Tag: ACE

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Second chance learning in Neighbourhood Houses in Victoria

Author: Tracey Ollis, Karen Starr, Cheryl Ryan, Jennifer Angwin and Ursula Harrison
Deakin University

Edition: Volume 57, Number 1, April 2017

Summary: Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The focus of this research is on adult learners and adult learning that engages with ‘second chance’ learners who participate in adult learning programs in the Barwon and South West regions of Victoria. The greater Geelong region is characterised by declining car automotive and textile manufacturing industries and emerging new industries such as hospitality and tourism. The data from the research participants in the study include career changers, long term and recently unemployed, newly arrived and migrant communities, young people and older adults. This paper focuses on the learning practices of second chance learners who frequently have negative perceptions of themselves as unsuccessful learners, but are transformed through their learning experiences in Neighbourhood Houses. We argue the unique social space of the Neighbourhood House, the support and guidance offered by staff and teachers, the unique pedagogy and small group learning experiences, allows adult learners to reconstruct a new identity of themselves as successful learners.

Keywords: informal learning, formal learning, adult education, ACE, VET, training reform, Neighbourhood Houses

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This article is part of AJAL, Volume 57_1. The entire volume is available in .pdf for purchase here.

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Case studies in e-RPL and e-PR

Authors: Roslyn Cameron, Curtin University and Allison Miller, Vanguard Visions Consulting Pty Ltd

Summary:  The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access and; e-RPL for Self Recognition. We use the case studies to explore the four types and the two dimensions or continuums central to the framework. The vertical dimension is a continuum between RPL as process and RPL as product and the second horizontal dimension is a continuum between formal learning contexts and low learner control as opposed to informal learning contexts and high levels of learner control. The case studies have aided the further development of the framework and its theoretical and practical applications.

Keywords: e-RPL, e-PR, recognition of prior learning, professional accreditation, eRecognition, VET, ACE

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.

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The power of ‘e’: extending the ‘E’ in ACE

Author/s: Jane Anderson

Edition: Volume 49, Number 2, July 2009

Summary: Over the past decade or so, an educational evolution has been redefining our understanding and practices of adult community education (ACE) in profound and comprehensive ways. The name of this transformation is e-learning. A bountiful interpretation and practice of ‘e-learning’ in ACE results inevitably in extending our educational work; its presence automatically extends the WHY (our purpose), the WHO (our community), the WHEN (the timing), the WHERE (the learning spaces), the WHAT (the scope), the WHAT FOR (the learning achievements) and the HOW (the modes, methods and media). In other words, the power of ‘e’ as a multidimensional force in ‘e-learning’, and the way it extends meanings, values, ideals, purposes, practices and participants in ACE, means it redefines our  understanding of education itself. As a consequence, e-learning has given us new possibilities of connectedness, community, democracy, global citizenship, lifelong learning, transformational learning, learning to learn, critical literacy and much else.

Keywords: ACE, e-learning, results, achievements, connectedness, community, democracy, lifelong learning

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This article is part of AJAL, Volume 49_2. The entire volume is available in .pdf for purchase here.

 

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Looking forward: Community Gateways at Victoria University

Author/s: Christine Mountford

Edition: Volume 51, Number 4, Special edition, December 2011

Summary: The mission and values of Victoria University provide the underlying criteria for the development and implementation of the Community Gateways initiative, which aims to transform the lives of those living in the west of Melbourne through the power of further education. Community Gateways takes the university into the community by providing career education and counselling, skills recognition, recognition of prior learning, workshops and short training opportunities to engage the community ‘on their own turf’, and to support their access and success through career-aligned course choice. To be truly effective in the community, Community Gateways has utilised a cooperative approach to engage with over forty community organisations, including community centres, neighbourhood houses, local councils, youth centres, libraries, and ACE and ACFE providers.

A resurgence of interest in values associated with community, social cohesion and cultural diversity has provided the platform for these relationships to develop. Community Gateways strengthens access to learning and employment in the region for many people who currently are unsure of how to access education and training opportunities. Through the provision of complimentary, professional careers counselling, community members are encouraged to consider their career options as the basis for making appropriate training or further study decisions. In this paper I will explore the development of the program and share the learning and achievements to date.

Keywords: Victoria University, community gateways, ACE

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This article is part of AJAL, Volume 51_4_Special Edition. The entire volume is available in .pdf for purchase here.