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RECOGNITION IN VET

RECOGNITION IN VET. Embedding recognition in practice: Dimensions and strategies. Dr Helen Smith T: 03 9925 2496 E: helen.smith@rmit.edu.au. IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7. RECOGNITION IN VET. Dimensions of recognition in practice : 1. Workforce development and

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RECOGNITION IN VET

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  1. RECOGNITION IN VET Embedding recognition in practice: Dimensions and strategies Dr Helen SmithT: 03 9925 2496E: helen.smith@rmit.edu.au IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  2. RECOGNITION IN VET Dimensions of recognition in practice: 1. Workforce development and professional learning 2. Client-focussed, fair, valid and simple systems and processes IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  3. RECOGNITION IN VET Dimensions of recognition in practice: 3. Recognition process and assessment tools 4. A new VET pedagogy IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  4. RECOGNITION IN VET • Implementing TAA40104 • Recognition process tools • Recognition assessment tools • A new VET pedagogy IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  5. RECOGNITION IN VET • Process tools for TAA40104 • Information on integrated assessment pathways • Assessment checklist IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  6. RECOGNITION IN VET • Assessment tools for applicant and assessor: • Job role analysis • Underpinning knowledge portfolio • Workplace Assessment and projects IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  7. RECOGNITION IN VET • Using TAA recognition tools: • Multiple starting points and ways of proceeding • Negotiated assessment pathways • Use of professional conversations IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  8. RECOGNITION IN VET • System and assessment tools for Advanced Diploma in Disability • Online self assessment tool, linked to: • Program planning tool • Customised workshop program • Assessment mentoring IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  9. RECOGNITION IN VET The question of pedagogy: Re-imagining recognition as the foundation on which work based training is built IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  10. RECOGNITION IN VET Where do we start? And what do we foreground? IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  11. RECOGNITION IN VET Do we start with qualifications, policies and procedures Or with applicants for recognition IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  12. RECOGNITION IN VET What do we foreground when we do RPL? Workplaces Competencies Demonstration Classrooms or Courses or Testing or IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  13. RECOGNITION IN VET Let’s start with the applicant… IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  14. RECOGNITION IN VET And let’s say the applicant is a Sound Technician with high level skills, a low level qualification and a need for an advanced diploma in order to apply for a promotion IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  15. RECOGNITION IN VET No two learners are the same… Can we imagine our programs being similarly diverse? IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

  16. RECOGNITION IN VET That’s the new VET pedagogy IMPROVING TEACHING FOR VET PRACTITIONERS CONFERENCE 16-2-7

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