ERIC ED401383: Re-development of the Certificates in General Education for Adults. CGEA Re-development Project News Sheet 3.

6 Pages·1996·0.21 MB·English

by  ERIC

DOCUMENT RESUME
ED 401 383
CE 071 972
Re-development of the Certificates in General
TITLE
Education for Adults. CGEA Re-development Project
News Sheet 3.
National Languages and Literacy Inst. of Australia,
INSTITUTION
Melbourne. Adult Education Resource and Information
Service.
Adult, Community, and Further Education Board,
SPONS AGENCY
Melbourne (Australia).
PUB DATE
[96]
NOTE
5p.
Descriptive (141)
PUB TYPE
Reports
EDRS PRICE
MFO1 /PCO1 Plus Postage.
*Adult Basic Education; *Curriculum Development;
DESCRIPTORS
Developed Nations; *Educational Certificates;
Evaluation Criteria; Foreign Countries; High School
Equivalency Programs; *Standards
*Australia; *Certificates of General Educ Adults
IDENTIFIERS
(Australia)
ABSTRACT
This paper reports on the progress of a project to
redevelop the Certificates in General Education for Adults (CGEA) in
Australia. It describes the progress to date and the expected next
steps, and it lists 10 Accreditation Principles that must be met for
a curriculum to be approved. Descriptions of routes for attaining the
CGEA (foundation and further study) are provided. The paper also
provides an update on the development of four curriculum streams:
numeracy and mathematics, general curriculum options, reading and
writing, and oral communications. Learning outcomes are suggested for
each stream on four levels, and assessment criteria are referenced.
(KC)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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ea
project
re-development
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
news sheet 3
C11
Re-development
00
O
TO THE EDUCATIONAL RESOURCES
of the Certificates in
INFORMATION CENTER (ERIC)
(21
General Education for Adults
The CGEA Re-development project is nearing
' '
'
.
completion!
Consultations took place with practitioners, ACFE
The project is being undertaken by ARIS (at the
Regional Education Officers, interstate contacts,
National Languages and Literacy Institute of
and Regional Moderation Facilitators. Other
Australia) and is funded by the Adult, Community and
consultations were held in ACFE regions and the
Further Education Board.
information fed back to the project team.
A draft was presented to the CGEA Monitoring and
Stream Advisory Groups met during the project
Evaluation Committee, the Steering Committee for
and members were 'individually consulted.
the project, on Friday 21 June. The draft was
The Steering Committee for the project, the CGEA
accepted by the Committee. A few minor changes
Monitoring and Evaluation Committee met 3 times.
need to be made, the formatting made consistent, and
Much thought and discussion on the broader issues
cross-referencing checked. BUT, it's nearly there!!
relating to the Certificates as a whole and to
specific issues relating. to each stream took place.
The next step
A considerable amount of drafting, consultation
and re-drafting has taken place.
The project team, made up of Robin Kenrick
Accreditation Principles
(consultant), Jan Kindler (ARIS), Beth Man (RMIT),
Dave Tout (ARIS) and Louise Wignall (ARIS), hope
For a curriculum to be approved it must meet the
the curriculum document will be handed over to
Principles and Guidelines for Accreditation.
ACFE by early July.
There are 10 Accreditation Principles:
The curriculum will then be presented to the
deals with identified industry training
Principle 1
Vocational Education and Training Accreditation
need/market need.
Board (VETAB). The curriculum is considered by a
requires course standards to be
Principle 2
VETAB Assessment Panel. The role of the
appropriate to the requirements of
Assessment Panel is to investigate courses and to
particular credential.
advise VETAB on their suitability for recognition.
deals with competency-based
Principle 3
Panel members are chosen to bring their expertise and
training
experience to the recognition process and exercise
Principle 4
deals with multiple entry and exit.
judgement gained from industry wide and education
system wide perspective._ The panel is chaired by a
Principle 5
deals with flexible learning.
VETAB member.
deals with articulation.
Principle 6
The Assessment Panel's recommendations regarding
Principle 7
deals with customisation of courses
approval or non-approval of the curriculum it assessed
to meet the particular needs of
is submitted to VETAB for endorsement. Once
clients.
approved the curriculum is registered and the
aims to promote access and
proponent is notified of the outcome of the
Principle 8
participation.
application. If approval is withheld further action is
taken to assist the proponent to amend the proposal so
deals with appropriate assessment.
Principle 9
as to achieve approval.
Principle 10
deals with ongoing monitoring and
evaluation.
U.O. IMPARTmENT 0/ EMACATION
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EDUCATIONAL RESOURER CES INFORMATION
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The re-developed CGEA:
Certificate I and Certificate H refer to the
alignment with the Australian Qualifications
Directions and proposals
Framework. Certificate I in General Education
of
for Adults (Foundation) is awarded at Level 1
Structure
the Australian Qualifications Framework.
for
Under the Certificates in General Education
Certificate II In General Education for Adults
offered.
Adults the following credentials will be
and Certificate II in General Education for
Adults (Further Study) are awarded at Level 2 of
I in General Education for Adults
Certificate
Australian Qualifications Framework. There
the
(Foundation)
Qualifications
are 6 levels in the Australian
Framework, Certificates 1, 2, 3, and 4 , Diploma
and Advanced Diploma.
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As before, a Foundation Certificate would be issued to
Gr,":30,-Tit
students demonstrating exit level 2 competence in all
ICertifirate of &eft& Uwe*.
four streams.
far Adele (Farther Sole)
Certificate H in General Education for Adults
As the name suggests it is assumed that students
participating at level 4 will continue on to further
(STREAMS
study.
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A student would receive this Certificate when they
m.
had demonstrated competence in four modules at
div.p.
nvnuacn 3
Co
levels 3 and 4, of which at least 2 modules must be at
OLAIIIIIMIOEMMIFEMA
Level 4. Students must also show competence in all
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streams at Level 2 . This Certificate would provide a
rill
alk.14A f SiZA
clear pathway to further study (Year 12, some TAFE
e.
gIL
courses and mature age entry to tertiary education)
Certificate of General Edstauitta
and provide a flexible learning option for adult
fir Atlatts
students considering extending their study .
Statements of Attainment
It is proposed that a Certificate II in General
Statements of Attainment would still be achieved for
Education for Adults would be issued at exit level 3
exit competence in individual modules throughout the
when the student demonstrates competence in three
CGEA.
streams at level 3 and four streams at level 2. This
broadens the level of the Certificate to reflect current
Nominal hours
student numbers. It also enriches this level of the
The CGEA Course Monitoring and Evaluation
Certificate, ensuring that students continue to develop
Committee has recommended an increase in the
their general education skills across more than one
nominal hours. However, the project brief specified
stream. Students may choose which three streams
that the nominal hours should not exceed the nominal
they are interested in pursuing.
This item is
course hours for the existing course.
This will create a widely achievable Certificate as
under discussion.
well as providing straightforward articulation
BEST COPY kat.,, ALer:
3
pathways into TAFE courses and employment.
the Adult Education Resource and
For further information about the CGEA re-development project
[phone] Fax [phone].
Information Service, ARIS, NLLIA Level 9, 300 Flinders St., Melbourne on
Community and Further Education Board, Vic.
The CGEA Re-development project is funded by the Adult,
se
Numbers of Learning
Stream update
Outcomes at each level
At levels I and II in the
Numeracy and Mathematics
Numeracy and Mathematics
Purposes and functions of mathematics
stream students must demonstrate competency in five
The purposes or functions to which the maths may be
out of the six learning outcomes to be credited with
put is the focus of this Stream. The structure ensures
this stream. At levels III and IV students must
that the skills and knowledge of the maths strands
demonstrate competency in six out of the seven
(number, space and shape, data, measurement and
learning outcomes.
algebra) are included but they are arranged under a
The Assessment Criteria
different organisational structure.
The assessment criteria give the detailed criteria for
The Learning Outcomes (which used to be called
satisfying the Learning Outcome. The Learning
elements) are organised into four different categories
Outcome is achieved when the learner can
Reading and Writing
or, as they are called in the
demonstrate competence in all the assessment criteria.
Stream, domains, according to different purposes and
However, it is not expected in the Numeracy and
functions of using mathematics.
Mathematics stream that one assessment task or
activity can or should cover all the assessment criteria.
Numeracy for Practical Purposes addresses
aspects of the physical world to do with designing,
The assessment criteria are grouped according to three
making and measuring.
categories: Mathematical knowledge and techniques;
Mathematical language; and Interpretation.
Numeracy for Interpreting Society relates to
interpreting and reflecting on numerical and graphical
General Curriculum Options
information of relevance to self, work or community.
The General Curriculum Options (GCO) Stream uses
Numeracy for Personal Organisation focuses on
the seven generic competencies described in the Key
the numeracy requirements for the personal
Competencies Report: Putting General Education to
organisational matters involving money, time and
work developed in 1992 by the Mayer Committee:
travel.
collecting, analysing and organising information
communicating ideas and information
Numeracy for Knowledge is introduced at level 3
planning and organising activities
and deals with mathematical skills needed for further
working with others and in teams
study in mathematics, or other subjects with
using mathematical ideas and techniques
mathematical underpinnings and/or assumptions.
solving problems
In most cases these functions or purposes (the
using technology.
domains) are divided into more than one Learning
Since then an eighth competence has been developed:
Outcome at each level. (See diagram below)
using an understanding of
The relationships between the learning outcomes for the CGEA maths stream.
cultures. This competence in the
Level 4
Level 3
Level 2
ate
Level 1
General Curriculum Options
ladrionicy foillersonal
Num/NW for Persantd
Nuineracy for'Persontd.
Stream reads 'identify, analyse
°"acatIon
Ss.
and apply the practices of cultur"
Numeracy for Pereonal
Numeracy for Ptsional
These competencies describe the
Numerical
skills essential for effective
Numeric:at
NUM'
for
participation in work, further
httorprotI
Nturstrical
fzirey
tnterprednNumerooTtelf y
education and daily life.
Data
Mammy for
P.
eamm
Interanding So 1y -
Numeracy for Knotetede
This Stream can be used
Data
Data
Further Study In Maths
(area A)
flexibility to offer general subjects
Numeracy far Practical
Numeracy for Practical
Pturneracy for PreCilltai
racy for Knowtedge
Purposes Design
Pfskin
Purposes Design
that meet the needs and reflect the
Further Study In Maths
.
(Area B)
strengths and interests of students
for
while enabling them to
Further Study in Maths
(algebraic technIcasts)
demonstrate the key
far Knowledge
Numeracy tor
competencies, or it can be
-.Furtiser Study In Maths
Further Study in Maths
fimMaes)
(formulas and VIPs)
.
integrated with other streams.
lanneracy for Knowledge
trurnerscy for Knoveledfla
Further Study
Meths
Further Study In Maths
(problem solving)
(problem solving)
Certificates in General Education for Adults
Re- development project
BEST COPY AVAILABLE
people to be able to actively participate socially in all
At each level students need to be
contexts they need to have competence in all the
assessed on three learning outcomes
domains.
out of the eight.
These domains are covered in each Reading and
Levels
Writing Module.
The Key Competencies Report describes the
Assessment criteria
competencies at three levels of performance, whereas
The assessment criteria are broader than in the
the CGEA operates at 4 levels.
previous CGEA document and, hopefully, capture
Mayer's performance level 1 is relatively
principles of good practice.
sophisticated when compared with the competencies
In the Reading learning outcomes the assessment
described in the other three streams of the CGEA. To
criteria are grouped into the categories; purpose of a
allow clients maximum flexibility in attaining mastery
text, comprehension, application and critical appraisal
in the Mayer level 1 competencies, this level has been
adapted for use in the General Curriculum Options to
of the text.
show the same Assessment criteria for levels 1 and 2
The assessment criteria in the Writing learning
with differing Conditions of Assessment to delineate
outcomes are categorised under writing process,
performance at each level.
purpose, structure, length/complexity and mechanics.
Levels 2 and 3 of the Mayor Performance Criteria,
Oral Communication Stream
therefore, become descriptors for Levels 3 and 4 of
Oral language is used for a range of different purposes
the Framework.
in social life. The learning outcomes in the Oral
Assessment criteria
Communication Stream are organised around some of
The assessment criteria reflect the wording of the Key
these purposes:
Competencies Report, Putting General Education to
Active Listening
Work, in order to maintain clear and direct links
Oracy for Practical Purposes
between the General Curriculum Options and the
Oracy for Exploring Issues and Problem Solving.
Mayer Competencies.
Active Listening
This covers the non interactive incidents of listening
Reading and Writing Stream
when the participant's role is primarily as receiver of
This stream is organised to correspond to the four
information eg. listening to the radio, watching TV,
main social contexts in which we function within
Australian society: family and social life; workplace
listening to a guest speaker.
and institutional settings; education and training
Oracy for Practical Purposes
contexts; and community and civic life.
This is organised around transactions and covers
exchanging and obtaining goods and services, giving
The four domains or types of literacy corresponding
instructions, gathering and providing information, and
with these social contexts are:
Literacy for self expression: focuses on aspects of
giving an oral presentation.
personal and family life, and the cultures which shape
Oracy for Problem Solving or Exploring Issues
these.
This is organised around discussions oriented towards
Literacy for practical purposes: focuses on forms
problem solving or exploring issues. Examples can
of communication mainly used in workplace and
ranee from a class discussion about an issue in the
institutional settings and in communications with such
news to discussions about reallocating domestic
organisations.
responsibilities in a family setting.
Literacy for knowledge: focuses on sociological,
scientific, technological, historical and mechanical
Curriculum and the Oral Communication Stream
theories and concepts which are relevant to education
Reading, writing and numeracy activities are
and training.
embedded in oral language and in practice the Oral
Literacy for public debate: focuses on matters of
Communication Stream can be mapped over content
public concern, and the forms of argument, reason,
relevant to the needs and interests of the students.
and criticism used in the public arena.
The four literacy domains are not autonomous. Each
You will be notified through ARIS
literacy domain contains traces of other domains. For
when the CGEA is reaccredited.
5
For further information about the CGEA re-development project the Adult Education Resource and
[phone] Fax [phone].
Information Service, ARIS, NLLIA Level 9, 300 Flinders St., Melbourne on
The CGEA Re-development project is funded by the Adult, Community and Further Education Board, Vic.
ERIC
U.S. DEPARTMENT OF EDUCATION
(OERI)
Office of Educational Research and Improvement
Educational Resources Information Center (ERIC)
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