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Swinburne University of Technology Swinburne TAFE Travelling on a Global Skills Passport Carolyn Grayson Director, Centre for Development of VET Practice Anne Fitzpatrick Teaching and Learning Advisor Julie Hurrell Teaching and Learning Advisor Swinburne Organisational Profile • Swinburne Technical College established in 1908. • First students enrolled in carpentry, plumbing and blacksmithing. • The 1992 proclamation of the Swinburne University of Technology Act marked recognition of a distinguished history, and beginning of a new period of growth and innovation. • Swinburne is now a dual sector, multi-disciplinary, multi-campus, provider of education, training and research of national and international significance. Nature and range of services As a dual sector institution, Swinburne offers a range of programs from apprenticeships to PhDs across broad fields of environmental and applied sciences, business and enterprise, art and design, engineering, information technology, multi media, psychology and social sciences, hospitality …… www.swinburne.edu.au Centre for Development of VET Practice Purpose: to contribute to the enhancement of the student learning experience through the provision of advice, direction and support to Swinburne TAFE staff • Providing programs, resources and services that support and encourage teachers to develop, maintain and extend good teaching and assessment practice • Providing leadership in learning, teaching and assessment • Facilitating adoption of new policy and innovative practice in learning teaching and assessment • Promoting scholarship of VET learning, teaching and assessment Role : to assist staff with educational change and quality assurance • Aspects of student learning • Diversity of students • e-learning environment • Delivery and assessment approaches • Qualification and resource development Generic /Core /Key /Essential skills Discussion of generic skills is topical and there are constantly new developments and initiatives considering how best to teach them and create environments in which they can be learnt…. In Australia and internationally, generic skills are known by a number of terms including core skills, key skills, essential skills, basic skills and workplace know how. In some countries they are specifically employment related, while in others, greater emphasis has been placed on the social relevance of generic skills…… (Gibb & Curtin, 2004, NCVER) International generic skills schemes Country Activity before 1995 Activity since 1995 United States SCANS SCANS 2000 Secretary’s Commission on Achieving Necessary Skills United Kingdom Core Skills Canada Essential skills Employability Skills DeSeCo (OCED) Australia Key Skills Employability Skills 2000+ DeSeCo (generic competencies) Key Competencies (Mayer) Employability Skills (Curtis, NCVER, 2004) Generic skills – Common Elements Various lists of skills share six common elements. • Basic/fundamental skills: literacy, using number, using technology • People related skills: communication, interpersonal, team work, customer service • Conceptual/thinking skills: collating organising, problem solving … • Personal skills and attributes: being responsible, resourceful, flexible, able to mange one’s own time, having self esteem • Business skills: innovation and enterprise skills • Community: civic or citizenship knowledge and skills (Gibb& Curtin, 2004, NCVER) Employability Skills (ES) • In 2002 Business Council of Australia (BCA) and Australian Chamber of Commerce and Industry (ACCI) published Employability Skills for the Future • A key finding of this report was that skills and knowledge contained in the key competencies needed to be revised and reviewed to reflect the changing nature of the workplace and the broader range of skills which employers currently require. • ES describe the non-technical skills and competencies which play a significant part in contributing to an individuals effective and successful participation in the workplace • ES are highly transferable and support the accomplishment of the task based activities central to any job role (Definitions by Brenda Micale WADET) (NQC, 2006,DEST) Employability Skills and Key Competencies > Initiative and enterprise > Self –management > Learning > Communication > Communicating ideas and information > Teamwork > Working with others in teams > Problem solving > Solving problems > Planning and organising > Planning and organising activities > Technology > Using Technology Include further descriptors for particular occupational and industry contexts > Collecting, analysing and organising information > Using mathematical techniques Model for assessing Employability Skills National Quality Council ( NQC) 2006-2007 Employability Skills project aims: • Establish and pilot an approach or model for assessing and reporting on employability skills in Training packages • Develop a professional development strategy and associated resources for implementing the approach • Outcome • …integrated approach …in an integrated manner with technical skill within a qualification and the corresponding units of competency… • …descriptive reporting …the information reported would relate to the qualification, not the individual….. (NQC, 2006, DEST ) Community Colleges for International Development (CCID) > “…to provide opportunities for building global relationships that strengthen educational programs, and promote economic development.“ www.ccid.cc > CCID 2008 Annual Conference Long Beach CA – Delegates from USA, France, Nth Ireland, Turkey, Denmark, Canada , Japan, Netherlands, and Oz - Box Hill, VU and RMIT – Presentation focussed on Employability Skills and The Swinburne Skills Passport in a global context – A good introduction to the Australian training environment ES in the international arena > How could ES add value to the student learning experience? • Such as cultural approaches to learning, and vocational relevance to Australian context > What are the challenges for staff? > What are the challenges for students? > What does this mean for your organisation? • Consider systems, support and evaluation necessary Further information and resources Carolyn Grayson 03 9214 8598 [email protected] Anne Fitzpatrick 03 9214 8956 [email protected] Julie Hurrell 03 9214 5642 [email protected] The Swinburne Skills Passport • The Passport was initially developed in 2004 and is currently being used as a way of recording employability skills • The Passport assists in the gathering of evidence and examples, and articulate these to future employers is a crucial aspect of developing these skills. The Swinburne Skills Passport • The passport can be used in conjunction with a resume and references to assist in an interview situation. • It can also be used to provide examples of previous participation in particular activities and demonstration of certain skills. • An important part of developing generic or employability skills is the ability to reflect on strengths and areas of competence. Australian Key competencies •The Mayer Committee Report in 1992 marked the beginning of the establishment of what was known as key competencies in Australia education. •Essential to preparation for employment •Generic to kinds of work and work organisations •Equipping individuals to participate effectively in a wide range of social settings including workplaces and adult life more generally •Involving the applications of knowledge and skill •Being able to learn •Being amenable to credible assessment (definitions by Brenda Micale WADET ) (NQC, 2006,DEST)