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TVET networks: strengthening cooperation and commitment to improvement

EUROPEAN UNION. Project financed under Phare. MERI/ NCDTVET- PIU. TVET networks: strengthening cooperation and commitment to improvement. Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01. Why networking in TVET?.

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TVET networks: strengthening cooperation and commitment to improvement

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  1. EUROPEAN UNION Project financed under Phare MERI/ NCDTVET- PIU TVET networks: strengthening cooperation and commitment to improvement Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  2. Why networking in TVET? To build and promote good practice; To bridge knowledge gaps and develop professionally; To interact with TVET colleagues; To collaborate with industry To make input to proposals to lobby for support to TVET schools EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  3. How VET Networks are developed? Through participation in staff development programmes or other initiatives funded at the national level; As a result of commitment to improve practice in VET provision; To collaborate with stakeholders and improve cooperation and understanding between different parties EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  4. Lessons to Learn from networks: Peer Learning at the heart of the approach Providers establish networks and partnerships to bridge the knowledge gap and improve understanding Key strengths of network members multiplied Good External monitors and evaluators play a key role in bringing forward good practice examples EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  5. Characteristics and types of networks in VET-1 Networks are sometimes vital to the success of the school in the contemporary business world – as they provide information; Consist of multiple parties with diverse goals – good facilitation and management is required; Are open to any interested parties, with easy flow of information, but some are restricted to members only and require membership fee; EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  6. Characteristics and types of networks in VET-2 Communities of practice are one form of network and are sometimes intense and short term, as vehicles to addressing pressing issues; Other networks are long-lasting, with a value to their members and importance to the sector EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  7. Characteristics and types of networks in VET-3 Networks are always needed in VET: to assist practitioners to improve their practice To build relationships between the varied stakeholder groups to enable the sector to remain responsive to changing client needs EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  8. Definitions of networks in VET A manifestation of ‘the cooperative connections between people’ [Cohen and Prusak (2001)] Mutual aid and generalised reciprocity are common to all functioning networks “ one of the most powerful assets any individual can possess. It provides access to power, information, knowledge, and to other networks” EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  9. Adult and Community Education (ACE) NSW VET Managers’ Network in 2005: An example of a multiple network • to assist a group of around 25 VET managers from the ACE NSW sector to increase their knowledge and understanding of key issues in teaching, learning and assessment – in a closed network; • to enable the VET managers to share their learning about teaching, learning and assessment across the network and across ACE NSW– in an open network; • to enable the VET managers – through linking one network with others – to support the learning occurring in related networks in ACE NSW, including: the metropolitan and regional/rural Assessor Networks; the online validation network; the AQTF network focused on basic induction training; and the literacy network. EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  10. Networks with Intermediaries in the VET sector Intermediaries are VET organisations other than registered training providers; VET practitioners can act as brokers and form intermediary network; Industrial training councils can become powerful intermediary network EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  11. An Example of a long-standing network in the VET sector National Corporate Learning and Development Managers Network in the transport and logistics industry, formed in 1999 (Australia): consists of representatives from a wide range of enterprises involved in the industry; They all have active VET programs Their interest is maximising the outcome for the business – that is, having a credible VET program that produces highly skilled trainees EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  12. How networks improve teaching, learning and assessment-1 Some networks address specific issues such as employability skills, credit transfer, recognition of prior learning; Some networks focus specifically on assessment, sharing assessment tools and strategies Some networks focus on how to support learning in the workplace Some networks focus on the learning needs of groups of learners such as people with a disability EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  13. How networks improve teaching, learning and assessment-2 Some networks support collaboration between VET and industry, with the long-term goal of increasing the quality and volume of training; Some networks bind together VET stakeholders from the one industry, for instance providers and enterprise personnel from the plumbing or engineering or hospitality or accounting industry Some networks focus on integrating technology into the delivery of VET, involving both e-business technology and practices and e-learning. EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  14. How networks improve teaching, learning and assessment-3 Implicitly and sometimes explicitly, all the networks described in this section aim to improve the quality of teaching, learning and assessment in VET EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  15. VET Assessors’ Network–an Example The Victorian Assessors Network conducted a two day workshop in 2005 with the following practical objectives: • To produce a template for designing assessment tools • To provide a professional development and learning experience for members through a community of practice • To develop a set of assessment materials for two or more Units of competency • To create a set of “holistic” assessment tools including generic case studies for assessing two or more units concurrently • To validate the assessment tools and workshop process through Steering Group activity and a project participant review process. EUROPEAN UNION Project financed under Phare MERI/ NCDTVETD- PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  16. A Network for people with disability in laundry industry This network aimed to: • Further establish industry networks • Establish school based networks for people with disabilities • Identify appropriate flexible delivery options for traineeships to meet the needs of people with disabilities and industry • Promote laundry operation traineeships to people with disabilities. EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  17. Networks support quality in VET Are powerful means for practitioners to develop mechanisms for assisting specific learning groups; Support the achievement of quality teaching, learning and assessment in VET; Facilitate the exchange of information, ideas, techniques, approaches and tools between VET practitioners A mechanism for providers to interact with and obtain feedback from their enterprise clients EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

  18. THANK YOU FOR YOUR ATTENTION! EUROPEAN UNION Project financed under Phare MERI/ NCDTVET - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

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