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Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
Eac2011 vet perspective ian kenny
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Eac2011 vet perspective ian kenny

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Ian Kenny

Ian Kenny

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  • Was talking to Ray Tuckeyyesterday – reminiscing about the good old days when you had an 18 week semester and 18 chapters in the text book.We both agreed
  • Furthermore diplomas and advanced diplomas operate at the same AQF level asassociate degrees and the first two years of bachelor degrees. Similarly graduate certificates andgraduate diplomas operate at the same AQF level as the first stages of masters degrees.Bradley report?
  • The new regulator is being established through:a referral of powers by the states (other than Victoria and Western Australia), and the exercise of the Commonwealth’s constitutional powers in the territories. There will be a transition period for transfer of registration from state and territory regulators to the national regulator. With the passage of legislation establishing the national VET regulator through the Commonwealth Parliament, the regulator will commence operations in July 2011. Victoria and Western AustraliaIn Victoria and Western Australia, the national regulator will be responsible for registering VET providers that:offer courses to international students, oroperate in a state or territory other than Victoria or Western Australia. Victoria and Western Australia will continue to regulate VET providers that:only deliver services to domestic students, andoperate in Victoria only, Western Australia only, or Victoria and Western Australia.Victoria and Western Australia have agreed to enact legislation which will mirror the Commonwealth legislation.Also mention TEQSA (RobynQuin)The Tertiary Education Quality and Standards Agency (TEQSA) is Australia’s regulatory and quality agency for higher education. TEQSA’s primary aim is to ensure that students receive a high quality education at any Australian higher education provider. TEQSA is currently operating in a quality assurance capacity and will begin its regulatory functions in January 2012. Until this time the Government Accreditation Authorities (GAAs) in each state and territory will continue their role as regulation authorities. Click here for more information about the GAAs.
  • The new AQTF?
  • In December 2009, COAG gave in principle support for the introduction of a unique student identifier (USI) for the Vocational Education and Training (VET) sector, with capacity to be fully integrated with the entire education system, and potentially early childhood education. VET stakeholders were consulted in June 2010 about the proposed scope, likely benefits, concerns and indicative cost of a USI for VET. This information was used to inform a preparatory business case, along with further technical and privacy advice. At their 19 November 2010 meeting, the Ministerial Council for Tertiary Education and Employment (MCTEE) endorsed the purpose and scope of the USI, and the underlying principles for the development of the USI. On 13 February 2011, COAG welcomed progress on the development of the VET USI and agreed to develop a formal business case by mid 2011. COAG noted that a unique student identifier could simplify the process of enrolment and engagement with VET providers. A detailed business case for a VET USI is currently being prepared by the Principal Committee to go to COAG in September 2011, involving further expert advice and additional public consultation. The discussion paper and the results of the public consultation are now available on the NCVER website at: http://www.ncver.edu.au/publications/2412.html . Further development of the Unique Student Identifier will occur pending Senior Official approval.
  • New National VET E-learning Strategy – aiming to utilise the NBN to offer to develop sector-wide capability through workforce development and access and participation
  • As Robyn said yesterday Portfolios may not be a new thing, from my perspective, having spent may years working with web designers etc e-portfolios (or electronic portfolios) are also not that new - for a long time employees have wanted to see digital evidence of a persons web design skills.
  • Mention ACE – Adult Community EducationE-portfolios provide a real opportunity to showcase and leverage of ACE courses.
  • A number of research reports have helped establish the ePF Bus Activity: including2005 Sustaining the Momentum Report: Interoperability Directions for VET system recommends e-portfolios as area for attention 2006COAG RPL AgendaE-portfolio report released 2006 environmental scan of e-portfolios which identifies their value for recognition of learning to support learner transitions between education levels, jurisdictions and employment2007RPL survey of recognition of prior learning systems and tools in each jurisdiction completedCarrick e-portfolio project (HE)2008- E-portfolio – Managing Learner Information Business Activity - Australia e-Portfolio Symposium - Brisbane- National e-Portfolio Symposium - Adelaide
  • Workplace learning & assessment esp apprentices and trainees (TAFE NSW Western Sydney Institute / Skills Queensland / Blue Dog Training etc) RPL/e-Assessment (DET NT/Charles Darwin Uni, YHN Services, TAFE NSW Sydney Institute) Individual learning plans to help learners achieve their goals (Box Hill TAFE) Supporting continuous professional development (CPD) - (Tasmanian Polytechnic, RDNS SA)
  • Transcript

    • 1. E-portfoliosA VET/ACE perspective
    • 2. VET Landscape National training system – Skilling workers – Provide pathways to higher education National framework – National (industry specific) Training Packages – Australian Quality Training Framework (AQTF) Australian Qualifications Framework – Certificate I to Advanced Diplomas 5000 institutions (RTOs) with 1.7 million students
    • 3. What is happening in VET in Australia?Let‟s just say, it is interesting times...
    • 4. New AQF The Australian Qualifications Framework underpins the quality and integrity of Australian qualifications. The new Australian Qualifications Framework (AQF 2011) was introduced on 1 July 2011.
    • 5. New VET landscape The AQF (2011) covers all education and training sectors that issue AQF qualifications, and in looking forward to an integrated tertiary education sector, uses terminology that is not sector specific. The AQF (2011) introduces a new „levels‟ structure, with 16 „types‟ of qualifications being allocated across the ten levels.
    • 6. New tertiary landscape Blurring of sectoral boundaries Clearer and stronger pathways for students Stronger focus on meeting industry needs More choice for students at all levels Challenges the traditional student journey
    • 7. New Regulatory Body COAG agreed to the establishment of a National VET Regulator in 2009 – Australian Skills Quality Authority (ASQA) – National Vocational Education and Training Regulator Act 2011 – VET Quality Framework (July 2011) www.deewr.gov.au/vetregulator
    • 8. The VET Quality Framework Standards for NVR Registered Training Organisations Fit and Proper Person Requirements Financial Viability Risk Assessment Requirements Data Provision Requirements, and Australian Qualifications Framework.
    • 9. Contestable Funding COAG agreed on a need for fundamental reform “to ensure training is more responsive to the needs of industry and individuals in a dynamic economy”. “A more flexible and demand-driven training system, seeking greater contestability of funding for public training and greater competition between providers”. COAG Aug 19 2011
    • 10. COAG targets Halving the proportion of Australians aged 20- 64 without qualifications at Certificate 3 level and above between 2009 and 2020 Doubling the number of higher [VET] qualification completions (Diploma and Advanced Diploma) between 2009 and 2020. Increasing the proportion of 25‐34 year olds with bachelor level qualification or above from 32 per cent to 40 per cent by 2025.
    • 11. COAG recommendation on USI COAG gave in principle support for a unique student identifier (USI) 2009 – greater capacity for individuals to manage their learning and skills development – gain credit for their existing learning and obtain transcripts of qualifications or achievements – improving the capacity of providers to verify learners‟ existing achievements – endorsed by MCTEE November 2010
    • 12. Key themes and players COAG Training Package AQF Reform Foundation Access and Skills ParticipationASQA DEEWR Increased National Competition Regulator Higher qualifications MCTEE FLAG
    • 13. Legacy of the Framework 2000-2004 2005-2007 2008-2011The emphasis: Capability building Client engagement IntegrationThe strategy: Demonstrating and Engaging with clients Embedding raising awareness of from key policy target e-learning in training the potential of groups providers and e-learning businessesThe focus: Building provider Strengthening the role of Capitalising on the capability clients in shaping VET infrastructure and provision to meet their knowledge created to needs date
    • 14. 2012-2015 National VET E-learning StrategyGoal 1: NBN Goal 2: Workforce Goal 3: Access Development and ParticipationDevelop and utilise Support workforce Expand participation ande-learning strategies to development in industry access for individualsmaximise the benefits of through innovative training through targeted e- solutionsthe national investment in learning approachesbroadband1.1 NBN E-learning 2.1 Industry System Change 3.1 Partnerships forPrograms Participation1.2 New Generation 3.2 Access to SkillsTechnologies for Learning 3.3 Learner Pathways1.3 Broadband ContentServices
    • 15. E-portfoliosE-portfolios provide a way to support successful learning pathways by enabling learners to manage their lifelong learning records Curyer et al, 2007
    • 16. E-portfolios and VELS Learner Pathways (3.3.1 and 3.3.2) USI ACE VELS COAG ASQA AQF DEEWR E-portfolios
    • 17. The story so far...Research reports & Action Community GuidelinesPositioning Research of Practice papersManaging Learner Discussion Forum Information 2009 Trials – RPL & Fast Tracking E-portfolios & Webinars RPL Concept 2010 Trials – brochures Privacy Impact E-portfolios and Learner Assessment Privacy (draft) Transitions BlogVerifying Learner Info Resource Centre 2011 Trials - Accessing Communication National Learner Info Conference
    • 18. VET E-portfolio roadmapAvailable from: http://www.flexiblelearning.net.au/content/e-portfolios-resources
    • 19. Current activity Focussed on enabling a national e-portfolio standards via the VET E-portfolio Roadmap Verification of learner information through USI Portability and access control of that information
    • 20. How are e-portfolios being used? Workplace learning & assessment for apprentices and trainees RPL and e-Assessment Individual learning plans to help learners achieve their goals Supporting continuous professional development Integrating with other e-learning activities
    • 21. What‟s happening in WA? Establishing a state-wide e-learning platform – LMS (Blackboard or Moodle) – Virtual Classroom (Elluminate) – E-portfolio (Mahara) – Single sign on

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