Transcript Document
Study on the quality of teaching in VET Leesa Wheelahan AEU National TAFE Council AGM 16 January 2010 Project overview • • • • Funded by DEEWR, managed by the Australian College of Educators February – October Recommendations for models of VET teacher education & CPD programs, illustrative prototype/s, frameworks for evaluating quality of VET teaching & teacher preparation & development to support: – High quality teaching & learning in VET – Teacher career paths in a more integrated tertiary education sector – Student pathways to further study & employment – Future workforce requirements of VET sector & Australia more broadly Outline initial thinking – Conceptual framework – Diversity of learning contexts & qualifications – How we have framed the project 2 Conceptual framework Diversity in students' motivations, engagement, & aspirations Measurement & reporting Quality of student experience and student learning outcomes Stakeholder satisfaction Quality of teaching Infrastructure The characteristics of good teaching in VET Curriculum & pedagogy Diversity of learning contexts, occupational/disciplinary fields Leadership of VET teaching Selection of teachers Entry-level qualifications Continuing professional development Mentoring Evaluation of teacher development Teachers in VET Appraisal, recognition, rewards Diversity of learning contexts & qualifications Senior school HE VET Quals: ed deg, or 1st deg & grad dip Quals: mandatory Cert IV TAA, industry/prof qual ranging from cert to PhD, sometimes HE teach qual Senior school certs VETiS Certs I - III Ass degs & degs Mostly school-based Cert I – adv dip – VET grad cert/dip On-campus, mixed mode, workplace (apprentices, trainees, work placements), schools, ACE (neighbourhood houses, refugee centres etc), small/large providers, public/private/enterprise RTOs Quals: RHD, sometimes HE Teach Grad Cert Degs – p/g course work RHDs On-campus, mixed mode, practicum, workplace Framing the project • • • • • • • A framework is needed for VET teacher training & CPD to reflect diversity – unitary approach to training & quality won’t succeed Framework must enhance teachers’ professionalism, identity as teachers, & industry/disciplinary specialists, & support career transitions Must provide measures to support CPD, & include principles or standards for teachers & teacher training programs Must leverage existing work being done on this topic, & on institutional capacity & management capability in VET Recommendations must be affordable, have broad stakeholder support, & support achievement of government participation objectives Address future workforce requirements This framework means our approach must be consultative & aim to build consensus 5 Your input welcome! • • Questions for qualifications workshop a good start – may not be exactly the questions we ask in the project, but these are questions that the union thinks important, & it would be helpful to know your views Contact details: – Email: [email protected]