1 / 17

RIL ~ AIL ~ RPL Presentation to RPL Network

RIL ~ AIL ~ RPL Presentation to RPL Network. By Karen Holmes. What are AIL and RIL?. AIL Course in Assessment of Informal Learning 21812VIC ( Referred to by some providers as CAIL) RIL Course in Recognised Informal Learning 21896VIC ( Referred to by some providers as CRIL).

lot
Download Presentation

RIL ~ AIL ~ RPL Presentation to RPL Network

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. RIL ~ AIL ~ RPL Presentation to RPL Network By Karen Holmes

  2. What are AIL and RIL? • AIL • Course in Assessment of Informal Learning • 21812VIC • (Referred to by some providers as CAIL) • RIL • Course in Recognised Informal Learning • 21896VIC • (Referred to by some providers as CRIL)

  3. Linking AIL to RIL • AIL is the qualification held by assessors • Pre-requisites include Assessor skills from Cert IV Training and Assessment • BSZ ~ 401, 402, 403 • TAA ~ ASS401, ASS402, ASS404 • TAE ~ ASS401, ASS402, ASS403 units would be deemed equivalent • or equivalent evidence of ability to plan and conduct assessments, and participate in assessment validation • VBQU631 unit has 30 nominal hours

  4. Linking AIL to RIL • RIL is the unit offered to the students (learners) • Nominal Hours = 15 per unit • VPAU399 - VPAU400 - VPAU401 - VPAU402 • Note students complete single unit only, it is not a requirement for students to complete all 4 units. • Assessors for the RIL units must hold the AIL qualification or be able to demonstrate equivalent competency in discussion based assessment methodology. (RIL Curriculum pages 14 & 16)

  5. The RIL model • Focus is on learning gainnot on specific vocational skills and knowledge • Description of the complexityof learning gain • Descriptors for 4 levels of complexity • Evidence is gathered through a discussion-based assessment methodology • A partnership of client and advisor • A new beginning for the learner; a profile as a successfullearner

  6. RIL competency measures • The complexity of learning at four levels is differentiated in terms of: • the nature and complexity of the skills and knowledge • the application of the skills and knowledge in context • the degree of independence in applying the learning • dealing with issues and problemsolving • To achieve this, the learner is assisted to prepare and support a learning history

  7. RIL Assessment • One on one discussion based assessment conversations between the learner and a qualified assessor that focuses on: • The learner’s participation in informal learning activities • The nature of the learning attained through these informal learning activities

  8. 3 Stage Assessment Model • Stage A • Plan and prepare for assessment • Stage B • Discussion with learner to identify and validate skills and knowledge gained informally • Determine complexity of the learning gain • Confirm learning needs and potential pathways • Stage C • Review assessment process

  9. Linking RIL to RPL • How is Recognition of Informal Learning different from Recognition of Prior Learning and Recognition of Current Competency? • Recognition of Prior Learning (RPL) is a formal process of a learner providing evidence of their competence for a full unit of competency or module in an accredited vocational course. It recognises vocational skills. • Recognition of Current Competency (RCC) is similar. It also recognises competence in a full unit of competency or module but is generally applied to skills that are required for compliance within a workplace or industry setting.

  10. Linking RIL to RPL . . . • In contrast, RIL does not recognise a specific vocational skill or set of vocational skills. Neither does it recognise Employability Skills. • RIL focuses instead on describing the complexity of thelearning gain. • However, identifying and documenting vocational and employability skills is often a by-product of the RIL process which may lead to an application for RPL.

  11. Offering RIL or RPL • Key to the offering of the RIL is to identify the specific needs of the learner cohort you work with . . . . • What are their needs? • What do they want to do? • What are their histories? • What are their backgrounds? • What program will assist to achieve their aims?

  12. Suggestions to implement the RIL program . . . .

  13. Suggestions to implement the RIL programs . . . There are many potential models to consider:- • A program offered to learners with limited academic experience • Part of the initial consultation/interview with potential clients/students • Part of a skills audit process conducted with learners • Part of a training needs analysis in a workplace, to assist with specific course selection

  14. Models in place to implement the RIL programs . . . A number of providers at this time are in the process of trialling the RIL program. Prior to enrolment in specific programs • LLN/Access programs • Pre-Apprenticeship courses • Skills for Growth funding model • Data of outcomes is very limited at this point in time as programs above are in planning or early stages. • Data is expected to be more readily available in 2012.

  15. Questions

  16. Resources Supporting resources created throughout the three year Reaching Learners Outside the System are available online. These resources support and explain both the AIL and RIL programs http://learnexperience.wordpress.com/

  17. Thank You • Karen Holmes • Ph: 9212 5279 • Email: Karen.Holmes@Chisholm.edu.au

More Related