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Recognition: non standard exemptions - TAFE NSW

The NSW TAFE Commission has agreed that in developing courses for accreditation, it will meet the requirements of t ... Show more
The NSW TAFE Commission has agreed that in developing courses for accreditation, it will meet the requirements of the National Framework for the Recognition of Training (NFROT). One of the requirements of NFROT is that Recognition of Prior Learning (RPL) is available. RPL is one element in the provision of recognition for students. Other elements of recognition include standard and non-standard exemptions.
In order to provide a coordinated recognition service to clients of TAFE NSW this evaluation was initiated to investigate the procedures being used in relation to non-standard exemptions and to discern what factors are essential for a successful and efficient service.
The evaluation focused on existing procedures for non-standard exemptions. At the conclusion of the evaluation ten recommendations for improvement were given. These included:
Simplifying the existing system
Consistency across the state
Devolvement of responsibility to teaching sections where appropriate
Subject-specific guidelines be written
After implementation of the report, a follow up review was undertaken to evaluate its success (see Non-standard exemptions: review of the implementation in TAFE NSW TD/NSW 43.14) Show less

Corporate authors: Assessment Centre for Vocational Education (N.S.W.)

Date: 1994

Geographic subjects: Oceania; Australia; New South Wales

Resource type: Report, paper or authored book

Subjects: Assessment; Pathways; Providers of education and training
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Educational issues in the design of courses based on competency standards: a discussion paper

A central feature of Australia's National Training Reform Agenda is the development of competency standards by indu ... Show more
A central feature of Australia's National Training Reform Agenda is the development of competency standards by industry and the development of vocational education and training curricula based on those standards.
This paper draws on the educational literature to examine issues involved in the development of curriculum based on competency standards. This paper is especially concerned to examine the implications of the National Training Reform Agenda for educationally sound curriculum design, by considering the ways it influences decision-making by professional course designers. Show less

Authors: Quirk, Robert

Date: 1994

Geographic subjects: Oceania; Australia; New South Wales

Resource type: Report, paper or authored book

Subjects: Assessment; Vocational education and training; Skills and knowledge ... [+] Show more
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TAFE teachers, assessment and the post Year 12 learning debate

The argument of this article is that TAFE teachers have to some extent been excluded from negotiations on links bet ... Show more
The argument of this article is that TAFE teachers have to some extent been excluded from negotiations on links between the Australian Council of Trade Unions (ACTU) and the private business sector to control post-compulsory education and training in TAFE and universities. The author maintains that the lack of involvement in the CBT learning debate is frustrating classroom practitioners in TAFE. Show less

Authors: Nankervis, Ralph

Date: 1994

Geographic subjects: Oceania; Australia

Resource type: Article

Journal title: Australian TAFE teacher

Subjects: Assessment; Vocational education and training; Providers of education and training ... [+] Show more
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Language and literacy issues in competency based assessment

This issues paper, prepared for the Assessment Centre for Vocational Education, relates to the Centre's project 'Mo ... Show more
This issues paper, prepared for the Assessment Centre for Vocational Education, relates to the Centre's project 'Models for good practice in assessment: language and literacy guidelines'. It provides a frame of reference for the development of practically useful material and identifies language and literacy issues relating to competency-based assessment that require further investigation e.g. incorporation of English language and literacy competencies into vocational education and training, approaches to assessment, role of assessment and resource implications. Show less

Authors: Quirk, Robert

Date: 1994

Geographic subjects: Oceania; Australia; New South Wales

Resource type: Report, paper or authored book

Subjects: Literacy; Assessment; Language ... [+] Show more
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Policy framework on competency based assessment

This policy framework sets out the guidelines for competency based assessment used by TAFE NSW and is the basis for ... Show more
This policy framework sets out the guidelines for competency based assessment used by TAFE NSW and is the basis for specific policies and procedures within the Commission. Topics covered by the policy include competency based curriculum, workplace learning, recognition, flexible delivery, and assessment. Show less

Corporate authors: New South Wales. Technical and Further Education Commission. Curriculum Strategy Unit. Educational Development Division

Date: [1994]

Geographic subjects: Oceania; Australia; New South Wales

Resource type: Government information

Subjects: Assessment; Policy; Providers of education and training
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Self-directedness in adult vocational education students: its role in learning and implications for instruction

This report is intended to enlighten the educator of adults about some of the essential elements of self-directedne ... Show more
This report is intended to enlighten the educator of adults about some of the essential elements of self-directedness, and more clearly define its relevance to adult learning and instruction. It endeavors to stimulate thought and dialogue regarding how the adult educator can utilise the potential of self-directedness in the classroom. By developing qualities built around adult oriented methodologies, teachers can help to enhance adult students' cognitive and affective processes. An expected student response should be the perpetuation of intellectual curiosity and development exhibited by further demonstrations of self-directedness regarding learning. Further, this report points out a potential ethical problem which could arise and identifies six issues that instructors and institutions should address if the needs of adult students are to be met. Lastly, it suggests how 'structured flexibility' can create a mutually conducive learning environment that provides for student growth as well as instructor proficiency and professionalism.
Published abstract reprinted by permission of the copyright owner Show less

Authors: Fisher, Thomas D.

Date: 1994

Geographic subjects: North America; Oceania; Australia ... [+] Show more

Resource type: Article

Journal title: Journal of vocational and technical education

Subjects: Vocational education and training; Assessment; Adult and community education ... [+] Show more
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Competency-based training (CBT) and competency-based assessment (CBA): two criticisms from a reflective practitioner

This article offers criticism of CBT and CBA. The criticism of CBT focuses on the prohibitive costs of trying to im ... Show more
This article offers criticism of CBT and CBA. The criticism of CBT focuses on the prohibitive costs of trying to implement CBT consistent with one of its basic tenets. The criticism of CBA focuses on the seemingly widespread belief that assessing worker performance in competency-based terms will produce better workers. The central theme that ties these criticisms together and runs throughout the article is that the work of TAFE teachers, tutors and workplace trainers is as rich, difficult and problematic as the work of their academic counterparts. Show less

Authors: Davison, Trevor

Date: 1994

Geographic subjects: Oceania; Australia

Resource type: Article

Journal title: Australian TAFE teacher

Subjects: Assessment; Evaluation; Vocational education and training ... [+] Show more
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Post-compulsory education and training arrangements in the Australian States and Territories

In 1993 the Commonwealth Minister for Employment, Education and Training asked the Schools Council of the National ... Show more
In 1993 the Commonwealth Minister for Employment, Education and Training asked the Schools Council of the National Board of Employment, Education and Training (NBEET) to examine the differing postcompulsory curriculum, assessment and certification arrangements in the Australian States and Territories. The purpose of this was to assist the Council to develop advice for the Minister on effective models of senior secondary education, on participation and achievement patterns and on the role which teachers are playing in the vocational preparation of senior students. This detailed report covers pathways for postcompulsory students in each Australian State and Territory, looking at the background, the various certificates for final year studies, entry requirements for higher education and TAFE and vocational education and postcompulsory schooling. The publication offers essential insights into models of senior secondary curriculum, assessment and certification arrangements which were operating in Australia at that time.
A related publication is indexed at TD/ERD 87.159. Show less

Authors: Russell, Jean

Corporate authors: Australia. National Board of Employment, Education and Training (NBEET) ... [+] Show more

Date: 1994

Geographic subjects: Oceania; Australia

Resource type: Government information

Subjects: Vocational education and training; Assessment; Higher education ... [+] Show more
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On-the-job and off-the-job assessment: an issues paper

Recent aspects of the training reform agenda, including the development of competency-based courses and the impleme ... Show more
Recent aspects of the training reform agenda, including the development of competency-based courses and the implementation of RPL, have stimulated a growing interest in on-the-job assessment and its relation to off-the-job assessment.
This issues paper studies three main issues about the systems: (1) how to decide which competencies are best assessed in which environment?; (2) how to ensure parity of esteem between on-the-job and off-the-job assessment; (3) if vocational education and training is to move increasingly to a mixed assessment system that links on-the-job and off-the-job components, how can the system cater for the (approximately) 60 per cent of TAFE students who are not in employment of a kind related to the course in which they are enrolled?
Note: Author's surname spelt incorrectly as Hagar on title page. Show less

Authors: Hager, Paul

Date: 1994

Geographic subjects: Oceania; Australia; New South Wales

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Assessment; Providers of education and training ... [+] Show more
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Developing computer-based assessment

This article provides a brief introduction to the new computer-based assessment system for Stage 1 of the Automotiv ... Show more
This article provides a brief introduction to the new computer-based assessment system for Stage 1 of the Automotive Program which is currently being developed. It is hoped the system will allow lecturers more time for competency assessment and for providing learning assistance to students. Show less

Authors: Cramond, Brian

Date: [1994]

Geographic subjects: Oceania; Australia; South Australia

Resource type: Article

Journal title: OpenNet newsletter

Subjects: Assessment; Providers of education and training

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