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Innovative Workforce Services Model for Recognition of Prior Learning (RPL) in TAFE NSW

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The project focuses on developing a sustainable Workforce Services Model for Recognition of Prior Learning (RPL) that provides flexible and responsive training solutions to address skill shortages in Australia. Initiated by COAG in 2006, the model utilizes a conversational approach and validated assessment tools centered around five core units of the Diploma of Training and Assessment. With ongoing professional mentoring and innovative assessment techniques, this project aims to enhance workforce capability and promote effective recognition practices in the vocational education and training (VET) sector.

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Innovative Workforce Services Model for Recognition of Prior Learning (RPL) in TAFE NSW

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  1. Hot Topic Conversation Workforce Services Model for Recognition of Prior Learning (RPL)

  2. COAG RPL initiatives Started with COAG in 2006 national response to addressing skill shortages including: “A More Flexible and Responsive Training System” (COAG meeting 10 Feb 2006) NSW DET – James Frayne Manager - Skills Development Industry Programs State Training Services TAFE NSW Sydney Institute project: Workforce Services Model for Recognition Responding to TAFE in the 21st Century capability area: Providing Workforce Services to Enterprise

  3. The project brief A workforce services model and a set of tools for a conversational recognition model ( 6 week period) Sustainable and transferable model A set of validated recognition tools Focus on five core Diploma of Training and Assessment units of competency

  4. Project outcomes VET Sector – model and tools Model: Interview – professional coaching conversation – f2f or online ILDP - jointly developed using pro forma Work based Project – strength based approach Mentoring – on going by workplace supervisor Innovative Assessment – hollistic, integrated, e-portfolio Tools: Guided questioning around 5 core Diploma TAA units • TAAENV501B – Maintain and enhance professional practice • TAADES501B - Design and develop learning strategies • TAADEL501B - Provide advanced facilitation to support learning • TAAASS501B – Lead and coordinate assessment systems and services • TAACMQ501B – Lead and conduct training and/or assessment evaluations

  5. Project outcomes (continued) Sydney Institute team: • Competence:Research; Conversational RPL skills and knowledge; Designing assessment tools; Assessment validation • Embedding technology: Adobe connect web conferencing; iPod; audio editing; wiki editing • Collaborative learning: wiki; face to face meetings • Capability: practicing evidence based and conversational RPL models • Recognition: Diploma TAA; Project management unit; Mentoring Statement of Attainment

  6. Project team EOI selection • Tony Auceillo, Eileen Hukins and Annette Leaveret – Petersham • Sue Gibbons and Michelle Melick – Ultimo • Nancy Mikhail, Christina Totsis – St George • Isabel McIntyre, Nicola English and Lekha Ganatra – Gymea Support and facilitation • Jennifer Barlow, project facilitator – Gymea • Steve Norton – Gymea and Stephan Ridgway, Workforce Development provided technical support • Maria Richert – research support • Robby Weatherley - sponsor

  7. Project process • Research – mentoring and coaching techniques • RPL “fresh faces” professional conversation recordings using iPod • Uploading MP3 files to wiki site • Content analysis- listening for key questions • Posting comments to wiki site • Analysis using Nominal Group Technique (Adobe Connect and F2F) • Development of professional conversation • Design, trial and validation of assessment tool • Evaluation

  8. Project sucesses VET Sector – model and tools • Conversational and evidence based assessment model • Individual Learning and Development Guide with questions around 5 core Diploma TAA units • Blank pro - forma to support individual candidates Team members • Networking skills • RPL Competence development • Professional development in technology for collaborative learning and communication • Workforce Services Capability development • Recognition

  9. Project learning Conversational approach to RPL requires a Recognition Coach/Mentor to have: • excellent knowledge of the specific evidence requirements of a TP qualification. (TAADES501B) • highly developed questioning skills and advanced facilitation skills to help candidates conceptualising evidence issues (TAADEL501B) • an innovative approach to preparing Individual Learning and Development Plans (TAADES501B) • ability to assess hollistically and innovatively (TAACMQ501B) • an Individual Professional Development Plan to maintain and enhance their own competence and capability (TAAENV501B)

  10. Project evaluation So far .... • good RPL practice identified • a conversational model has been developed • a conversational evidence based tool has been developed, trialled and validated • Team members from 3 colleges across Sydney Institute have met, networked and collaborated during the project • Technology has been integrated into the process • Key TAFE in the 21ST Century capabilities have been developed

  11. Project .... To be completed • Final report and tools to: James Frayne Manager - Skills Development, Industry Programs DET State Training Services • Recognition for Diploma of Training and Assessment Statement of Attainment and other single units of competency to be finalised • Update wiki site:http://wiki.tafensw.edu.au/sydney/mylearning/index.php/Workforce_Services_Model_for_Recognition_of_Prior_Learning

  12. Hot Topic Conversation Sydney Institute COAG Recognition Project Projectwiki site for more details at: http://wiki.tafensw.edu.au/sydney/mylearning/index.php/Workforce_Services_Model_for_Recognition_of_Prior_Learning Hosted by Gerard Kell - Workforce Development and Jennifer Barlow – Gymea College

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