

  17. 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 Writers

  18. Alex Hays, NSW LearnScope Project Officer, ICVET, podcasting Robyn Jay, NSW LearnScope Manager, photos plus Deanne Bulmer, Administrative Officer, ICVET Watch out for

  19. What sparks your interest in RPL?

  20. Generating new opportunities in the engine room Anne Walsh Senior Education Officer Teaching and Learning Development North Coast Institute “Spark Topic” – 3 P’s - Pedagogy

  21. RPL more possibilities – better results Making RPL a valid process - Beyond the Portfolio

  22. is to stimulate discussion about the validity of the recognition process as it is generally understood and applied by the everyday VET practitioner. My aim today:

  23. 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.) What is validity?

  24. 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.

  25. 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 In a typical RPL the candidate:

  26. 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 Skills required?

  27. The skills required to compile a portfolio are higher order. Remember Benjamin Bloom?

  28. 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 Lower level skills required…

  29. 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 Higher level skills required…

  30. 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 Is this fair?

  31. Apply the principles of assessment to recognition Think beyond the ‘portfolio’ Provide structured support for the candidate All of which have resource implications. The ‘simple’ answer

  32. If you agree there are validity issues associated with the assessment process, what are you going to do about it? My question for you to consider

  33. How to make the most of your networks – ‘intensional’ networks and relationships Cliff Trood Chief Education Officer TAFE NSW International Centre for VET Teaching and Learning (ICVET) Networking

  34. networking Its about building and sharing what you know

  35. networks:twoideas of interest the Strength of Weak Ties Grannovetter, 1973 ‘intensional’ Networks Nardi, Whittaker & Schwarz, 2002

  36. Ties

  37. Weak Ties Weak ties are bridges that allow new knowledge and practice to travel between networks you

  38. changing work environments personal networks deliberate construction continuous maintenance activation to do the job ‘intensional’ netWORKs

  39. One of the most important resources we share with each other is access to those in our networks. The other is our knowledge

  40. Networking Opportunity Refreshments Ballroom Lobby

  41. Harnessing the power of process Jill Albrecht COAG RPL PD project team Hunter Institute “Spark topic” – 3 P’s - Process

  42. The 10 top tips for processing Recognition Harnessing the power of process

  43. 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

  44. 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

  45. 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

  46. 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

  47. 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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