Learning First Aid - utas.edu.au€¦ · learning pathways provided by TasTAFE and the University of Tasmania. Although Learning First Aiders can assist anyone in the community, their

Learning First Aid

Training manual

Prepared by:

Jan Douglas Robert Alderson Nick Flittner

Funded by: Higher Education Participation and Partnership Programme (HEPPP) 2014 National

Priorities Pool, Australian Government Department of Education and Training.

L e a r n i n g F i r s t A i d T r a i n i n g M a n u a l P a g e | 2

Prepared by: Douglas, J. Alderson, R. & Flittner, N. (2015) University of Tasmania

Learning First Aid is a training program developed for

the Warm Connections project – a collaboration between

University of Tasmania

TasTAFE

LINC Tasmania

Neighbourhood Houses Tasmania

Circular Head Education and Training Consultative Committee

and other community organisations

to encourage and support education and training in rural

Tasmania.



Contents Preamble ....................................................................................................................................... 4

Section 1: Learning First Aid ............................................................................................................ 6

Section 2: Adults and Learning .......................................................................................................... 9

Section 3: The Learning Landscape ................................................................................................ 13

Section 4: The Referral – when, how and where? ........................................................................... 23

Section 5 – Course Guides and Websites........................................................................................ 25

Section 6 - Other Useful Information and Resources ...................................................................... 31

References ................................................................................................................................... 36

Appendices

Vocational Preparation Pathways…………………………………………………………………………………………..............38

Conversation Starters…………………………………………………………………………………………………………………………39

Activity sheets……………………………………………………………………………………………………………………………….40-45

Other education and training websites………………………………………………………………………………………………46

Evaluation sheet………………………………………………………………………………………………………………………………..47

List of figures

Barriers to learning in rural areas……………………………………………………………………………………………………… 10

Accredited and non-accredited learning…………………………………………………………………………………………….14

AQF levels………………………………………………………………………………………………………………………………………….15

The Learning Ladder…………………………………………………………………………………………………………………………..16

TasTAFE Vocational Preparation Programs contacts…………………………………………………………………………..18

Contacts for enabling programs…………………………………………………………………………………………………………21

Where to refer…………………………………………………………………………………………………………………………………..24

Full list of UTAS course guides……………………………………………………………………………………………………………28

Useful websites for UTAS…………………………………………………………………………………………………………………..29

Full list of TasTAFE course guides……………………………………………………………………………………………………….30

Useful websites for TasTAFE………………………………………………………………………………………………………………30

Counselling Contacts………………………………………………………………………………………………………………………….31



Preamble

This training manual is a component of the ‘Warm Connections Project’ which falls within a broader

project, “Informing Aspirations in Rural Regions”. This training manual has been developed by Jan

Douglas, Robert Alderson and Nick Flittner for LINC, Neighbourhood Houses and other community

organisations who invite their staff to become Learning First Aiders. This training manual is to be

utilised by trainers and trainees, and as a reference document once training is complete. For further

background information on this project refer to page 5.

Dr Jan Douglas is a Project Officer for the Warm Connections Project, based in southern Tasmania.

After Jan left high school she commenced an apprenticeship in Hairdressing. Over a number of years

Jan changed vocations, and as a mature age student she decided to undertake university studies. Jan

has extensive experience in teaching across Vocational Education and Training, Community and

Public Education, workplace training and university sectors.

Robert Alderson is a Project Officer for the Warm Connections Project, working in the north of

Tasmania. He grew up in a regional community and is the first in his family to participate in

education beyond Year 10. Robert is passionate about education and the benefits it brings to not

only individuals, but also to communities.

Nick Flittner is Project Manager of the Warm Connections Project, and has extensive experience in

education and training having worked in the primary, secondary and tertiary education sectors. Nick

also has interests in community, regional and economic development.

This training manual was trialled by Jan and Robert in late 2015 with a number of LINC,

Neighbourhood House and other partner community staff across rural Tasmania. Some of those staff

have now taken up the role of trainers in order to prepare others to become Learning First Aiders

(see page 6).

Introduction for Trainers This training program should take approximately three hours to complete. It is advisable for all

trainers to read through this manual thoroughly. In doing so, you will become familiar with the

content and will be guided by Appendices as to which aspects of the training manual are key points

to be discussed. It is not necessary for you to go through the manual in detail with Learning First

Aiders, they can do this at their own leisure once they have completed the training. As this booklet is

a training manual and workbook, there are activity sheets for participants to use whilst undertaking

the training in the appendices (see pp., 40-45).

Throughout this training manual there are ‘notes to trainer’ indicating the time each section and

activity should take to complete. This of course is a guide only. As the trainer, you can guide the

discussion according to the participants needs/interests. To deliver this training you can choose to

either work solely through the manual and activities or you might like to develop a PowerPoint

presentation referring to the training manual.

As the trainer, it is important for you to reiterate throughout the training that Learning First Aiders

are not expected to know of every learning and training opportunity available. From undertaking this

training they will gain a basic understanding of the learning landscape and learning pathways, and



will know when and how to refer interested parties to the education institutions for more specific

information and guidance. This will equip Learning First Aiders to be first point of contact to provide

basic information to their local community members about some of the learning pathways provided

by TasTAFE and the University of Tasmania.

As the trainer, it is also important for you to gauge how your training went. Included in the

appendices is an evaluation sheet, see Appendix Page 47.

Background: Warm Connections Successive Australian governments have identified the proportionally low participation rates in

higher education and training of people from various groups such as low SES, Aboriginal, disabled,

rural and remote. The current government has set a target for higher education, that is, by 2020 40%

of 24-35 year olds will hold a university degree. To achieve this, the government has been funding

university outreach initiatives through the “Higher Education Participation Program”. The “Informing

Aspirations in Rural Regions” project is one such initiative, targeting the much neglected rural and

remote cohort. This is a collaborative research project involving universities of Tasmania,

Wollongong and Adelaide.

Research and previous experience shows that embedding universities in rural communities through

partnering with existing educational and learning infrastructure is an effective way to introduce

higher education and training to people in these communities. As such, a number of Education

Department LINCs and Neighbourhood Houses around the state have agreed to provide higher

education information to people in their community.

The University of Tasmania (UTAS) and TasTAFE combined with these community learning

infrastructures have formed “Warm Connections”. This program falls within the broader project

“Informing Aspirations in Rural Regions”. The “Warm Connections” program is about seeking good

practice in delivering cost effective and efficient ways to inform aspirations and introduce rural

people to the ways in which higher education and training can be accessed.

NOTE TO TRAINER

It is important before starting the training that you provide an overview of what

the Learning First Aiders can expect to be covered in this training session. This

overview should take approximately 5 minutes.

NOTE TO TRAINER

Introducing/background of ‘Warm Connections should take approximately 5

minutes.



There are three key elements of the Warm Connections Project:

1. The creation of a permanent and visible partnership between the University of Tasmania,

TasTAFE and Tasmanian community service providers such as LINCs and Neighbourhood

Houses.

2. Equipping the staff and volunteers in the partner organisations with sufficient knowledge

about the learning landscape that they are able to assist their community members to make

good decisions about undertaking further and higher education and training, at a time and in

a way that is suitable for them.

3. Establishing clear connections between community partners and education providers such

as University of Tasmania and TasTAFE (warm connections) so that access to appropriate

information is easily and readily obtainable.

The project is not attempting to create education and learning experts in partner organisations,

rather to equip staff and volunteers to deliver “Learning First Aid”, that is, the initial and often

tentative conversations around the possibilities and opportunities of further education and training.

Once these conversations have reached a certain point, the client should be referred to the

appropriate educational institution for further discussion and information.

There are often many barriers to learning, and various people will be affected differently by these

barriers, sometimes at various times and stages of their lives. The ultimate objective of ‘Warm

Connections’ is to help people in rural areas overcome some of the barriers they face in taking part

in further or higher education and training. For a comprehensive list of barriers to learning in rural

communities see page 10. The more barriers we can lower the more attainable further education

will be for people living in rural areas of Tasmania.

This training manual aims to equip Learning First Aiders with a basic understanding of adult learners

and the learning landscape in higher education and training

Section 1: ‘Learning First Aid’

Learning outcomes Section 1

At the end of this section you should be able to:

o Describe the Learning First Aid role

o Describe activities that are pivotal to the Learning First Aid role

o Identify personal attributes necessary to be a Learning First Aider

NOTE TO TRAINER

This section including completing Activity 1 should take approximately 10 minutes.



What is ‘Learning First Aid’?

The notion of ‘Learning First Aid’ is about providing an understanding of the Tasmanian further/higher

education and training system to community providers so staff are equipped to assist adults to make

good decisions about their learning futures.

Learning First Aider’s role

LINC staff and volunteers, and Neighbourhood House staff have been chosen to provide learning first

aid to adult individuals who live in the rural community because they have first-hand knowledge and

experience of living and learning in a rural community. In addition, LINC staff and volunteers, and

Neighbourhood House staff have built relationships of trust with ‘locals’.

Learning First Aiders value learning and promote the value of learning to others. They are trained to

be a first point of contact to provide basic information to local community members about the many

learning pathways provided by TasTAFE and the University of Tasmania.

Although Learning First Aiders can assist anyone in the community, their particular focus is on

working with adults of all ages who, for whatever reason, did not complete their schooling, did not

undertake further education and training or have been out of formal education and training for

some years.

What do Learning First Aiders do?

o Raise awareness of the benefits of lifelong learning

o Provide learning first aid, that is, field general enquiries about learning, education and

training

o Offer information, advice and guidance about learning opportunities

o Refer adult individuals to appropriate education and training institutions

o Navigate the information materials and websites of education and training institutions, in

particular, University of Tasmania and TasTAFE

What don’t Learning First Aiders do?

o Negotiate delivery of courses by outside providers

o Deliver learning programs/courses for learners

o Provide specific formal pathway planning services or career advice

o Act as counsellors or social workers

o Act as course advisers/guidance

o Act as recruitment or marketing personnel for education and training providers



Who would Learning First Aiders collaborate with to find out important information for potential students?

UTAS Information Centre: 1300 363 864 e-mail: [email protected] website: www.utas.edu.au TasTAFE Information Centre: 1300 655 307 e-mail: [email protected] website: www.tastafe.tas.edu.au

What skills and personal attributes do I need have to be a Learning First Aider?

An interest and/or experience in working with adults to assist them on their learning pathway

o Computer literacy skills in information retrieval

o Good communication skills

o Willingness to develop knowledge about education and training

Activity 1

What other attributes, skills and experiences do you have that would be useful?

Issues of privacy and confidentiality

There might be times when individuals share information with you that is personal and private. As a

paid/volunteer staff member at LINC or Community House, you should already be aware of the

policies and procedures for paid/voluntary staff. This will include the organisation’s privacy and

confidentiality obligations. If you are not aware, you need to ask a senior staff member when you

will find such policies and procedures so that you can familiarise yourself with them.

mailto:[email protected]

http://www.utas.edu.au/


http://www.tastafe.tas.edu.au/



Section 2: Adults and Learning

Profile of adult learners

Adult learners come from diverse backgrounds and will have different motivations and needs. They

will also have past experiences that will impact on their learning.

Activity 2

What are some positive life/school experiences that adults might have?

What are some negative life/school experiences that adults might have?

How might these positive and negative experiences impact on learning?


At the end of this section you should be able to:

o Demonstrate an understanding of why and how individuals learn

o Describe the positive and negative experiences of adult learners

o Identify how past experiences can impact on learning

o Identify the challenges of adult learning

o Give specific examples of the ways in which learning first aiders can

encourage clients to continue learning

NOTE TO TRAINER

This section including completing Activities 2, 3, 4 and 5 should take approximately

50 minutes.



Barriers to learning in rural areas

Barrier Definition/description

Geographic distance/Isolation

Physical distance from urban centres where university services are located

Archives of Experience A lower level of collective experience in navigating the world and overcoming obstacles

Mobility Less willingness and capacity to move to seek opportunities

Navigational Capacity More limited ability to follow pathways and 'find a way' to achieve desired outcomes

Information deficit Less access to and understanding of pathway and support information

Financial disadvantage Lower incomes and higher costs

Limited employment opportunities

Limited job opportunities for people with higher education in rural areas

Social Capital deficit Limited opportunity for establishment of effective social networks

Attachment to place Strong sense of attachment to place

Limited exposure to benefits of higher education

Fewer people with higher education in rural areas

Family history and influence Intergenerational history and experiences of education strong

Disparate IT connectivity IT services not always reliable or effective

Overlapping professional and social networks

Can be a benefit, as easier to access understanding of careers and education, but a disadvantage because of limited ‘bridging’ networks

Need for professionals to be ‘specialist generalists’

Limited range of occupation options that people are exposed to = limited opportunities for disruptions

Fewer role models A smaller range of people available locally, especially those with educational backgrounds

Fewer high-skilled local job opportunities

Incentives for education-driven careers more limited

Activity 3

How have you overcome challenges/fears in your own learning?

What inspired and motivated you to succeed?

How has this changed you?

What type of interactions (and interpersonal skills) can be used to assist individuals in continuing education and training?



What is learning?

There are a number of definitions for learning. This is because there are many different aspects of

activities and processes to learning. For example, learning is:

o A relatively permanent change in behaviour for what is observed and what is

internally processed (e.g., thinking, attitudes and emotions) (Burns 1995).

o A change in the nervous system manifested as altered behaviour due to

experience (West-Eberhard 2003).

o A change in state due to experience (Shettleworth 2010).

o A long-term change in mental representations or associations as a result of

experience (Omrod 2012).

o A process of change that occurs as a result of an individual's experience (Mazur

2013).

What we do know?

o Learning is more than knowing facts and how to do something

o Learning can happen in different environments (incidental, informal, formal)

o Learning happens individually and collectively

o Learning builds on existing knowledge and skills

o Learning is about change and transformation

o How and what people learn depends on attitudes and past experiences

How do people learn?

Adults have particular ways of learning (learning styles) or preferred ways of learning that influence

how they learn. Some examples are:

Visual learning style

o Learn by seeing and looking

o Take detailed notes rather than get involved in discussions

o Benefit from illustrations and presentations, and especially those in colour

Auditory learning style

o Learn by hearing and listening

o Enjoy discussions and talking things through and listening to others

o Acquire knowledge by reading aloud

Kinesthetic learning style

o Learn by touching and doing.

o Need lots of breaks and will want to move around

o Speak with your hands and gestures

o Remember what was done, but have difficulty with what was said or seen

o Learn through doing activities



It is important that you are aware of this so you can assist them on their initial path to learning and

make aware to them that both VET and university cater to different learning styles and needs.

Activity 4

Think of the ways in which you learn and provide some examples. Do you like learning with others? Do you prefer to learn individually?

Why and how do adults access further education and training?

There are many different reasons as to why adults access further educations and training. Some of

the reasons are:

o Personal interest or development

o Gain a qualification

o Career change

o Contribute to the community

o Social connection

o Upskill

There are also many different reasons as to how adults access further education and training? Some

of the reasons are:

o Accidental

o Encouraged by employer

o Encouraged by family and\or friends

Activity 5

Reflect on your journey to learning. What motivates you to learn? How did you

start your adult learning journey? What support has helped you on your journey?

NOTE TO TRAINER

This is a good time to have a 15-minute break.



Section 3: The Learning Landscape

Identifying learning/training opportunities

As a Learning First Aider, you are not expected to know of every learning and training opportunity

available, but you will need to have a basic understanding of the learning landscape, the Australian

Qualifications Framework and learning pathways. You will also need to have good information

retrieval skills so you can assist potential learners to seek further information into learning and

training opportunities that might suit their needs.


At the send of this section you should be able to:

o Demonstrate an understanding of the ‘Learning Landscape’ – the

different types of learning/training/education available

o Demonstrate an understand the basic education and training pathways

available, especially between VET and University

o Describe where and how to refer clients to appropriate education and

training institutions

o Successfully navigate the information materials and websites of

education and training institutions, in particular, University of Tasmania

and TasTAFE

NOTE TO TRAINER

This section including completing Activity 6 should take approximately 25

minutes. It should be noted that from trial training sessions, Learning First

Aiders were particularly interested in pathways from TasTAFE to University

of Tasmania and the university enabling programs.



Accredited and non-accredited learning

Learning

Informal

(non-accredited)

Formal

(accredited)

o Adult Education

o Literacy and numeracy

o Writing resumes and job applications o Personal & family health

o Community Education (community

groups)

o Parenting courses

o Art and craft courses

o Australian Quality Framework (AQF)

o College – Year 11 and 12

Australian Tertiary Admission

Rank (ATAR)

o Vocational Education and Training

(VET)

TasTAFE, skills Tasmania,

Registered Training

Organisations (RTOs)

(traineeships; apprenticeships;

Diplomas)

o University

UTAS and others

Australian Qualifications Framework (AQF)

The Australian Qualifications Framework (AQF) is Australia’s National Qualifications Framework

(NQF).

Definition: ‘The AQF is the national policy for regulated qualifications in Australian education and

training. It incorporates the qualifications from each education and training sector into a single

comprehensive national qualifications framework’ (http://www.aqf.edu.au/).

The AQF facilitates pathways between qualifications in the various sectors and between education

and work. The AQF like all NQFs provides the basis of educational quality assurance.

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of

achievement and the autonomy required to demonstrate that achievement.

The following table shows the connection between AQF levels and qualifications as well as the

complexity of qualifications. AQF level 1 has the lowest complexity and AQF level 10 has the highest

complexity.



The connection between AQF levels and qualifications

AQF Levels

Qualification

Complexity

10 Doctoral Degree (PhD) Systematic and critical understanding of a complex field of learning and specialised research skills for the advancement of learning and/or for professional practice

9 Masters Degree

Specialised knowledge and skills for research, and/or professional practice and/or a pathway to further learning

8 Bachelor Degree(Honours) Graduate Certificate Graduate Diploma

Advanced knowledge and skills for professional or highly skilled work and/or a pathway to further learning

7 Bachelor Degree Broad and coherent knowledge and skills for professional work and/or further learning

6 Advanced Diploma Associate Degree

Broad knowledge and skills for paraprofessional/highly skilled work and/or further learning

5 Diploma Specialised knowledge and skills for skilled/paraprofessional work and/or further learning

4 Certificate lV Theoretical and practical knowledge and skills for specialised and/or skilled work and/or a pathway to further learning

3 Certificate lll Theoretical and practical knowledge and skills for work and/or a pathway to further learning

2 Certificate ll Basic factual, technical and procedural knowledge of a specific area of work and a pathway to further learning

1 Certificate l Foundational knowledge for everyday life, further learning and community involvement



The Learning Ladder

College (Yrs 11 & 12) Vocational Education

University AQF Level

Doctoral Degree Level 10 Masters Degree Level 9 Graduate Diploma Level 8 Graduate Certificate Level 8 Bachelor Honours Degree Level 8 Bachelor Degree Level 7 Advanced Diploma Associate Degree Level 6 Diploma Diploma Level 5 Certificate 4 Level 4 Certificate 3 Level 3 Certificate 2 Certificate 2 Level 2 Certificate 1 Certificate 1 Level 1 Tasmanian Certificate of Education (TCE)

This Figure shows that students can move between different levels of education and work their way

up the ladder.

The different levels are linked to some degree, for example, students might need a Certificate lll

before they can study at Certificate lV or a Certificate lV might give them some credit towards a

Diploma, or Bachelor Degree.

Students can go directly from college to University (if they obtain the right Australian Tertiary

Admission Rank at school), or they can go from college to Technical and Further Education (TAFE)

and then onto university.

These routes are called Pathways, and they will vary from person to person depending on a number

of factors such as their academic and literacy abilities; previous study experience; their goals and

aspirations. There is no right or wrong way.

Understanding the basics of the Learning Ladder will equip you with enough understanding to be

able to help prospective students, however, you will need to refer on to the appropriate institution

for detailed discussions about individual student options – it can get quite complicated quite quickly!



Following are some details about various specific courses offered by UTAS and TasTAFE to help

people along their Pathways – you don’t need to know all the detail about these, but be aware of

them as they may be useful in conversations with prospective students.

Admission requirement to TasTAFE

Some courses have specific entry requirements that include educational pre-requisites and/or prior

or concurrent work experience, whilst other high-demand courses may require individuals to meet

suitability criteria or attend an interview. Depending on the course they are interested in, he/she

may be required to:

o Attend an information/pre-enrolment session

o Complete a suitability process which might include an assessment, submission of a portfolio

or attendance at an audition

Recognition of prior learning

When individuals apply to enrol at TasTAFE they can ask for recognition of:

o Schooling

o Formal/informal learning

o Life experience/s

o Employment/work experience

Students may be able to apply for credit transfer for units that they have successfully completed

previously or with another training organisation.

The Recognition process may include, but is not limited to:

o Competency conversations

o Observation of practical tasks

o Observation of performance in the workplace and/or simulated workplace environment

o Provision of workplace documentation related to unit requirements

Vocational Preparation Programs

TasTAFE’s Vocational Preparation Programs are designed to assist individuals with a wide range of

needs including preparation for a vocational pathway to people experiencing barriers to learning.

Vocational Preparation programs include:

o Work pathways – post year 12 with additional learning needs (e.g., learning difficulties,

autism spectrum, ADHD)

o Literacy and numeracy for work and training – build skills in reading writing and maths

o Youth programs - Post year 10 students aged 16-19

o Engagement programs – build confidence and better learning skills, lead to certificate l or ll

levels

o Introductory computing – internet, e-mail and word processing basics

o Skills for work and training programs – explore career options (e.g., jobs and training

pathway planning)



o Return to study – academic writing, researching and referencing

o Mentoring and volunteer tutoring

For more information see: www.tastafe.tas.edu.au/courses/industry/vocational-preparation/ or phone

Vocational Preparation Team in your area:

NORTH – 6777 2611 NORTH WEST – 6478 4270 SOUTH – 6165 5805

Pathways from TasTAFE to University of Tasmania (UTAS)

Individuals who have a long-term goal in mind, like using a TasTAFE qualification to gain entry into

university, many Diploma and Advanced Diploma courses at TasTAFE offer formalised articulation

arrangements, or provide credit or advanced standing* into University of Tasmania (UTAS) degree

courses.

*Advanced credit into the Bachelor programs can vary depending on the course selected. Some

courses cannot guarantee that one full year of credit is offered, while other courses offer up to 1.75

years of credit.

Working closely together the University of Tasmania and TasTAFE has a range of courses available to

students that can ultimately provide graduates with two qualifications: an Advanced

Diploma/Diploma from TasTAFE and a Bachelor Degree from the University of Tasmania.

These courses are in areas that include Tourism and Hospitality, Information and Communication

Technology, Management, Accounting, Creative Industries, Nursing and Community Services.

Studying a qualification that articulates to university offers several benefits, including:

o The opportunity to gain valuable skills and workplace training

o Tuition fees that provide an affordable alternative to a full university degree

o Practical work experience and skills (a TasTAFE Diploma will provide individuals with the

workplace skills and training that employers are seeking)

o More and better job options (if individuals complete both a Diploma and a Bachelor

qualification, they may have an advantage in the job market)

Admission requirements to university

Admission to many courses is available on the basis of a wide variety of backgrounds and

experiences. Applicants may apply for admission to the University on the basis of meeting General

Entry Requirements (GER).

http://www.tastafe.tas.edu.au/courses/industry/vocational-preparation/



Technical and Further Education (TAFE) /Vocational Education and Training (VET)

Applicants who have completed a Certificate III or above meet GER, provided the Certificate III is in a

relevant discipline.

Applicants who have completed a Certificate III or above meet GER, provided the Certificate III is in a

relevant discipline.

Personal competency statements

Applicants who have not successfully completed senior secondary, tertiary or TAFE/VET study, but

have other relevant work experience and background are required to complete a personal

competency statement and demonstrate how that experience meets the University's General Entry

Requirements. GER is met if the applicant can demonstrate sustained employment background or

work and life experiences that demonstrate a capacity to succeed in their chosen course of study.

University Enabling Programs (University Preparation Program and Bachelor of General

Studies Pathways)

Successful completion of all units in a university enabling program meets the UTAS General Entry

Requirements. Enabling programs are offered in Cradle Coast, Hobart and Launceston. Some units

can be studied either as on-campus or off-campus (distance). Most maths and science based units

are offered on-campus only.

What is the University Preparation Program (UPP)?

UPP is a preparation course designed for people who, for whatever reason, want to learn

and/improve and develop their academic skills and/or build confidence before studying at

University.

The UPP LINC Learning Support Program provides support to UPP students studying by distance

through local LINC mentors. Support is currently provided for the units UPP010 Study Skills and

UPP055 Using Technology. Participating LINCs are: Bridgewater, Devonport, Glenorchy, Huon,

Scottsdale, Smithton and Queenstown.

Through undertaking the UPP, students will:

o Learn how to learn

o Improve both oral and written communication

o Understand about and improve time management skills

o Develop problem solving skills

o Learn skills that are required for university studies (i.e., academic writing and

numeracy skills; computer skills and information technology)

o Gain understanding of University life and culture

Essentially, the University Preparation Program assists students to gain the skills they need to

succeed at university-level study and helps them meet UTAS Entrance Requirements.



Prerequisite for students enrolling in UPP

o Students should be able to read a newspaper article on a topic such as international

affairs, public policy or a controversial issue and understand the key points.

o Students should be able to understand conversational level English.

o Students should be able to make themselves understood with consistency when

speaking English.

o Students should be able to write a number of consecutive sentences.

What is the Bachelor of General Studies Pathways?

The Bachelor of General Studies Pathways is a four year degree, the first year (the foundation year)

of which has been specifically designed for students who do not meet the University of Tasmania’s

General Entry Requirements and for students who want a supported introduction to university

study. It is a transition course which helps individuals gain entry into the degree of their choice, and

which prepares them to succeed at university-level study. For further information see BGS website:

http://www.utas.edu.au/student-learning/bgsfoundation

There are fast-tracking opportunities for full-time students who excel in their first semester studies

to apply for a position in their desired degree, and a decision will be made on a case-by-case basis

depending on other supporting evidence and Faculty intake.

There are eight different pathways in the Bachelor of General Studies: Arts (X3A), Education (X3E),

Health-Nursing and Paramedics (X3M), Health Science (X3H), ICT (X3T), Engineering (X3N) and

Business (X3B), Science (X3S).

The following pathways are offered on –campus and distance.

BACHELOR OF GENERAL STUDIES: ARTS PATHWAY (X3A)

The Bachelor of General Studies – Arts Pathway is for students wishing to study in the Faculty of

Arts. Students who successfully complete this foundation year will qualify (with credit for two first

year units) for enrolment into a Bachelor of Arts, Bachelor of Social Science, or Bachelor of Social

Science (Police Studies) within the Faculty of Arts.

BACHELOR OF GENERAL STUDIES: EDUCATION PATHWAY (X3E)

The Bachelor of General Studies – Education Pathway for students wishing to study in the Faculty of

Education. Students who successfully complete this foundation year will qualify (with credit for two

first year units) for enrolment into a Bachelor of Education. Students are also eligible to apply for the

Bachelor of Physical Activity Studies (credit is dependent on unit choice).

http://www.utas.edu.au/student-learning/bgsfoundation



BACHELOR OF GENERAL STUDIES: HEALTH PATHWAY (X3M)

The Bachelor of General Studies – Health Pathway is a foundation year for students wishing to

under-take the Bachelor of Nursing, Bachelor of Paramedic Practice or Bachelor of Health. Successful

completion guarantees entry (with credit) into Nursing (Launceston), Bachelor of Health and

Bachelor of Dementia Care. It may also be used in an application for quota courses such as the

Bachelor of Paramedic Practice and Fast Track Nursing (Hobart). There are dedicated places available

to a limited number of pathway students in both these courses.

Contact numbers for Enabling programs ( UPP and BGS) Hobart office Allison Longeran and Fiona Latimer Telephone: 03 6226 1045 Email: [email protected] Launcestion office (for Launceston and Cradle coast enquiries) Sharon Tristram Telephone: 03 6324 3391 Email: [email protected]

NOTE TO TRAINER

It has been noted earlier in this training manual and reiterated in the next section, that for

all referrals and more information contact UTAS and TasTAFE on the 1300 numbers.

However, for UTAS enabling programs, the following staff will possibly be able to provide

more detail that is tailored to the individual student’s needs.





Activity 6 Choose one of the following scenarios: What questions would you ask to find out more about the person’s current situation (work, family, previous study, etc.) opportunities and passions?

Would you then recommend UPP, TasTAFE, a Bachelor Degree, Postgraduate Degree, literacy class, etc.?

Who would you suggest they contact for the next step in their learning journey? Clients A, B and C are looking to undertake some further educational and training. Client A Jason is in his late 20s. He has limited education, is unemployed and would like to learn some fundamental skills for a new career. Jason is unsure as to what type of career he would like to do, however, he has worked as a kitchen hand. He says that he “hated school and didn’t do well there”. Client B Sharon is in her late 30s. She completed year 10, worked for some years then raised a family. Sharon has decided she would like to become a nurse, however, is unsure if she has the capability to undertake university studies. She thinks that she’s “not smart enough to go to uni”. Client C David is in his in 50s. He is looking for a career change. He completed an engineering course at TasTAFE 30 years ago. He is now wondering how he might go about undertaking university studies. David says that he might do a Master of Engineering. Can you imagine where these clients would fit best in the Learning Landscape? Try to map out a simple Pathway for them based on the Learning Landscape outlined here.



Section 4: The Referral – When, How and Where?

The key to successful Learning First Aid is knowing when to refer enquiries to the right place. Both

the University of Tasmania and TasTAFE have experts on hand who know all there is to know about

the courses they run and all the support services that are available.

Both University of Tasmania and TasTAFE have centralised their information and advice services so

the process of the actual referral is now quite straightforward. Each use one 1300 number and one

e-mail address.

When to refer?

Learning First Aid is designed to help with the general, early questions people may have about their

learning options and opportunities. For example:

Can I….?

Is it possible to….?

What is Certificate lV and how does that relate to a Bachelor degree?

Some of this information you will know, some may be found in course guides or other literature and

some will be available on websites.

o Anything much further than that should be referred to the University of Tasmania and

TasTAFE information units.

o Anything that could be regarded as guidance or advice should be referred on.

o Anything involving detailed personal considerations should be referred on.

o Anything you’re not sure about should be referred on.

How to refer?

As previously mentioned, there are two main options – by telephone or e-mail.

You may have to assist the client to make the call, or even make the call for them, if they are unsure

of themselves or what they need to ask.

NOTE TO TRAINER

This section including completing Activity 7 should take approximately 15

minutes. This section is summarising what has been covered in the previous

sections.



Where to refer?

Gone are the days when there was a different phone number for each different service.

Now there is one!

phone e-mail website

UTAS

1300 363 864

[email protected]

www.utas.edu.au

TasTAFE

1300 655 307

[email protected]

www.tastafe.tas.edu.au

It is recommended that you should make a ‘warm connection’ with these information centres before

you contact them on behalf on the client, so you create a relationship with them.

The following activity should help clarify some of the referral processes.

Activity 7 When and where should we refer? Scenario 1 Ben has just finished year 12 and is planning on going to university next year. He can’t decide if he should move to Launceston to study architecture at UTAS or move to Melbourne to study at Monash University, where he has family. He asks you if either of the courses has a pre-requisite and if accommodation is available at each university? He has asked for your advice. What should you do? Scenario 2 Sarah-Jane approaches you and asks what courses are on offer that are fully online and how much courses cost. She asks if she can get credit for prior learning. What should you do? Scenario 3 Kate wants to know what the benefits of getting a uni degree or TAFE qualification are. She then wants to know what kind of assignments she would have to do if she were to do a course. Are there exams? How much time does she have to study each week? Can she do it online? How much does it cost? Would a Cert lV at TAFE be better than going to uni? What should you do to help Kate? Scenario 4 Allan doesn’t know what to do with his life since he lost his job four months ago. He feels depressed and has heard that you can get Centrelink payments if you go to uni. He feels that moving away to another place would be just what he needs to feel good about himself again. He asks you what courses he could do. Is there any in performing arts? What should you do to help Allan? Scenario 5 Helen has just successfully completed a literacy course and is feeling very positive about studying some more. What would you do to help Helen? Would you refer her to anyone?







Section 5 – Course Guides and Websites

It is important that you are familiar with the information in the UTAS and TasTAFE Course Guides as

these are often amongst the resources that interested people go to for information.

Your centre should have a complete set of the Course Guides from both institutions. A complete list

of the Guides can be found below.


For 2016, UTAS will produce 18 individual Course Guides to replace the previous Student Handbook.

This makes it easier for people who have an idea what they want to study.

You are not expected to know all the information about each course, but being familiar with what is

in each Guide will be useful. You can help interested parties to navigate the Guides.

Each guide follows a similar format:

o We help you become who you want to be - about the university and the particular subject

o Studying - about the specific subject

o Your study experience – about how the subject is taught

o Course Information – details about specific courses being offered in the subject

o Financial matters – about costs and fees

o How to apply – the application process

o Quick reference guide – clear guide to the various degrees on offer in the subject, and

possible Pathways to them

Activity 8

The trainer will guide you through a few UTAS Course Guides so you become familiar with the

contents.

NOTE TO TRAINER

This section including completing Activities 8, 9, 10, and 11 should take

approximately 35 minutes. This section is allowing the Learning First Aider to gain

some ‘hands on’ experience and become familiar with course guides and websites.



UTAS website - http://www.utas.edu.au/

This is the main source of information for prospective students, or anyone interested in finding out

what courses are available at the University. It can, however, be a daunting place to navigate around,

especially for people not familiar with ‘university world.’

It is important that you become familiar with the university website, especially to do with

information about courses. It is not your role to advise people what to study, rather to guide them to

information on the things they say they are interested in.

o What subject area (e.g., Law, Agriculture, Arts)

o What courses are available in those subject areas?

o Course details

o Entry requirements

o Costs and fees

Activity 9

The trainer will show what the website looks like, and walk through some examples of where key

information is.

TasTAFE

There are 17 TasTAFE ‘Industry Areas’, and a course brochure for each one. The information is fairly

general in nature, and doesn’t give a lot of information. Instead they refer you to the TasTAFE

website or the hotline phone number.

There is a TasTAFE Student Information Handbook which sets out all the basic information a

potential student might need.

Activity 10

The trainer will guide you through a few TasTAFE Course Brochures so you become familiar with

the contents, and will navigate you through the Student Information Handbook.

TasTAFE Website - http://www.tastafe.tas.edu.au/

The website provides options to search by Course Listings (Industry Areas), Location/Region, Course

Types, and there is a Keyword option too.

As with the university above, it is important that you become familiar with the TasTAFE website,

especially to do with information about courses. It is not your role to advise people what to study,

rather to guide them to information on the things they say they are interested in.





o What industry area (e.g., Automotive, Building and Construction, Built Environment)

o What courses are available in those industry areas

o Course details

o Entry requirements

o Costs and fees

The “Find Out More” links provide a great deal of useful information.

Activity 11

The trainer will show what the website looks like, and walk through some examples of where key

information is.

Updates

Websites and printed publications are updated all the time, so it is worth while keeping an eye out

for changes, especially on websites. If you have any doubt about the currency of information, please

ring the University of Tasmania and TasTAFE Hotline numbers.

Other publications

There are any number of additional information sheets and web pages put out by both institutions,

some or many of which may be useful for particular clients. Most of these will be available through

the websites, or by calling the Hotline numbers.



Full list of University of Tasmania Course Guides

Agriculture & Environmental Science

Architecture & Design

Arts, Humanities & Social Sciences

Business

Computing & IT

Education & Teaching

Engineering

Health Sciences & Community Care

Journalism, Media & Communications

Law

Marine & Antarctic

Maritime Studies

Medicine

Music, Creative & Performing Arts

Nursing

Pharmacy

Psychology

Science

Other useful publications

Bachelor of General Studies – Foundation Year Pathway

University Preparation Program (UPP)



Useful Websites for University of Tasmania

UTAS application www.utas.edu.au/apply

On receipt of offer follow instructions to accept the offer online

Attend a ‘Ready for Uni’ workshop

Enrol online in the units you intend to study

UTAS homepage

http://www.utas.edu.au

UTAS MyLO (My Learning on Line)

http://www.utas.edu.au/mylo/student-support

MyLO is the online learning environment at the University of Tasmania. MyLO is the system which is used to host the Unit's online materials and activities. The way in which MyLO is used depends upon the requirements and approaches of the unit and its teaching staff.

UTAS STUDENT ADVISERS

http://www.utas.edu.au/first-year/student-advisers

Student Advisers can help students identify the main issues and find solutions, and get them to specialised support if needed. This link provides access to student learning Services and disability Services as well as a number of students resources (e.g., weekly planners, semester assessment planners). UTAS UPP information booklet http://www.utas.edu.au/__data/assets/pdf_file/0011/76394/UPP-Information-Booklet-2016.pdf UTAS BGS information booklet

UTAS eStudent Portal

http://www.utas.edu.au/students/estudent

This link provides access to PDF guide to enrolment and video guide to enrolment. It also has a link to the new eStudent portal will provide access to the sort of tasks, for example, changes of personal information, enrolment, looking up fees and exam information.

Once enrolled as a UTAS student, eStudent provides a personalised study plan. This will show students the course they are admitted in and the study options within that course. The study plan shows what units they have completed and what units are still planned that they will need to complete. This will guide students through enrolment, progression and graduation.

http://www.utas.edu.au/apply

http://www.utas.edu.au/mylo/student-support

http://www.utas.edu.au/first-year/student-advisers

http://www.utas.edu.au/__data/assets/pdf_file/0011/76394/UPP-Information-Booklet-2016.pdf

http://www.utas.edu.au/students/estudent



Full List of TasTAFE – Course Handbooks

Aboriginal Training Programs

Agriculture and Science

Automotive

Building and Construction

Built Environment

Business and ICT

Children's Services

Community Services

Creative Industries

Disability Services

Electrotechnology

Hair and Beauty

Health and Aged Care

Horticulture and CLM

Metal Trades

Tourism and Hospitality

Vocational Preparation/ELS

Other booklets

TasTAFE Student information handbook

TasTAFE Pathways to University

Useful Websites for TasTAFE TasTAFE Courses http://www.tastafe.tas.edu.au/courses/ TasTAFE VET-FEE-HELP http://www.tastafe.tas.edu.au/vfh/ VET FEE-HELP is an Australian Government loan scheme, similar in style to HECS, that allows students studying Diploma or Advanced Diploma qualifications to defer payments of tuition fees as a loan with the Australian Tax Office.

http://www.tastafe.tas.edu.au/courses/

http://www.tastafe.tas.edu.au/vfh/



Section 6 - Other Useful Information and Resources

Fees and Payment

TasTAFE

The Government provides generous levels of support to enable TasTAFE to offer much of its training

on a subsidised basis. There will however, be some student fees that you need to meet to participate

in your chosen course of study.

The fee at TasTAFE will depend on the course students choose and may vary depending on the level

of government subsidy available, and personal financial circumstances. Student participation fees

from Certificate I to IV level in 2015 will not exceed $1,500. If students are eligible, this limit will be

reduced to $300 on a concession basis. Concessions include, receiving a Centrelink allowance (e.g.,

disability pension, Newstart, Youth Allowance, Austudy or Abstudy) or a current Health Care Card.

Student participation fees cover the basic materials needed in most subjects and programs, but

additional expenses may be payable for other materials such as text books and protective clothing in

some courses.

University of Tasmania Fees and loans

Australian Taxation Office HECS enquiries number 132 861 or visit the studyassist.gov.au

UTAS enabling Programs

Higher Education Contribution Scheme (HECS) waivers apply to all units offered in Semester 1. The

University of Tasmania’s Student Amenities Fee is also waived in the first semester.

If individuals are receiving Youth Allowance, Austudy or Abstudy you are eligible to apply for a $1025

Start-up Loan to assist with costs associated with their studies. The loan is repayable via a tax system

in line with students’ HECS debts.

NOTE TO TRAINER

This section should take approximately 20 minutes. It should be noted from

the trial training that learning first aiders were particularly interested in

what is available in terms of student support (e.g., UTAS Learning Access

Plan).



Enrolments

TasTAFE

There are four easy steps to apply and enrol in a TasTAFE course:

Step 1

Choose the course/field of study:

o Browse courses online at http://www.tastafe.tas.edu.au/courses/

o Read the course information carefully to see if the course meets needs and abilities

o Contact Client Services who will assist students with further course information or put them

in touch with someone from the relevant teaching area.

Step 2

Determine students’ suitability for the course:

o Identify any entry requirements

o Work out if students need prior experience or study

o Make note of any important dates for information days or suitability/selection processes.

Step 3

Register students’ interest to apply:

o Complete a Contact Us form online at http://www.tastafe.tas.edu.au/contact/

o Phone 1300 655 307

o Visit local campus

Step 4

A staff member from the relevant teaching team will contact students to advise whether their

application has been successful and provide them with the information you need to enrol. This

includes:

o Completing an enrolment form and tick-sheet listing the units they are enrolling in

o Providing at least 50 points of approved identification (e.g., Driver’s Licence, Passport,

Centrelink/Medicare/financial institution card/s)

o Providing students Unique Student Identifier USI) number at

http://www.tastafe.tas.edu.au/future/usi/myusi/

http://www.tastafe.tas.edu.au/courses/

http://www.tastafe.tas.edu.au/contact/

http://www.tastafe.tas.edu.au/future/usi/myusi/



Further details on how to enrol and what students need to provide on enrolment are available by

calling 1300 655 307 or asking a Client Service staff member at your local campus.

If students are uncertain of their suitability to enrol in a course or program, or if they would like

assistance in selecting a course that is right for them, please call 1300 655 307 and ask to speak with

a student counselor.


Enrolments for enabling programs: University Preparation Program and Bachelor of General Studies

Pathways.

Step 1

Before enrolling potential students can call: 03 6226 1045 (Hobart) or 03 6324 3391 (Launceston and

Cradle Coast) to book into an information session. This helps ensure them insure they have made

the best choices for their particular circumstances and that they have completed the enrolment

process correctly.

Step 2

Complete an application for the course online at www.utas.edu.au/admissions

Step 3

What happens after the application is submitted?

Once students’ application is received and accepted they will be notified. Students will then need to

accept their offer into the course.

Step 4

Once students accept their offer, they will receive a Student ID number, computer access

information and a UTAS email address. Students will also be sent information on how to enrol in

their chosen units online via eStudent, along with information regarding Orientation day and other

important details before commencing the course.

Student Support and well-being

TasTAFE

o Regional students-Programs offered are based on employer and student demand and can

range from learning offered in the workplace to individuals, to classes or groups, flexible

learning options through distance or online study

o Disability support -designated parking spaces, alternative methods of assessment, flexible

attendance, distance/online options, adaptive technology and software, or specialised

equipment, note takers, tutorial assistance and interpreters for deaf or hearing impaired

students

http://www.utas.edu.au/admissions



o Counselling support - communication breakdowns, dealing with anger, relationship and

family difficulties, financial stress and debt management, drugs and alcohol, gambling,

depression, grief and loss and suicide

Contact number for all these services is: 1300 655 307


Student Advisers -The role of Student Advisers is to ensure students have a smooth transition to

university life and find the help they need. Students might face issues with time management,

academic adjustment, study issues, navigating systems or processes, stress, financial problems,

housing problems, relocation issues, physical or mental health or relationship issues.

Counselling Services

University of Tasmania counsellors offer confidential and professional counselling to students

experiencing a range of academic and personal concerns including (but not limited to) anxiety,

stress, depression, motivational problems and relationship difficulties. They recognise that these and

other difficulties may impact students’ ability to study effectively.

Counselling Contacts

Location Counsellors Phone / Fax

Hobart Level 1 Student Centre Administration Building

Iona Green Donna Harriss Noel O'Mara

Phone: (03) 6226 2697 Fax: (03) 6226 2059

Launceston Ground Floor Kerslake Student Centre

Cheryl Jones Lesley Osenieks

Phone: (03) 6324 3787 Fax: (03) 6324 3788

Cradle Coast Mooreville Road Burnie

Julie Taylor

Phone: (03) 6430 4949 Fax: (03) 6430 4950

Sydney & Distance students By telephone

Phone: 1800 817 675



Disability Advisers

o Provide information to students with disability and/or health condition on orientation to

University facilities and services.

o Evaluate the implications of a student's disability and/or health condition on participation at

University.

o Provide information about services to reduce the impact of the disability and/or health

condition in the University environment.

o Assist students to apply for services and study and assessment adjustments through the

Learning Access Plan procedure.

o When necessary, arrange access to course materials via:

o Different levels of note-taking in lectures.

o Auslan interpreters (Australian Sign Language).

o Referral to Library for procurement of materials in accessible format for students

that are print disabled.

o Loan specialised equipment such as Audio Recorders, FM transmitter/receivers, electronic

stethoscopes.

o Authorise access to computers with specialised software.

o Information Technology support for students with disability and/or health condition is

available.

Learning Access Plan (LAP)

A Learning Access Plan (LAP) is the formal document developed through Disability Services that

details the specialist services, study and assessment accommodations available to an individual

student with a disability and/or health condition.

Students who need services and study accommodations are required to provide documentation

from a health practitioner or educational psychologist and then meet with a Disability Adviser to

develop their LAP. For further details visit:

http://www.utas.edu.au/students/disability/learning-access-plans

http://www.utas.edu.au/students/disability/learning-access-plans



References

Admission requirements to University

http://www.utas.edu.au/admissions/undergraduate/admission-requirements [Accessed 20/09/15]

Australian Quality Framework

http://www.aqf.edu.au/aqf/in-detail/aqf-levels/ [Accessed 20/09/15]

Mazur, J.E. (2013) Learning and Behavior, Pearson.

Omrod, J.E. (2012) Human Learning, Pearson.

Shettleworth, S.J. (2010) Cognition, evolution, and behavior, second edition, Oxford University Press.

TasTAFE pathways to university

http://www.tastafe.tas.edu.au/future/university-pathways/ [Accessed 16/09/15]

TasTAFE Student Handbook

http://www.tastafe.tas.edu.au/wp-content/uploads/2014/08/TST12_Student-Information-

Handbook_WEB.pdf [accessed 20/09/2015]

West-Eberhard, M.J. (2003) Developmental Plasticity and Evolution, Oxford University Press.

http://www.utas.edu.au/admissions/undergraduate/admission-requirements

http://www.aqf.edu.au/aqf/in-detail/aqf-levels/

http://www.tastafe.tas.edu.au/future/university-pathways/

http://www.tastafe.tas.edu.au/wp-content/uploads/2014/08/TST12_Student-Information-Handbook_WEB.pdf

http://www.tastafe.tas.edu.au/wp-content/uploads/2014/08/TST12_Student-Information-Handbook_WEB.pdf



APPENDICES



Vocational Preparation Pathways

Entry without prior study Foundations Pathway Exit to Vocational Pathway

Vocational Preparation Pathways provide foundational skills to students who either have low literacy

levels and/or learning difficulties. This figure illustrates that students can undertake all these units

without prior study. It also shows where foundation pathways are multi-directional (e.g., From

Literacy and numeracy courses students can pathway to Certificate l in Access to Work & Training

courses or students can start with Certificate1 in Access to Work & Training courses, then pathway

to literacy and numeracy courses if required). The figure also illustrates that once students have

successfully completed either Engagement programs, Certificate ll in Skills for Work & Training,

course in Mentor & Volunteering or Certificate1 in Information, Digital Media & Technology

Certificate lll, they are eligible to undertake a Vocational Pathway in the area of their choice.



Conversation starters

The following questions are intended as a conversation starter between clients (potential

students) and learning first aiders.

What education and training have you done? (year 10, college, TAFE, uni, didn’t

finish school

What are you currently doing at the moment? (e.g., full-time work, part-time, work,

volunteer, unemployed, retired)

If relevant, what sorts of jobs have you worked in/what voluntary work have you

done and what skills do you have? (e.g., practical/technical, teamwork, computer)

What other things are you good at?

Do you have any particular interests/hobbies, what are they?

Why do you want to do some further learning? (e.g., find a job, personal

interest/development, change careers, increase reading, writing, computer skills)

How confident are you with reading, writing, working with numbers, using

technology/computers?

What would you like to learn?

What goals do you have?

Is there anything that you need to consider when you so undertake further

education and training? (family, access to computers, costs)

Would you like assistance in contacting university or TAFE? (whichever is

appropriate)



Section 1: Learning First Aid Learning outcomes Section 1 At the end of this section you should be able to:

o Describe the Learning First Aiders role

o Describe activities that are pivotal to the role

o Identify personal attributes necessary to be a Learning First Aider

Activity 1

What other attributes, skills and experiences do you have that would be useful?



Section 2: Adults and Learning Learning outcomes Section 2 At the end of this section you should be able to:

o Demonstrate an understanding of why and how individuals learn

o Describe the positive and negative experiences of adult learners

o Identify how past experiences can impact on learning

o Identify the challenges of adult learning

o Give specific examples of the ways in which learning first aiders can encourage clients to

continue learning

Activity 2

What are some positive life/ school experiences that adults might have?

What are some negative life/school experiences that adults might have?

How might these positive and negative experiences impact on learning?



Activity 3

How have you overcome challenges/fears in your own learning?

What inspired and motivated you to succeed?

How has this changed you?

What type of interactions (and interpersonal skills) can be used to assist individuals in continuing

education and training?



Activity 4

Think of think of the ways in which you learn and provide some examples. Do you like learning

with others? Do you prefer to learn individually?



Activity 5

Reflect on your journey to learning. What motivates you to learn? How did you start your adult

learning journey? What support has helped you on your journey?

Section 3: The Learning Landscape


At the send of this section you should be able to:

o Demonstrate an understanding of the ‘Learning Landscape’ – the different types of

learning/training/education available

o Demonstrate an understand the basic education and training pathways available, especially

between VET and university

o Describe where and how to refer clients to appropriate education and training institutions

o Successfully navigate the information materials and websites of education and training

institutions, in particular, University of Tasmania and TasTAFE

Activity 6

Choose one of the following scenarios:

What questions you would ask to find out more about the person’s current situation (work, family,

previous study, etc.) opportunities and passions?

Would you then recommend UPP, TasTAFE, a Bachelor Degree, Postgraduate Degree, literacy

class, etc.?

Who would you suggest they contact for the next step in their learning journey?

Clients A, B and C are looking to undertake some further educational and training.

Client A

Jason is in his late 20s. He has limited education, is unemployed and would like to learn some

fundamental skills for a new career. Jason is unsure as to what type of career he would like to do,

however, he has worked as a kitchen hand. He says that he “hated school and didn’t do well there”.



Client B

Sharon is in her late 30s. She completed year 10, worked for some years then raised a family. Sharon

has decided she would like to become a nurse, however, is unsure if she has the capability to

undertake university studies. She thinks that she’s “not smart enough to go to uni”.

Client C

David is in his in 50s. He is looking for a career change. He completed an engineering course at TasTAFE

30 years ago. He is now wondering how he might go about undertaking university studies. David says

that he might do a Master of Engineering.

Can you imagine where these clients would fit best in the Learning Landscape?

Try to map out a simple Pathway for them based on the Learning Landscape outlined here.

Activity 7 When and where should we refer? Scenario 1 Ben has just finished year 12 and is planning on going to university next year. He can’t decide if he should move to Launceston to study architecture at UTAS or move to Melbourne to study at Monash University, where he has family. He asks you if either of the courses has a pre-requisite and if accommodation is available at each university? He has asked for your advice. What should you do? Scenario 2 Sarah-Jane approaches you and asks what courses are on offer that are fully online and how much courses cost. She asks if she can get credit for prior learning. What should you do? Scenario 3 Kate wants to know what the benefits of getting a uni degree or TAFE qualification are. She then wants to know what kind of assignments she would have to do if she were to do a course. Are there exams? How much time does she have to study each week? Can she do it online? How much does it cost? Would a Cert lV at TAFE be better than going to uni? What should you do to help Kate? Scenario 4 Allan doesn’t know what to do with his life since he lost his job four months ago. He feels depressed and has heard that you can get Centrelink payments if you go to uni. He feels that moving away to another place would be just what he needs to feel good about himself again. He asks you what courses he could do. Is there any in performing arts? What should you do to help Allan? Scenario 5 Helen has just successfully completed a literacy course and is feeling very positive about studying some more. What would you do to help Helen? Would you refer her to anyone?



Other education and training websites

Find university course and compare ratings

http://www.gooduniversitiesguide.com.au/

Vocational Education and Training Online

http://www.opencolleges.edu.au/

University studies Online

https://www.open.edu.au/

Skills Tasmania

http://www.skills.tas.gov.au/learners

Tasmanian Council for Adult literacy

http://tcal.org.au/find-a-literacy-service/

http://www.gooduniversitiesguide.com.au/

http://www.opencolleges.edu.au/

https://www.open.edu.au/

http://www.skills.tas.gov.au/learners

http://tcal.org.au/find-a-literacy-service/



Learning First Aid – Evaluation Sheet

1. How do you rate the overall training session?

Very Good Good Okay Just satisfactory Poor

2. Do you think the information provided was at an appropriate level to equip you to

provide Learning First Aid?

Too complicated Needed more detail About right Needed less detail Far too simple

3. Did you find the Activities useful for your understanding?

Very useful Useful Okay Not very useful Pointless

4. Was there anything missing from the training?

5. How did you rate the trainer?

Excellent Good Satisfactory Not so good Poor

6. General feedback on the training session – did it meet your expectations and needs?

– do you now feel confident about talking to clients about learning? - do you think it is a

useful think to do? – would you like further training, if so, in what?

Anything specific?

Documents

Learning First Aid - utas.edu.au€¦ · learning pathways provided by TasTAFE and the University of Tasmania. Although Learning First Aiders can assist anyone in the community, their