Project is funded by ACFE as part of the ACFE Board's Research strategy and to support the implementation of the Ministerial Statement, Future Directions for ACE in Victoria .
Cheryl Wilkinson (ACFE Board) commented on the aim:
"Ultimately what participants are doing in the Circle will/should translate in some concrete way into their actual practice and impact on learners and help the implementation of ACFE Board policy. We hope practitioners will become aware of how they might be able to carry out their strategies in practice through their ACE organisations" .
Principles of ACE pedagogy Dimensions of ACE pedagogy The Teacher The Teaching The Place The Curriculum Centred on learners and their needs Is engaged with learners and their learning on a personal level Is developmental (starting from where learners are at and consciously helping them to progress) Embodies collective values: commitment to education, to community service Prioritises learner needs through creative assessment C ontinuous learning for work and life Is reflexive about own practice and professional learning journey Is largely (but not exclusively) experiential Is a community of teaching and learning practice G eneric skills for employment, life and further study Building learning on and within real-life contexts Is able to improvise and take risks Fosters skills of critical literacy Is community-owned and is engaged in community building locally Is contextualised (in terms of local, community issues, interests and needs) Sharing power - empowering people & communities Is aware of relations of power Includes various strategies to empower learners M anagement is committed to enabling learning processes Is negotiated wherever possible Many roads to learning Is patient and able to put trust in the learning process Is multi-layered and eclectic C entre of involvement in local community issues accredited, non-accredited and enrichment programs
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