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This CD ROM is an innovative multimedia tool designed to assist builders, subcontractors, occupational health and safety (OHS) trainers and their students with the development of specific safety plans. A detailed case study helps to demonstrate the practical application of a site specific safety plan in monitoring and using safety on site. The user is guided through a range of interactions using problem-solving activities, animation and printable proforma. The CD ROM delivers a sound understanding of the safety planning process, a detailed look at the six key elements of a safety plan, practical approaches for implementing a plan to meet the duty of care and a customisable tool box of safety planning documentation for use on the site. The six key elements of a site safety plan are examined, responsibilities, contractor management, managing risks, training and inductions, incidents and emergencies and monitoring and review. Show less

This practitioner packet is designed to help community college leaders and staff who are considering guided pathways reforms at their college. Part one, 'What we know about guided pathways', describes the reform model and summarizes evidence supporting its design principles. Part two, 'Implementing guided pathways at Miami Dade College: a case study', describes how one college went about implementing guided pathways reforms. Part three, 'Implementing guided pathways: tips and tools', offers practical advice on how to get started on reforms following the guided pathways model. Also provided is an adoption template that colleges can use to help assess their progress toward adopting essential guided pathways practices at scale.

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People are always learning, everywhere and throughout the course of their lives. Recognition of all types of learning can result in benefits in the labour market, formal education and training, financially and in terms of self-esteem. Across the world, countries increasingly recognize the value of informal and non-formal learning and many are establishing systems to acknowledge competencies gained through these modalities. Facilitating transitions from the informal to the formal economy as well as the growth in migration flows have led to greater calls for ILO assistance to constituents to establish, assess, and revise systems for recognition of prior learning (RPL) across all regions. This learning package draws from this experience. It describes the key building blocks of a well-functioning and inclusive RPL system, and offers a wealth of case studies and examples of how different countries have approached this endeavour. It is directed at a broad and mixed audience, including: ILO constituents, senior government officials, employers' and workers' organizations, assessors and facilitators.

The aim of the learning package on RPL is to ensure that participants: recognize how RPL can enhance the employability of women and men, particularly those disadvantaged in the labour market; appreciate the benefits of RPL, not only for applicants but also for governments and employers; have a clear understanding of how to improve the links between non-formal and informal training, formal education and training systems and the world of work; understand and appreciate the differences between RPL systems and approaches to RPL in practice; and are able to recognize the need for, plan and design, and improve RPL systems and programmes for effective implementation and monitoring.

The learning package is structured in six learning units and includes an introductory 'Getting to know each other' session as well as a summary, assessment test, evaluation and closing session. The six learning units are as follows: (1) What is RPL and why is it important? (2) How to develop an RPL system: introduction to the 'building blocks'; (3) Stakeholder involvement: who is involved in RPL and what roles do they fulfil? (4) What challenges are involved in implementing RPL systems? How to address them? (5) What are the key components in assessment methodologies? (6) How do you know if the system is working?

Edited excerpts from publisher's website and publication. Show less

Many adults, given the right context, want a second chance to succeed at something they have previously failed at, to throw off the label of being ‘hopeless at maths’. Good numeracy provision can offer a chance to make that breakthrough, and can help people discover their potential and build confidence and self-esteem. This guide gives a useful overview of some of the key issues involved in adult numeracy provision. It includes suggestions about how to encourage people to participate in numeracy programmes, and goes on to look at assessment and planning in relation to the Adult Numeracy Core Curriculum. It has a section on good practice in numeracy teaching, including dealing with the language of maths, and suggestions about teaching strategies. The guide includes quotations, case studies, examples of good practice as well as checklists, recommendations about useful resources and a list of numeracy websites and contacts.

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This guide is intended to help community college leaders understand the costs involved in implementing guided pathways reforms and develop plans for funding and sustaining them. It is based on research at six institutions that have implemented large-scale changes based on the guided pathways model, which focuses on supporting students to enter and complete programs of study that lead to good jobs and transfer to four-year college programs. The six case study institutions, all of which participated in the American Association of Community Colleges' Pathways 1.0 Project, were selected to represent a range of institutions, from a small rural college to a large urban one and two multicollege districts. All are in different states, each with a distinctive model for funding community colleges.

We interviewed chief executive officers, chief financial officers, and others involved in planning and implementing guided pathways to explore the following questions: (1) What are the up-front and recurring costs of guided pathways reforms? (2) How are colleges funding these costs? (3) How are colleges sustaining support for guided pathways practices? (4) How can college leaders contemplating guided pathways reforms estimate the costs involved and develop a viable plan for funding and sustaining the reforms? In making the major changes in personnel, processes, and systems needed to implement guided pathways, all six case study institutions incurred costs above and beyond the status quo.

Excerpt from publication. Show less

National qualifications frameworks [NQFs] and their implementation at subject, occupational and professional levels are powerful tools to meet requirements for more outputs and processes-driven quality assurance systems. NQFs have the potential to ensure a greater common understanding of [learning outcomes] LOs among all the stakeholders in tertiary education. Efforts for the regional harmonization of LOs under common qualifications frameworks will also facilitate the international recognition of qualifications among Member States in the Asia-Pacific region.

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This practical guide for ACL [adult and community learning] managers explains how to address equality and diversity issues in the context of the Learning and Skills Council remit and the Common Inspection Framework. It outlines new legislative and reporting requirements for local authority adult education. Case studies highlight good practice - from equal opportunities information packs to staff training days with a dramatic twist. To help managers and coordinators evaluate and improve their provision, the booklet concludes with a self-audit tool.

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This booklet is intended to be a brief guide through Australia’s vocational education and training (VET) system. It is organised into two parts. The first part details administrative and regulatory aspects of the VET system, including the role of governments, the function of training packages, the national coding system for training packages, the Australian Quality Training Framework (AQTF), group training organisations including a case study and user choice including a case study. Part two covers issues relating to delivery of training, including the use of training packages to develop a training program with a case study, flexible learning, recognition of prior learning (RPL) including a case study, New Apprenticeships, a case study in reasonable adjustment and information about assessment. Show less

An action research project or development project is a short-term, focused piece of development work linked to quality improvement. Projects can be used to design and refine new, often experimental, approaches within an organisation, test out new ways of working, address identified weaknesses, enhance performance and introduce more systematic practice. Such projects also provide the opportunity to develop understanding, among staff, learners and all involved, how quality processes can lead to real improvement. This publication draws on the experience of those involved in managing and working on development projects in the Adult and Community Learning Quality Support Programme (ACLQSP) and on the views of consultants who have supported them. Using case studies of projects undertaken during the three years of the programme, this guide illustrates the benefits which can derive from such small-scale interventions; in particular it shows how an action research approach adds value to quality improvement projects.

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Released in its BETA version in March 2021, the National Skills Commission's Australian Skills Classification systematically sets out the structure of, and relationships between, skills within occupations and across the labour market. The Australian Skills Classification complements the Australia and New Zealand Standard Classification of Occupations (ANZSCO). The classification offers a common language of skills, enabling stakeholders to identify and articulate skills using a comprehensive and universal taxonomy. The classification contains three categories of skills: (1) core competencies: commonly used in all occupations (sometimes called 'soft skills' or 'employability skills'); (2) specialist tasks: work activities a person undertakes specific to a job; and (3) technology tools: a technology, such as software or hardware, used within an occupation.

This latest update to the classification brings the dataset out of BETA status, focuses more heavily on expansion, and brings the classification more closely into alignment with the ANZSCO in terms of structure and coverage.

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