Parental Community Engagement Education Project Proposal - PowerPoint

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					Learning projects
An overview
Learning projects
• One-off, unique and independent programs of
• Designed, negotiated and implemented by
• Separate from any school, education or training
 Learning projects (cont.)
• Requires achievable and demonstrable learning,
  NOT just participation
• Context specific — can be carried out in a
  workplace or community, or be self-directed
• Approved by the QSA before implementation
Benefits of learning projects
Learning projects help learners:
• develop and enrich employability and lifelong
  learning skills
• gain recognition for non-school learning.
Time commitment
Between 60 to 80 hours:
• planning log
   – minimum 20 hours planning
• learning log
   – implementation
   – collating evidence
   – minimum 40 hours in learning log
• Learning projects are completed within 18 months
  of approval.
• Evidence of learning is submitted by the end of
  Term 3 in the year the learner exits school.
Successful completion
If set standard is met on completion:
• one credit is contributed towards the
   Enrichment category of the QCE
• the learning project is recorded on the Senior
   Please note: if the learning contributes to credit
   elsewhere, it cannot be used as a learning
Learning project contexts

       Workplace                             Community
   Where the learner works         Where the learner is a member
          part-time                        or volunteer

                     An independent study/
                      investigation under
                         the auspices of
                           the school
Project skills
The main purpose of learning projects is to develop:
 • employability skills
     – in a workplace context
 • lifelong learning skills
     – in a community context or
     – a self-directed context.
Skills developed



lifelong                         Skills learnt
learning skills

Communication     Communicate effectively with others using a                            
                  range of spoken, written, graphic and other
                  nonverbal means of expression.

Initiative and    Be resourceful in seeking and applying                                 
enterprise        knowledge and information in ways that
                  contribute to innovative outcomes.
Planning and      Act in a systematic way to complete tasks in                           
organising        both short and long term timeframes.
Problem solving   Correctly identify issues and problems and                             
                  develop strategies to deal with them.
Skills developed



lifelong                            Skills learnt
learning skills
Self-management     Manage work load and effort so that tasks                             
                    are completed within the required
Teamwork            Interact effectively with others to achieve               
Technology          Use appropriate technology/equipment                                  
                    safely and effectively.
Capacity to learn   Understand and apply new knowledge and                                 
independently       information.
Who helps?

     Community                                                Mentor guides the
    Organisation/                                         learner’s preparation of the
   Employer/School                                           proposal & evidence of
   provides context and                                     learning, and the project
  learning opportunities.                                       implementation.

                              initiates, implements and
                                completes the project;
                               evaluates the learning.

  Sponsor (a recognised                                    QSA and Learning project
   learning provider e.g.                                     delegate appraise the
  school) links the learner                                    proposal, validate the
                                                          evidence, and bank the credit
       and the QSA.
                                                            into the learner’s account.
Learner’s roles
•   Plan what is to be learned.
•   Nominate how it will be learned.
•   Complete and submit all relevant paperwork.
•   Implement the project after receiving approval.
•   Prepare and submit evidence of learning.
Sponsor’s roles
•   Endorse the project proposal if they approve of it.
•   Facilitate communication and initial administration.
•   Submit documentation to QSA on behalf of learner.
•   Link learner and their informal learning context
    with QSA.

    Sponsors can use learning projects as re-
    engagement strategies.
Sponsor requirements
Sponsors must be recognised learning providers, e.g.:
• schools
• learning agencies
• youth support agencies.
Employer/community representative’s roles
• Agree to host the learner and project.
• Be responsible for safety/wellbeing of learner in
  the workplace/community.
• Provide access to experiences that will develop
  the learner’s skill set.
• Confirm/validate the accuracy of the learning log.
Mentor’s roles
• Understand the nature of the project.
• Accompany the learner to at least one meeting with the
  employer/community organisation during the
  development of the project proposal.
• Advise, encourage, guide, act as ―critical friend‖ in the:
   – preparation of the proposal
   – implementation of the project
   – preparation of the evidence of learning.
• Outline assistance given to learner in:
   – proposal development
   – project implementation and evaluation.
Who can mentor?
•   Teachers, school or guidance officers
•   Indigenous education workers
•   Workplace or community representatives
•   Relatives, parents, guardians or carers
•   Persons with relevant knowledge or experience
Mentor requirements

• Be endorsed by the learner’s parent, guardian or
• Have a Commission for Children blue card
     Teachers, adults with parental responsibility
     for the learner, an employer and fellow
     employees (in a workplace context) are
     exempt from this requirement.
Learning project delegate’s roles
• Work under QSA supervision.
• Appraise project proposals.
• Give feedback on unsuccessful proposals.
• Recommend proposals for QSA approval.
• Validate evidence submitted at completion of
• Report results to QSA.
Project steps for learner
Step 1
Become familiar with the learning project concepts
and procedures

Step 2
Form an idea for a project and decide on the
context: workplace or community or self-directed

Step 3
Seek support of a sponsor
Project steps for learner
 Step 4
 Identify a mentor; discuss project ideas; obtain their
 cooperation and advice

 Step 5
 Prepare a proposal (use the forms from the QSA

 Step 6
 Provide a hard copy of the proposal to sponsor who
 submits it to QSA
Project steps for QSA
Step 7
The delegate appraises proposal; QSA decides if
project can be approved

Step 8
Sponsor and learner are advised if:
 • proposal is approved (learner starts project)
 • proposal is not approved:
    – advice is given on deficiencies of proposal
    – project is closed
    – learner can submit another proposal
Project steps for learner

 Step 9
 Implement project; keep learning log up-to-date

 Step 10
 Complete project and learning evaluation

 Step 11
 Submit evidence of learning (with approved
 proposal) to QSA via sponsor
Project steps for QSA

Step 12
Delegate validates evidence of learning

Step 13
Notification of result and, if successful, the
achievement is banked.
If sufficient evidence of learning was not provided,
one resubmission is allowed.
For further information
Visit the QSA website <> Years
10-12 > Certifications & qualifications > Queensland
Certificate of Education > Guides & resources >
Learning projects


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