Discussion points as they viewed my presentation with an overview of TAFE NSW Riverina Institute and the courses and events we run in the IT department.
KEY COMPETENCES
FOR LIFELONG LEARNING
These key competences for lifelong learning are taken to mean such competence as is needed in continuous learning, in seizing future and new situations as well as in coping with the changing working life environment. They are an important part of vocational skills and reflect an individual’s intellectual flexibility and ability to man- age different situations. They increase the vocational civilisation and civic readiness needed in all fields and help the students or candidates to keep up with the changes in society and working life as well as to act under changing conditions. They also play a major part in one’s quality of life and development of personality.
Individual study plan
Vocational Education and Training Act (Act 630/1998, section 14) contains the provision of a student’s right to make individual choices in his/her studies. Vocational Education and Training Decree (Decree 811/1998, sections 3, 4 and 12a) contains the provision of how to inform students of the training offered, of student counselling and recognition and validation of prior skills. In order that a student’s right to make individual choices is possible, the education provider must prepare the student an individual.
FINAL PROJECT IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
The student will plan and complete a Final Project that will demonstrate his/her competence. It can be, for example, a product, demonstration of skill, portfolio or performance. The student recognises his/her vocational key strengths and develops his/her creativity, innovativeness and promotes personal professional growth while completing the Final Project. He/she presents and assesses his/her Final Project as well as its planning process and realisation. With the Final Project, the student pro- motes his/her own employment. With the Final Project, the student promotes his/ her own employment.
The education provider decides how the Final Project is carried out.
- Fascinated by our ITPathway program and the employment outcomes that we achieve. They don't have any integrated programs yet but are very keen to pursue this
- We discussed how we align our courses to industry certifications, debate about how closely we align to certificates from specific companies, I explained that we align but don't mandate or expect students to complete certifications, we are empowering them with choices not expectations.
- Discussed the high employment outcomes we are achieving due to the mix of qualifications and hands on experience that students get
- They looked at the BBQ photos I brought from our last IT dept BBQ at Wagga. They loved the informal aspect of the event and the fact that we plan to have "fun" with our students as well as challenge them with learning opportunities.
- They are very interested in our local Talking Tech Riverina event and are keen to borrow the idea and try to implement in Helsinki.
- We discussed aspects of their ICT regulations and course structures. There are lots of common aspects but also some very different structural changes. I've copied a few examples:
These key competences for lifelong learning are taken to mean such competence as is needed in continuous learning, in seizing future and new situations as well as in coping with the changing working life environment. They are an important part of vocational skills and reflect an individual’s intellectual flexibility and ability to man- age different situations. They increase the vocational civilisation and civic readiness needed in all fields and help the students or candidates to keep up with the changes in society and working life as well as to act under changing conditions. They also play a major part in one’s quality of life and development of personality.
Individual study plan
Vocational Education and Training Act (Act 630/1998, section 14) contains the provision of a student’s right to make individual choices in his/her studies. Vocational Education and Training Decree (Decree 811/1998, sections 3, 4 and 12a) contains the provision of how to inform students of the training offered, of student counselling and recognition and validation of prior skills. In order that a student’s right to make individual choices is possible, the education provider must prepare the student an individual.
FINAL PROJECT IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
The student will plan and complete a Final Project that will demonstrate his/her competence. It can be, for example, a product, demonstration of skill, portfolio or performance. The student recognises his/her vocational key strengths and develops his/her creativity, innovativeness and promotes personal professional growth while completing the Final Project. He/she presents and assesses his/her Final Project as well as its planning process and realisation. With the Final Project, the student pro- motes his/her own employment. With the Final Project, the student promotes his/ her own employment.
The education provider decides how the Final Project is carried out.
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