Recognition of informal learning

1. Recognition of informal learning Rob Stowell Learning Australia Pty Ltd

2. Staged approach • Four stage VQA - ACFE initiative • Definition and feasibility • Alternative approaches to recognising informal learning • Development of a model and support materials for recognising informal learning • Piloting of recognition model

3. Informal learning • Personal and employment capacity building that occurs outside the formal recognition system

4. Personal Community, employer and organisational Formal - partial or full qualification administered by VQA Recognition ‘Formal recognition may not always be required … but it should always be available’

5. Alternative ways of recognising informal learning

6. Limitations of current approaches • Mismatch between outcomes of informal learning and recognised qualifications • Costly and time consuming • Lack of appropriate providers of recognition services • Lack of guidance and pathways development • Assessment • Benefit informed and experienced learners

7. Mismatch of informal learning and qualifications X X + = Qualification X X

8. Women Culturally and linguistically diverse learners Kooris Learners with disabilities Young people Older learners Unemployed Residents of socially and economically disadvantaged areas Early school leavers Existing workers Volunteers Potential users

9. Key features of RIL model • Commitment to recognising informal learning • Low risk investment • Complexity and volume of learning • Recognition based on an accredited unit of competency • Discussion based assessment approach • Integration of assessment and pathways development

10. Assessment process

11. Aims of trial program • Strengths and weaknesses • Benefits • Stakeholder reaction • Costs • Individual, community and industry acceptance of process and outcomes • Infrastructure required • Feasibility of wider implementation of process.

12. Overview of trial program • Trial sites • Profile of participants in the trial program • Assessment outcomes

13. Trial sites

14. Profile of participants • 65 participants • 75% female • Spread of age groups - 40% over 40 years • Diverse range of learners

15. Assessment results • 53 participants assessed • 51 or 96.2% assessed as competent • Assessment revealed significant variations in: • complexity of learning • volume of learning

16. Outcome of trial program • Benefits for learners • Provision of support for candidates • Design of the recognition model • Assessor skill requirements and induction training • Assessment guidelines and tools • Marketing of the recognition model

17. Benefits of learners • Positive benefits for learners • Need for small scale tracer study to determine impact on employment

18. Support for learners • Benefit of support environment for participants • Need for participant preparation • Access to other professional services ie: careers advice • ACE clusters

19. Design of the recognition model • Purpose • Scope of informal learning • Unit of competency • Complexity of learning • Volume of training • Assessment feedback and pathways advice

20. Assessor skill requirements • Certificate IV in Training and Assessment • Recognised induction training program for RIL assessors • Questioning • Adapting the assessment process • Evidence • Focus on practice

21. Assessment guidelines and tools • Need to be seen as guidelines not prescriptions • Tools to be revised • New assessment materials to be added

22. Users Benefits of recognition Recognition process Nature of the certification issued, Articulation arrangements with other qualifications. Employers Nature of the certification issued Explanation of complexity and volume in terms of work Marketing of recognition process

23. Application of recognition model • Stand alone certification • Articulation and advanced standing in other qualifications • VCAL • general education accredited courses • New form of resume or curriculum vitae for informal learners • Link with Employability Skills Framework