Post on 29-Dec-2015
Recognition of informal learning
Rob StowellLearning Australia Pty Ltd
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
Informal learning
Personal and employment capacity building that occurs outside the formal recognition system
Recognition
PersonalCommunity, employer and organisationalFormal - partial or full qualification
administered by VQA
‘Formal recognition may not always be required … but it should always be available’
Alternative ways of recognising informal learning
Recognitionmechanism
Basic process Contexts in which the approach is most appropriate
RPL againstspecific modulesor units ofcompetency
Matching outcomes ofinformal learning withoutcomes of recognisedqualifications
Close correspondence between informal outcomes and recognisedqualifications
Significant breadth and / or depth of informal learning Evidence rich environments Candidates with pre existing skills in identifying and presenting information Learner seeking recognition for whole or significant portion of qualification
RPL againstbroadly framedmodule or unit ofcompetency
Matching outcomes ofinformal learning withoutcomes of recognisedqualifications
Broad range of informal learning activities that rely on common set ofunderpinning skills, knowledge and capabilities
Mappingoutcomes of nonrecognisedprogram
Matching outcomes ofinformal learning withoutcomes of recognisedqualifications
Non recognised program with clear outcomes that are stable over time Host organisation for non recognised program to arrange mapping process Close correspondence between outcomes of non recognised program and
recognised qualificationsRecognitionagainst ‘learninggain’ focused unitof competency
Identifying and creditinglearning gain
Small volume of learning Learning not closely aligned with outcomes of recognised programs Diverse skills and knowledge Recognition of whole qualification not sought
Block orunspecified credit
Deeming equivalence oflearning
Outcomes of informal learning are perceived to have same value or worth asoutcomes of recognised qualifications
Significant breadth and / or depth of informal learning Extent of recognition clearly defined
Limitations of current approaches
Mismatch between outcomes of informal learning and recognised qualifications
Costly and time consumingLack of appropriate providers of
recognition servicesLack of guidance and pathways
developmentAssessmentBenefit informed and experienced
learners
Mismatch of informal learning and qualifications
=+ Qualification
X
X
X
X
Potential users
WomenCulturally and
linguistically diverse learners
KoorisLearners with
disabilitiesYoung peopleOlder learners
UnemployedResidents of
socially and economically disadvantaged areas
Early school leavers
Existing workersVolunteers
Key features of RIL model
Commitment to recognising informal learning
Low risk investmentComplexity and volume of learningRecognition based on an accredited unit
of competencyDiscussion based assessment approachIntegration of assessment and
pathways development
Assessment processPrepare for assessment
Conversation with learner on nature of informal learningand skills and knowledge attained
Determine with learner volume and complexity of learning
Confirm learning needs and learning / skill developmentpathway
Review assessment process
Aims of trial program
Strengths and weaknessesBenefitsStakeholder reactionCostsIndividual, community and industry
acceptance of process and outcomesInfrastructure requiredFeasibility of wider implementation of
process.
Overview of trial program
Trial sitesProfile of participants in the trial programAssessment outcomes
Trial sites
Ballarat Secondary College Chisholm Institute of TAFE Education Centre Gippsland Elizabeth Murdoch Secondary College GATE PLC Adult and Community Education Sale Inc
Profile of participants
65 participants75% femaleSpread of age groups - 40% over 40
yearsDiverse range of learners
Assessment results
53 participants assessed51 or 96.2% assessed as competentAssessment revealed significant
variations in: complexity of learning volume of learning
Outcome of trial program
Benefits for learnersProvision of support for candidatesDesign of the recognition modelAssessor skill requirements and induction
trainingAssessment guidelines and toolsMarketing of the recognition model
Benefits of learners
Positive benefits for learnersNeed for small scale tracer study to
determine impact on employment
Support for learners
Benefit of support environment for participants
Need for participant preparationAccess to other professional services ie:
careers adviceACE clusters
Design of the recognition model
PurposeScope of informal learningUnit of competencyComplexity of learningVolume of trainingAssessment feedback and pathways
advice
Assessor skill requirements
Certificate IV in Training and AssessmentRecognised induction training program for
RIL assessors Questioning Adapting the assessment process Evidence Focus on practice
Assessment guidelines and tools
Need to be seen as guidelines not prescriptions
Tools to be revisedNew assessment materials to be added
Marketing of recognition process
UsersBenefits of
recognition
Recognition process
Nature of the certification issued,
Articulation arrangements with other qualifications.
EmployersNature of the
certification issued
Explanation of complexity and volume in terms of work
Application of recognition model
Stand alone certificationArticulation 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