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the ETD Practitioner2

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Information about the ETD Practitioner2
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Published on October 2, 2007

Author: Denise

Source: authorstream.com

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The role of the ETD Practitioner in OBET:  The role of the ETD Practitioner in OBET What is OBET?:  What is OBET? What is E T D P?:  What is E T D P? EDUCATION IS:  EDUCATION IS The systematic instruction, schooling or training in preparation for life or some particular task TRAINING IS:  TRAINING IS Bringing someone to a desired state or standard of efficiency by instruction and practice DEVELOPMENT IS:  DEVELOPMENT IS gradual unfolding growth evolution Realisation of potentials How has education and training changed?:  How has education and training changed? ETD worldwide has changed because of …:  ETD worldwide has changed because of … Changing industry requirements Increased emphasis on quality Stronger global and international influences Instructional learning has changed BUT more importantly - Workplace training and development has been transformed:  Instructional learning has changed BUT more importantly - Workplace training and development has been transformed Workplace learning is changing because of …:  Workplace learning is changing because of … increased information globalisation global competition the nature of business technological changes computer based learning strategic planning Workplace learning is changing because of …:  Workplace learning is changing because of … performance appraisal methodologies quality assurance issues skills identification and development employment equity organisational learning management trends ETD Practices have changed through…:  ETD Practices have changed through… Changes in curricula to meet individual needs Changes in training techniques Changes in education systems How does the ETD Practitioner then function in this changing environment?:  How does the ETD Practitioner then function in this changing environment? The ETD Practitioner wears several hats at once!!:  The ETD Practitioner wears several hats at once!! The progressive nature of the ETD Practitioner’s function:  The progressive nature of the ETD Practitioner’s function The ETD practitioner as a need analyst:  The ETD practitioner as a need analyst Identify the needs of the organisation Identify the needs of the learners Use the analysis for further skills development The ETD practitioner as a strategist:  The ETD practitioner as a strategist Formulate plans for training and development Formulate the necessary policies and procedures The ETD practitioner as the Subject Matter Expert:  The ETD practitioner as the Subject Matter Expert Well grounded in occupational practice and principles Use appropriate methods to transfer knowledge and skills in the field Keep up to date with subject matter The ETD practitioner as a scholar, researcher and lifelong learner:  The ETD practitioner as a scholar, researcher and lifelong learner Ongoing development and growth Continued updated subject matter expertise Continued professional growth Continued educational development The ETD practitioner as an interpreter of learning programmes:  The ETD practitioner as an interpreter of learning programmes Understand existing learning programmes Identify the contextual learning requirements Design new learning programmes Pace learning to meet the learners’ diverse needs The ETD practitioner as a learning mediator:  The ETD practitioner as a learning mediator Sensitive to diversity Aware of potential barriers Communicate effectively Sound contextual knowledge Aware of resources The ETD practitioner as an assessor:  The ETD practitioner as an assessor Integrate assessment into learning Understand the purposes of assessment Utilise appropriate assessment methods Use results for lifelong learning to take place Use results to improve learning The ETD practitioner as a leader, manager and administrator:  The ETD practitioner as a leader, manager and administrator Make appropriate decisions Manage the learning site Conduct administrative activities Support learners and colleagues The ETD practitioner as an evaluator:  The ETD practitioner as an evaluator Evaluate the impact of ETD on the learner Evaluate the impact of ETD on the environment The ETD practitioner as a member of the community:  The ETD practitioner as a member of the community Promote committed and ethical attitude Uphold values of society Develop a supportive environment Network with key persons Understand critical environmental issues Current ETD Practices:  Current ETD Practices Conducting research Facilitating skills development Reviewing occupational ethics and values Developing curricula Developing learning programmes Facilitating learning Conducting assessment Undertaking moderation Supporting learners Managing learning programmes Evaluating skills development initiatives Conducting formal quality assurance audits The hat you wear is dependent upon your learners and the situation in which you find yourself:  The hat you wear is dependent upon your learners and the situation in which you find yourself LEARNERSHIPS AND SKILLS PROGRAMMES:  LEARNERSHIPS AND SKILLS PROGRAMMES A structured means to develop the skills of employees:  A structured means to develop the skills of employees LEARNING FOR WORK LEARNING THROUGH WORKING LEARNING WHILE WORKING LEARNING FROM OTHERS WHILE WORKING:  LEARNING FOR WORK LEARNING THROUGH WORKING LEARNING WHILE WORKING LEARNING FROM OTHERS WHILE WORKING What is a SKILLS PROGRAMME?:  What is a SKILLS PROGRAMME? A tool for addressing particular skills needs An occupationally-based learning programme Relates to the world of work Designed to build skills in specific occupations Provides credits towards a qualification What is a SKILLS PROGRAMME?:  What is a SKILLS PROGRAMME? Presented by accredited training providers May be funded by a donor Has immediate economic value Constitutes at least one or more Unit Standard Can be used as access to income generating activities Benefits of a skills programme:  Benefits of a skills programme Enhances employability of a learner Develops occupationally directed skills Costs less to develop than a learnership Legal requirements are not that stringent Of shorter duration than a learnership Benefits of a skills programme:  Benefits of a skills programme A quick return on investment for the employer Can be focused very directly on explicit skills Work disruptions are minimal Building blocks to a qualification Benefits of a skills programme:  Benefits of a skills programme Multi-skilled staff Re-skilling for purposes of relevance New career moves can be made Up-skilling to suit technological advances Task orientated productivity Addresses gaps identified through skills audits How does a skills programme take place?:  How does a skills programme take place? The need for training and development is identified A suitable training provider is found Logistical issues are negotiated and finalised Employee attends the facilitation session where training takes place The employee then returns to work and practices the newly developed skills Assessment takes place and a declaration of competence is made As a means to addressing the specific skills requirements of the organisation, the skills programme provides a quick and easy solution:  As a means to addressing the specific skills requirements of the organisation, the skills programme provides a quick and easy solution A learnership is the means to gaining a qualification It is not a qualification in itself:  A learnership is the means to gaining a qualification It is not a qualification in itself What is a LEARNERSHIP?:  What is a LEARNERSHIP? A tool for improving workplace performance A means to a qualification which signals occupational competence A qualification which is recognised nationally A work-based education and training programme A formal learning programme that links theoretical learning with structured workplace experience Involves integrated assessment Objectives of a learnership:  Objectives of a learnership Upgrading the skills of current employees in identified key areas Developing the skills of new employees Providing employment opportunities for the unemployed Contributing towards a national skills base Stimulating national economic growth Fast tracking of employees Giving employees the opportunity to gain nationally recognised qualifications Benefits of a learnership:  Benefits of a learnership Accessing government funding Creates swift introduction to world of work Assists learner to move from dependence to participation Allows learner to take responsibility for learning and work Developed by the industry for the industry Meets minimum standards of the industry Benefits of a learnership:  Benefits of a learnership Qualifications have greater credibility Assists in multi-skilling Productivity is improved Workplace performances are improved Objectives of Employment Equity Act are met Pool of trained potential employees exists Benefits of a learnership:  Benefits of a learnership Learner acquires both theoretical knowledge and practical skills National recognition of learning achievements Higher levels of competence can be obtained Opportunities exist for fixed term employment Roleplayers in a learnership:  Roleplayers in a learnership Learner (employee) Employer (workplace provider) Accredited Training Provider Donor (if available) STRUCTURED LEARNING:  STRUCTURED LEARNING Usually provided by an institutional training provider Learning goes beyond mere content Provides support related to the world of experience Encourages inductive and deductive learning Develops generic abilities suitable for all workplaces Provides counselling and support STRUCTURED WORK EXPERIENCE:  STRUCTURED WORK EXPERIENCE Provides mentoring, support and monitoring Provides progressive on-the-job learning Provides exposure to experts in the field Progresses from simple to more complex skills Provides exposure to a wide range of activities Ensures collaboration and co-operation with others Provides opportunities to become involved in problem solving activities Ensures independence Employer obligations in a learnership:  Employer obligations in a learnership Employ the learner for a period specified Provide the learner with specified practical work Provide appropriate facilities Provide adequate supervision at work Pay the learner the relevant allowance Allow learner to attend education & training requirements as specified Conduct on-the-job assessment Keep up to date records Comply with relevant legislation Learner obligations in a learnership:  Learner obligations in a learnership Work for the employer as part of the process Attend the specified education and training sessions Comply with all workplace policies and procedures Record relevant workplace experience through completed documentation Training Provider obligations in a learnership:  Training Provider obligations in a learnership Provide specified education & training components Provide learner with the required support Record, monitor and keep related records conduct the relevant assessment when required Provide feedback to the employer on the learner’s performance STARTING A LEARNERSHIP:  STARTING A LEARNERSHIP Identify the need for a learnership Identify the purposes of the learnership Establish partnerships Determine roles and responsibilities Estimate costs PLANNING A LEARNERSHIP:  PLANNING A LEARNERSHIP Develop standards and qualifications Develop an integrated yet sequenced curriculum Plan the implementation of the learnership Plan assessment procedures Develop a quality assurance system Develop a management system Develop an administration system Plan the evaluation of the system Develop a budget Access funding DEVELOPING A LEARNERSHIP:  DEVELOPING A LEARNERSHIP IDENTIFY THE VARIOUS ROLEPLAYER’S RESPONSIBILITIES in particular: IDENTIFY THE E T D PRACTITIONER’S RESPONSIBILITIES IDENTIFY MANAGEMENT’S RESPONSIBILITIES IMPLEMENTING A LEARNERSHIP:  IMPLEMENTING A LEARNERSHIP Set up a positive learning environment Develop the staff Implement the learning programme Keep stringent records Adhere to administrative procedures Maintain good working relationships Evaluate the programme regularly Assessment in a Learnership:  Assessment in a Learnership Assessment dates are pre-arranged between the learner and the training provider Formative assessment takes place during the structured learning phases When required, coaching is done to address gaps identified Summative assessment takes place as pre-arranged Assessment in a Learnership:  Assessment in a Learnership A Declaration of Competence is made when the learner has demonstrated current competence in the task at hand A learner qualifies if he/she has been declared competent on all required outcomes at the end of the pre-determined time frame What about QUALITY ASSURANCE?:  What about QUALITY ASSURANCE? REASONS FOR QUALITY ASSURANCE TO TAKE PLACE:  REASONS FOR QUALITY ASSURANCE TO TAKE PLACE Qualifications have to meet international standards This is the means to ensuring that the standards are maintained throughout the learnership or the skills programmes It ensures that the roleplayers meet the requirements set It gives an objective perspective of the training WHO CONDUCTS THE QUALITY ASSURANCE?:  WHO CONDUCTS THE QUALITY ASSURANCE? Facilitators – who evaluate their own interventions Assessors – who assess the competencies of the learners Moderators – who ensure that the assessments are fair, valid and reliable Verifiers – who review the entire process As a means to developing the skills of the organisation, the well-structured learnership is cost effective and efficient:  As a means to developing the skills of the organisation, the well-structured learnership is cost effective and efficient

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