A presentation that provides quick insights into the Australian Qualifications Framework (AQF) and what are the learning points of this system and how the Singapore Workforce Skills Qualifications framework can improve, learning from the experience of the Australian counterparts.
Mini project 2 --teaching and learning theoriesjistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
TQM is an approach for continuously improving the quality of goods and services delivered through the participation of all levels and functions of the organization.
TQM is an intensive, long term efforts to transform all parts of the organization in order to produce the best product and service possible to meet customer’s need.
Leveraging WSQ for Competency Based Training & AssessmentsWei Koon GOH, MBA
A presentation that I did for the DACE program to make comparison with UK NVQ and Singapore WSQ national qualification system, as well as the emerging trends in Singapore.
Mini project 2 --teaching and learning theoriesjistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
TQM is an approach for continuously improving the quality of goods and services delivered through the participation of all levels and functions of the organization.
TQM is an intensive, long term efforts to transform all parts of the organization in order to produce the best product and service possible to meet customer’s need.
Leveraging WSQ for Competency Based Training & AssessmentsWei Koon GOH, MBA
A presentation that I did for the DACE program to make comparison with UK NVQ and Singapore WSQ national qualification system, as well as the emerging trends in Singapore.
Toastmasters Area Governor's roles & responsibilitiesWei Koon GOH, MBA
An education session on the roles & responsibilities of an Area Governor, conducted during the District 80 Leadership workshop. This is to share with aspiring Toastmasters who want to take on this leadership role.
"All" You Want to know About How To Judge The Speech ContestsWei Koon GOH, MBA
District 80's workshop on "All You Want to Know About Speech Contests 101" which I talked about how to judge in a speech contest and what are the different elements in scoring.
Compiled slides of roles and responsibilities of club officers for Division T COT which I conducted in Bangkok on 3 July 2010. These are the complete slides from Toastmasters International.
A presentation that we did on using tools such as gap analysis, decision matrix and affinity diagram to facilitate group learning. This presentation was used for peer teaching and sharing during DACE facilitation elective.
The Irish experience of developing and implementing a national qualifications framework is documented. A particular emphasis is placed on the evolution of the institutional structures maintaining the framework.
WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
Australia’s experience with skills recognition in vocational education and tr...OECD CFE
Presentation by Ms. Karen Sandercock, A/g Group Manager, International Group
Australian Government Department of Education and Training, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Similar to Learning from Australian Qualifications Framework (20)
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Learning from AQF
Team Members:
Tan Jian Hong
Denise Pong
Goh Wei Koon
Presented on 18 August 2010, DACE Program
2. Overview of AQF
The Australian Qualifications Framework (AQF) is:
• Comprehensive, nationally consistent yet flexible
framework for all qualifications
• Covering post-compulsory education and training
• Structure of recognized & endorsed qualifications
• Connects different industry & institutional linkages
in a coherent framework with qualification titles &
guidelines
3. Qualification by Sector of Accreditation
Source: AQF Implementation Handbook Fourth Edition 2007
4. History of AQF
• Introduced on 1 January 1995 nationwide
• Phased over 5 years, full implementation by year
2000
• Developed at request of State, Territory and
Commonwealth Education and Training Ministers
meeting
• Replaced Register of Australian Tertiary Education
(RATE)
5. How it works?
The Australian Qualifications
Framework (AQF) is a quality
assured national framework of
qualifications in the school,
vocational education and training
(VET), and higher education sectors
in Australia.
The AQF is a structure
of recognized and endorsed
qualifications that promotes
lifelong learning and provides
pathways through Australia’s
education and training system.
Source: http://www.aqf.edu.au/AbouttheAQF/TheAQF/tabid/108/Default.aspx
6. How it works?
The AQF is a key national policy
instrument to protect the quality of
Australian education and training
wherever it is delivered. The
Framework was developed and is
endorsed by all Australian
governments through the
Ministerial Council on Education,
Employment, Training and Youth
Affairs (MCEETYA) and therefore an
AQF qualification is recognized
around Australia and by other
countries.
Source: http://www.aqf.edu.au/AbouttheAQF/TheAQF/tabid/108/Default.aspx
7. Objectives of AQF?
The objectives of the AQF are to:
• provide nationally consistent recognition of outcomes achieved in post-
compulsory education;
• help with developing flexible pathways which assist people to move more easily
between education and training sectors and between those sectors and the
labour market by providing the basis for recognition of prior learning, including
credit transfer and work and life experience;
• integrate and streamline the requirements of participating providers, employers
and employees, individuals and interested organisations;
• offer flexibility to suit the diversity of purposes of education and training;
• encourage individuals to progress through education and training by improving
access to qualifications, clearly defining avenues for achievement, and generally
contributing to lifelong learning;
• encourage the provision of more and higher quality vocational education and
training through qualifications that meet workplace requirements and vocational
needs, thus contributing to national economic performance;
• promote national and international recognition of qualifications offered in
Australia.
8. Who is it for?
For students:
• the AQF encourages lifelong learning and assists students to plan their careers and
learning at whatever stage they are within their lives and wherever they live
• AQF qualifications allow students to start at the level that suits them and then build up their
qualifications as their needs and interests develop and change over time
• the registers of registered education and training providers and accredited courses provide
assurance that courses and providers are approved by government
For employers:
• the AQF supports national standards in education and training
• AQF qualifications are recognised across Australia
• the AQF ensures understanding of what each qualification name and level means
For education and training providers:
• the AQF includes policies and guidelines for credit transfer, articulation and recognition of
prior learning
• policies for issuing qualifications ensures consistency and protection of qualification titles
For accrediting authorities:
• AQF qualification guidelines to describe qualifications provides a standard for each
qualification ensuring consistency for course approval
• the AQF applies to all States and Territories
Source : http://www.aqf.edu.au/AbouttheAQF/TheAQF/BenefitsoftheAQF/tabid/92/Default.aspx
9. We’re not perfect,
CETs aren’t perfect,
We want to make all our users happy
10. Australian Qualifications Framework
Australia is one of the world's leading international education
service providers, offering a quality education experience that is
different, challenging, exciting and rewarding. There are more than
200,000 international students from over 200 countries studying in
Australia in schools, vocational education and training and higher
education institutions.
One of the main advantages Australia offers is qualifications that
are part of a national qualifications framework - the Australian
Qualifications Framework (AQF).
Because AQF qualifications are endorsed by Australian
governments, an AQF qualification is recognized all around
Australia and by other countries.
15. What we can learn from AQF?
•Nationally consistent recognition of learning outcomes achieved in post-compulsory
education;
•Developing flexible pathways which assist people to move more easily between
education and training sectors and between those sectors and the labour market by
providing the basis for recognition of prior learning, including credit transfer and work
and life experience;
•Integrate and streamline the requirements of participating providers, employers and
employees, individuals and interested organizations;
•Offer flexibility to suit the diversity of purposes of education and training;
•Encourage individuals to progress through education and training by improving
access to qualifications, clearly defining avenues for achievement, and generally
contributing to lifelong learning;
•Encourage the provision of more and higher quality education and training through
qualifications that meet workplace requirements and needs, thus contributing to
national economic performance;
•Promote national and international recognition of qualifications offered in
Singapore.