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"This series of essays describes the various culturally based methods utilized by a number of Indigenous communities in North and South America and South Africa to recognize the knowledge and skills gained by individuals in their life's journey through both formal and informal educational settings. Portfolios are used as a vehicle to engage learners in an introspective process which, in Indigenous settings, enables them to value culture and identity, understand the impact and pervasiveness of colonialism, and become aware of their knowledge and skills in a more holistic context. For many learners, Indigenous Recognition of Prior Learning is a transformative process, which ultimately empowers them to identify a vision and pathway for changing their world." -Karihwakeron Thompson, chair, board of directors, International Indigenous RPL Collective Karihwakeron Thompson is from the bear clan family of the Mohawk Nation at Wahta Mohawk Territory and serves as the chair of the International Indigenous Recognition of Prior Learning Collective (IIRPLC). Karihwakeron values his experiences with Indigenous organizations and Indigenous controlled educational institutions and continues to work with initiatives which utilize Indigenous knowledge and support the revitalization of Indigenous languages. Paul Zakos has been actively involved in adult education for over four decades in both mainstream and Indigenous settings. He is a founding member of the Canadian Association for Prior Learning Assessment and the International Indigenous RPL Collective. He has implemented RPL and adult friendly practices across Canada, USA, Chile, South Africa, and Ecuador working closely with colleagues to ensure educational policies and programs respond to community needs and the life circumstances and cultural teachings of Indigenous peoples.
This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.
Teachers deal with change on a regular basis, but there are some principles at the core of teaching that remain constant and that have the biggest impact on student achievement. In this inspiring book from Danny Steele, creator of the popular Steele Thoughts blog, and Todd Whitaker, bestselling author and speaker, you’ll learn how to focus on the most important things in the classroom, not just the "current" things. The authors reveal essential truths that will make you a more effective educator in areas such as student relationships, classroom management, and classroom culture. The strategies are presented in digestible chunks, perfect for book studies, in-service sessions, mentorship meetings, and other learning formats. With the inspiring anecdotes and insights in this book, you’ll be reminded of your greater purpose – making a difference in students’ lives.
Interweaving Curriculum and Assessment: Engaging Students in Twenty-First Century Learning is a supplemental text that focuses on developing an integrated curriculum linked to assessment.
Birth to Big School is designed to support the Certificate III in Early Childhood Education and Care in a holistic and integrated way while addressing the relevant units of the Training Package, and mapping is available to link content to units. The text emphasises the importance of knowing the traditional domains of development and links them to the Early Years Learning Framework (EYLF) and the National Quality Standards (NQS) by using down-to-earth practical examples. Questions enable students to check their understanding of the content and provide a reference point to the NQS. Premium online teaching and learning tools are available on the MindTap platform. Learn more about the online tools cengage.com.au/mindtap
Youth Work in the Commonwealth: A Growth Profession establishes a baseline to inform the planning and implementation of initiatives to professionalise youth work in Commonwealth member countries. The study was conducted in 35 countries in the Africa, Asia, the Caribbean/Americas, Europe and Pacific regions. It catalogues the extent to which the youth work profession is formally recognised in these countries and examines the qualities and rights-based ethos of the various forms of youth work promoted and practised in the Commonwealth. The report aims to help countries learn from good practices, and assess gaps in establishing youth work as a recognised profession in diverse contexts.
This text offers a key to understanding the Acts, regulations and policies affecting school governance as well as educators' conditions of employment throughout South Africa. It provides a full text of these laws with notes, and the loose-leaf format allows the contents to be easily updated.
Scholars in many fields increasingly find themselves caught between the academy, with its demands for rigor and objectivity, and direct engagement in social activism. Some advocate on behalf of the communities they study; others incorporate the knowledge and leadership of their informants directly into the process of knowledge production. What ethical, political, and practical tensions arise in the course of such work? In this wide-ranging and multidisciplinary volume, leading scholar-activists map the terrain on which political engagement and academic rigor meet. Contributors: Ruth Wilson Gilmore, Edmund T. Gordon, Davydd Greenwood, Joy James, Peter Nien-chu Kiang, George Lipsitz, Samuel Martínez, Jennifer Bickham Mendez, Dani Nabudere, Jessica Gordon Nembhard, Jemima Pierre, Laura Pulido, Shannon Speed, Shirley Suet-ling Tang, João Vargas
This study guide has been designed to be used in conjunction with the TAFE NSW Individual Support in Australia textbook. This study guide provides a range of activities to assist learners who are undertaking the qualification CHC33015 Certificate III in Individual Support and any of the three specialisations: - Ageing - Disability - Home and Community The activities in this study guide are aligned to units of competency, and encourage you to explore the role of the individual support worker in the community and/or residential setting. The activities also assist you to further develop the knowledge and skills required to provide person-centred support to people who may require support due to ageing, disability or some other reason.VETRes Product Code 5821