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Would you like recognition with that?

Would you like recognition with that?. The SI Recognition Project. Project Purpose.

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Would you like recognition with that?

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  1. Would you like recognition with that? The SI Recognition Project

  2. Project Purpose The project commenced in mid May with the goal of undertaking investigation into approaches, practices and tools used to recognise prior learning within the Sydney Institute and make recommendations where applicable on how to enhance the recognition performance of the institute

  3. Project Question- How might recognition performance in SI be enhanced? • Determination of processes which will see the active marketing and offering of recognition as a key service of the institute • Identification of processes and practices that may lead to enhanced requests/demand for recognition by students • Management of issues relevant to COAG compliance • Strategies to ensure that recognition ASH increases as a percentage of total ASH earned

  4. What has been looked at? • Consultations with managers and head teachers/teachers in SI • Review of the work of other institutes and consultation with various teachers/managers • Review of initiatives in other states • Review of pubic RTO's, where recognition information is generally available including Vetassess, OLI Queensland, Box Hill TAFE and the Canberra Institute of Technology • Research of developments in Europe including the work of the Council of Europe and the Bologna Process and the National Academic Recognition Information Centres (NARIC), • Review of the work in the Canada - PLAR – Prior Learning Assessment and Recognition which is found in different forms in a variety of institutions

  5. What has been looked at? (2) • Research into tools available such as the Competency Navigator, Vetways, Prove It, ELVASS and the Resource Generator • Review of the work in Asia including Thailand’s system which allows for workers to gain credit for on the job and off the job learning for qualifications up to degree level, Malaysian national skill certification and the Korean Credit Bank • Consideration of the work of non-government RTO’s, where recognition information is generally available including AIM QLD, REI NSW, Workplace Education etc. • Review of the work and information available from organisations such as through the Industry Skills Councils and the Vocational Training Tribunal • VOCED and NCVER searches

  6. How is the institute performing? • In 2004 and 2005 SI was one of the best performing institutes with RPL ASH accounting for approximately 1% of total ASH • In 2006 to date the ratio is around 3% ( 100% ASH in 2006) which is in line with most institutes

  7. Are there areas of good practice in SI? • Beauty Therapy - Portfolio development and use of Prove It • Vehicle Trimming – Development of visual portfolios and on the job assessment • Business Administration- Separation of delivery and assessment, regular provision of assessment only class times to allow establishment of the need for gap training

  8. Are there areas of good practice in SI? (2) • Roof Plumbing – Pre-assessment advice, paper based audit, holistic assessment and gap training • Accounting - Provision of all outcomes for modules in a suite of courses and early conditional assessment, assistance and support for refugees • Training and Assessment - Use of Prove It in identifying competence held and need for Gap training

  9. Are there areas of good practice in SI? (2) • Rigging and scaffolding - Advice on enrolment, assessment and recognition matched to industry requirements and individual needs • Private Investigation - Development of detailed recognition guides • Carpentry and Joinery - One on one tutoring and assistance in developing claims for recognition and support and help for candidates for trade tests

  10. Are there areas of good practice in SI? (3) • Legal Administration - Early recognition and gap training through special composite classes on line and face to face • Music - Education advice days prior to commencement of classes to advise on recognition • Health and Fitness - Provision of recognition guides, ongoing assessment of evidence that allows off site students to complete their course at any time

  11. Are there areas of good practice in SI? (4) • Product Design - Local Website for access of students with course and recognition information • Logistics and Management - The development and administration of grids for self assessment and collection of evidence for both for public access programs and commercial students as well as mentoring and coaching of students in relation to likely evidence that might be supplied to achieve recognition, identification of gap training required and provision of that training

  12. What barriers exist to offering RPL? Cultural • TAFE role - education versus assessment/recognition • Not always agreement on appropriate processes and evidence • Training package versus education • Culture of certain industries

  13. What barriers exist to offering RPL? (2) Processes • Purpose of recognition – assessing learning or workplace competence? • Appropriateness, quality, sufficiency, reliability etc. of evidence • Use of available tools

  14. What barriers exist to offering RPL? (3) Students • OH and S concerns in relation to assessment • A grade/pass rather than RPL • Affect on benefits and pensions • Unrealistic expectations • Competence may not be transferable between contexts

  15. What barriers exist to offering RPL? (4) Teachers • Time constraints • Class sizes, head teacher grading and jobs • Integrated delivery and assessment • Lack of knowledge of APS course students • Concerns in exercising professional judgment, portfolio assessment, workplace assessment and mentoring students

  16. What issues impact on carrying out RPL? Flexibility • One size does not fit all. There is a need to be able to customise tools and processes to meet individual needs • The distinction between commercial and non-commercial recognition • Differing procedures and timing of recognition in respect to when each college carries out recognition

  17. What issues impact on carrying out RPL? Courses • Some possible discrepancies between TAFE courses and training package requirements • Possible variations between units of competency and modules ( learning pathway)

  18. What issues impact on carrying out RPL? Recordkeeping • Consistency of record keeping and storage for both recognition forms and evidence across the institute

  19. What tools might help with RPL? There are many existing worthwhile tools. • The Competency Navigator starts with the person, what they know, can do and can show • Prove It can be used as tool to gather evidence to support an application for recognition which could build on the output of the navigator

  20. What does the literature say? Dominant themes: • RPL is a means for job advancement and should be focussed on vocational outcomes • By having skills recognised there is the opportunity for vertical mobility • RPL takes time and resources - issue of gap training • There is a low take up rate and it is difficult to promote RPL effectively • RPL may not be for everyone

  21. What does the literature say? (2) • The basis for recognition has moved from a focus on general experience to each persons’ specific experience • There are issues in carrying out RPL in educational systems where the main documentation of competence is grades

  22. What does the literature say? (3) Improvement and encouragement of RPL requires: • More client-friendly and less paper-based approaches; i.e. access to online support, telephone access to assessors, group processes and information sessions or workshops • Pre-assessment interviews with direct assistance and advice for evidence-gathering • Support materials, including assessment plans and checklists that reflect workplaces and real work tasks, not simply elements and units of competency provided early in the process

  23. What might be done? Develop a process for the institute which focuses on: • Marketing/ information to students • Assessing suitability for RPL/evidence • Advice and helps to students • Assessment and identification of gaps • Feedback and recording results

  24. What might be done? (2) Marketing and information • It is proposed that a marketing and information strategy be developed which focuses on recognition being a marketing point for students enrolling in the institute, encourages application for recognition and provides institute wide information that is compatible with the SI marketing/information strategy • Would you like recognition with that?

  25. What might be done? (3) Website • It is proposed to transform the SI recognition site website into a webpage which covers the key aspects of recognition with links to brochures, tools, guides and contacts • Forms and guides would provide information on how to start the recognition process, the nature of evidence and various templates which can be down loaded by a student so as to commence their recognition application at any time

  26. What might be done? (4) Learning and development The development of several professional development programs • The process of recognition • Undertaking recognition • Developing your professional judgment • Ongoing learning support and development - Development of a recognition network (Reframing the Future)

  27. What might be done? (5) Processes and practices • Offering of recognition workshops offered on a rotating basis in colleges • Review of information provided in offers made to successful students for APS programs to identify students where there is credit transfer likely and likely requests for RPL

  28. What might be done? (6) Processes and practices (2) • Review policies and documents • Recognition days • Auto credit transfer runs

  29. What might be done? (7) Processes and practices (3) • Standard/Mutual Recognition • SIS – Issues in respect to course completion of students with extensive RPL

  30. Any Questions?

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