Recognition of Prior Learning for Aboriginal and Torres Strait Islander Peoples. Project Report.

Institution	Australian National Training Authority, Melbourne. National Staff Development Committee.; Australian National Federation of Aboriginal Education Consultative Groups.
Titel	Recognition of Prior Learning for Aboriginal and Torres Strait Islander Peoples. Project Report.
Quelle	(1996), (143 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-642-25468-0
Schlagwörter	Access to Education; Adult Education; Cross Cultural Training; Cultural Awareness; Cultural Pluralism; Cultural Relevance; Educational Policy; Equal Education; Experience; Experiential Learning; Foreign Countries; Indigenous Populations; Nonformal Education; Nontraditional Education; Prior Learning; School Community Relationship; Secondary Education; Staff Development; Vocational Education; Vocational Evaluation; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Interkulturelle Orientierung; Cultural identity; Kulturelle Identität; Kulturpluralismus; Politics of education; Bildungspolitik; Erfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Sinti und Roma; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Vorkenntnisse; Sekundarbereich; Personnel development; Personalentwicklung; Ausbildung; Berufsbildung; Australien
Abstract	Recognition of Prior Learning (RPL) is an Australian program that helps people to obtain formal recognition for relevant work experience, life experience, and formal training. This report documents existing good practices in RPL assessment and staff training for Aboriginal and Torres Strait Islander peoples, provides information on culturally appropriate RPL processes for these groups in the National Vocational Education and Training system, and advises the National Staff Development Committee on approaches for training RPL staff working with Aboriginal and Torres Strait Islander peoples. Project findings emerged from national consultations with Aboriginal and Torres Strait Islander peoples and a search of Australian and overseas literature. The project found that some RPL programs currently exist for Aboriginal and Torres Strait Islander peoples. Some have the potential to meet the goals of the National Aboriginal and Torres Strait Islander Education Policy; others do not provide for local cultural needs nor are they underpinned by the goals of access, equity, and self-determination. The development of culturally appropriate RPL practices must build upon existing examples of good practice, and initiatives in RPL staff development for Aboriginal and Torres Strait Islander peoples should incorporate the following: self-determination at the local level after the community has evaluated appropriate information about RPL; equitable access based on cultural considerations regarding language, customs, values, and priorities; and mechanisms whereby Aboriginal and Torres Strait Islander communities can participate in determining the processes for establishing culturally appropriate RPL. An appendix includes details of case studies in the report. Also included are an extensive bibliography and a glossary. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC