Understanding the Purpose of Pre-Accredited Education and Quality Frameworks
Explore the purpose of pre-accredited education, which aims to provide pathways for disadvantaged learners. Learn about the Quality Pre-accredited Framework, ensuring high-quality courses are delivered consistently. Delve into different aspects such as course planning, teaching, moderation, and implementation, revealing how these frameworks support learners in acquiring essential skills. Discover how stakeholders play a crucial role in the success of pre-accredited programs through quality assurance measures and continuous improvement processes.
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Presentation Transcript
PQF Induction: Small group delivery or 1-1 session
Topics The purpose of the Quality Pre- accredited Framework Planning guide - focusing on course plan Teaching guide- focusing on learner plan Moderation Implementation
What is the purpose of pre- accredited education ? To provide opportunities that engage and initiate vocational pathways for the most educationally disadvantaged learners. To address the particular needs of adults who have experienced barriers to education and find it difficult to undertake accredited courses as their first step into vocational training.
What is the purpose of pre-accredited education ? The ACFE Board purchases pre-accredited courses whose content can be classified as follows: Adult Literacy and Numeracy - including ESL Employment Skills - basic skills to support work or further learning Vocational Programs - assists people with skills acquisition, return to work or to change jobs. Digital Literacy - understand and utilise a range of digital technologies.
What is the purpose of the Pre- accredited Quality Framework? The purpose of the Pre-accredited Quality Framework is to ensure: Pre-accredited courses are of a high and comparable quality regardless of where they are delivered. Learn Local organisations and teachers implement quality continuous improvement processes. The A-frame is implemented consistently. The ACFE Board purchases quality pre-accredited courses that have been developed in response to the needs of learners, employers and the community.
What does this kit contain? Section 5 Moderation Guide A guide to the processes and documentation for moderation and verification Section 1 Overview Background to the Pre-accredited Quality Framework Section 6 Stakeholder Guide Information for Learn Local stakeholders Section 2 A-frame Background and documentation for the use of the key pre-accredited course planning tool: the A- frame Section 7 Induction Guide A model for introducing the Pre-accredited Quality Framework Section 3 Planning Guide Overview of planning and delivery processes for managers and coordinators Section 8 Case Studies Examples of pre-accredited courses Section 4 Teaching Guide Ideas and strategies for teachers delivering A- frame courses Section 9 Glossary Key terms defined
Planning guide Moderation
1.1 The program design is based on input/feedback from learners; Learn Local adult education organisation staff; and/or industry and community groups 1.2 The program offers recognition and pathways on completion and facilitates the investigation of future directions to employment and/or further studies 1. Program design 1.3 Reflective teaching and learning practices are in place to inform continuous improvement models. 2.1 The learning design addresses personal, community and employment needs 2. Learner-centred approaches 2.2The program builds on skills, behaviours and confidence to be used beyond the learning setting 2.3The teaching and learning activities focus on the development of employability skills 3.1The teacher has the knowledge and skills to engage learners 3.2The teacher has the relevant content expertise 3.3 The teacher is engaged in on-going professional development to support quality pre-accredited delivery. 3. Quality teaching
Planning guide Let s review the planning guide together
Teaching Guide 3.1 The teacher has the knowledge and skills to engage learners 3.2 The teacher has the relevant content expertise 3. Quality teaching indicators 3.3 The teacher is engaged in on-going professional development to support quality pre-accredited delivery.
Teaching guide Let s review the teaching guide Opening Learning plan Adult learning principles Employability skills .
Moderation of pre-accredited delivery What is moderation? Why undertake moderation?
Moderation of Pre-accredited delivery 1. Teachers and/or program planners, presenting, analysing, discussing and documenting adjustments to the content and delivery of their pre accredited programs. 2. Unlike moderation of accredited courses, pre accredited moderation evaluates the program content and delivery not the design and use of assessment tools. 3. Moderation is a collaborative, peer appraisal process that promotes a shared understanding of what constitutes quality program design, delivery and outcomes for learners.
Benefits of moderation Complements existing practice and resources (A-frame) Professional development for practitioners Simple Caters for different programs and learner groups Links to validation process Continuous improvement tool Can be Embeds peer support Face to face or online application incorporated into induction and other planning activities
Lets revisit employability skills Communication Problem solving Communication Teamwork Initiative and enterprise Self Planning and organising management Learning Technology Review
When can moderation take place? Internal External Mapping the WHAT to teach and HOW to deliver to employability skills based on the learner cohort When planning a new course Peer input Implementing new learner pathways Feedback from learners Feedback from teachers and other key staff During mid course review Feedback from learners Feedback from teachers and other key staff Post course evaluation Feedback from other stakeholders
Lets review the 4 Moderation tools A,B,C,D Moderation Checklist A: B: The Moderation Tool C: Moderation Summary D: Declaration Verification Self Assessment &
