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