Re-Conceptualising Teacher Education For VET Practitioners: An Australian Case Study

Sally Leavold, Margaret Taylor

Abstract


Training of Vocational Education & Training (VET) practitioners is most effective when it models best practice learning and assessment. This paper reports on a project in progress at RMIT University in Australia which is modelling an RPL process for participants in the Diploma of VET Practice. We discuss the inaugural delivery of the Diploma of VET Practice that progresses through four cycles of action learning, each cycle with a different focus: self, student, organisation & VET sector and industry.The core component of the Diploma of VET Practice at RMIT Univrsity is the recognition of prior learning (RPL), a process through which participants are able to gain credit for units of competencies based on skills and knowledge gained through experience in the workplace, in voluntary work, in social or domestic activities or through informal or formal training, or other life experiences. The paper outlines the learning and assessment principles governing the design of the program, the customisation required for the group, the impact of the RPL process on program design and the challenges and breakthroughs for participants and program facilitators.


Keywords


Recognition of Prior Learning (RPL); assessment; credit; evidence collection

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