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10 August 2007 Sue Jeavons, Chief Education Officer PowerPoint Presentation
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10 August 2007 Sue Jeavons, Chief Education Officer

10 August 2007 Sue Jeavons, Chief Education Officer

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10 August 2007 Sue Jeavons, Chief Education Officer

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  1. Access & General Education Curriculum CentreICVET Learning Powerhouse ConferenceAssessment, recognition and the TAFE NSW Access Employment Education and Training (AEET) Framework 10 August 2007 Sue Jeavons, Chief Education Officer Kerry Jess, Manager, Education and Aboriginal Programs Sue Roy, Manager, Vocational Literacy

  2. The Access Employment and Education Training (AEET) Framework ? • Access and General Education units of competency packaged as qualifications at AQF 1 – 7 • Similar look to national Training Packages • Structured around National Employability Skills

  3. Key Featuresof AEET Framework Qualifications • Flexibility • Pathways to: • Apprenticeships • Employment • Community Capacity Building • Contextualisation for a range of target groups • Articulation into TP qualifications with advanced standing • Employability skills explicitly endorsed

  4. AEET Framework meets the needs of the following target groups: • Aboriginal people • Language background other than English (LBOTE) • Mature aged people • People Aged 20 -24 • People living in rural, regional and remote areas • People with disabilities • People seeking career change or skills enhancement • People seeking pathways to work and/or education /training • People working with people in target groups • Second chance learners • Women • Youth at risk

  5. Target groups may have different recognition needs Recognition may relate to: • Life skills • Skills gained through full time/part time/voluntary work • Previous or incomplete qualifications/training • Others?

  6. AEET Framework Phase 2

  7. Some reasons why Access learners request recognition • Returning to study - have work/life skills • Need to course complete • Have disparate skills ie NRS 3 numeracy not literacy • Have skills gained overseas • Other?

  8. Rules of evidence • Validity – the critical aspects of evidence in the unit • Sufficiency – is the evidence provided adequate to cover all aspects of the unit? • Currency – is the evidence current enough? • Authenticity – are references authentic?

  9. Recognition evidence activity • Designed to facilitate group discussion about evidence • Activities against: - Cert 1 (NRS 3 level) literacy unit - Cert 1 unit – Manage financial aspects of work - Cert 2 Communication unit - Demonstrate interpersonal skills

  10. Activity instructions • Work in small groups (approx 4-5 people) Select kit with preferred unit of competency • Read through profile of candidate and skim unit requirements • Discuss cards which indicate evidence against the unit • Complete grid – does the evidence on the card partially/completelyaddress the unit? What other questions would you have about the evidence?