Review of TAFE Governance in SA 2002

A review written to examine concerns that SA TAFE system was being stretched beyond its capacity, it gives some perspective to where we are in TAFE today:

The overwhelming impression we gained from those who offered us advice and provided us with information was that the TAFE system had been largely leaderless in recent years. The moves toward the corporatisation of the TAFE Institutes appear to have been an abdication from the management of the system. Corporatisation was a policy doomed to failure. The evidence from our investigations is that the Institutes had not been prepared for corporatisation and had neither the management systems nor the management expertise to successfully accomplish the transfer of responsibility.

Teaching Social Justice Workshop Granville (9 December 2005)

Freedom and choice
How free are we?
What choices do we have?
How do we learn and teach choice?
Using emotion in learning
Can we use joy and anger in our teaching and learning?
Can we use love and hate?
How do we focus emotions in our teaching and learning?
Taking action, making moral choices
Can we help ourselves and others make good choices?
Can we help people take the right kinds of action?
How do we teach morality?

Full timetable available for download in pdf format

Rick Turner, The eye of the needle, 1980, p. 8

Human beings can choose. They are not sucked into the future by stimuli to which they have to respond in specific ways. Rather human beings are continually making choices. They can stand back and look at alternatives. Theoretically they can choose about anything. They can choose whether to live or to die; they can choose celibacy or promiscuity, voluntary poverty or the pursuit of wealth, ice cream or jelly.

Rick Turner, The eye of the needle, 1980, p. 8
Mike Newman Workshop 2005

Rick Turner, The eye of the needle, 1980, p. 53

The criterion for freedom cannot be whether or not people limit what I can do, since this occurs in all societies. Rather, we must define a free society as one in which (a) the limits are as wide as possible; (b) all individuals have a say in deciding where it is necessary for those limits to be; and (c) all individuals know how and why they are being limited.

Rick Turner, The eye of the needle, 1980, p. 53
Mike Newman Workshop 2005

Paulo Freire, Cultural Action for Freedom, 1972, pp.72-73

The Right in its rigidity prefers the dead to the living; the static to the dynamic; the future as a repetition of the past rather than as a creative venture; pathological forms of love rather than real love; frigid schematization rather than the emotion of living; gregariousness rather than authentic living together; organization men rather than men who organize; imposed myths rather than incarnated values; directives rather than creative and communicative language; and slogans rather than challenges.
Paulo Freire, Cultural Action for Freedom, 1972, pp.72-73
Mike Newman Workshop 2005

William Hazlitt, The pleasure of hating, (1826) 2004, p.105

Nature seems (the more we look into it) made up of antipathies: without something to hate, we should lose the very spring of thought and action. Life would turn to a stagnant pool, were it not ruffled by the jarring interests, the unruly passions of men.

Pure good soon grows insipid, wants variety and spirit. Pain is bitter-sweet, which never surfeits. Love turns, with a little indulgence, to indifference or disgust: hatred alone is immortal.

William Hazlitt, The pleasure of hating, (1826) 2004, p.105
Mike Newman Workshop 2005

Jane Thompson, Learning liberation, 1983, p.54

Growth through anger, focused with precision, can be a powerful source of energy, serving progress and change. Anger expressed and translated into actions in the service of women’s visions and women’s futures can be a liberating and strengthening act of clarification, for it is in the painful process of this translation, that we identify who are our genuine friends and who are our enemies.
Jane Thompson, Learning liberation, 1983, p.54
Mike Newman Workshop 2005

C.Tavris, Anger, 1982. p.45

Anger therefore is as much a political matter as a biological one. The decision to get angry has powerful consequences, whether anger is directed towards one’s spouse or one’s government. Spouses and governments know this. They know that anger is ultimately an emphatic message: Pay attention to me. I don’t like what you are doing. Restore my pride, You’re in my way. Danger. Give me justice
C.Tavris, Anger, 1982. p.45
Mike Newman Workshop 2005

S. A. Diamond, Anger, madness, and the daimonic, 1996, p.15

To feel real rage is to feel life pared down to its purest, simplest state: the rousing, rapturous flush of unfettered vitality, pristine purpose, and unshakeable will. It is at such moments that we are most alive.
S. A. Diamond, Anger, madness, and the daimonic, 1996, p.15
Mike Newman Workshop 2005

A moral force

To love means to value the other for its otherness, to wish to reinforce it in its otherness, to protect the otherness and make it bloom and thrive, and to be ready to sacrifice one’s own comfort, including one’s own mortal existence, if that is what is needed to fulfil that intention.

Zigmunt Bauman, The individualised society, 2001, p. 165

Mike Newman Workshop 2005

Two-way

There is a word in numerous languages which denotes at the same time the act of giving and the act of taking, charity and greed, generosity and covetousness – it is the word ‘love’. Paradoxically, the passionate desire a person has for complete gratification and a selflessness without reserve come together in the same term.

Alain Finkeilkraut, La sagesse d’amour, 1984, p. 11

Mike Newman Workshop 2005

Non-rational

That unfounded, non-rational, unarguable, no-excuses-given and non-calculable urge to stretch towards the other, to caress, to be for, to live for, happen what may.

Zigmunt Bauman, Postmodern ethics, 1993, p. 247

Mike Newman Workshop 2005

Three Types of Action

Conventional action
Voting, taking part in election campaigns as party members or campaign workers, taking part in community activity, making contact with politicians and officials through email, phone, letter writing and meetings, pamphleteering, setting up websites, organising petitions and lobbying, and engaging in consumer boycotts, lawful demonstrations and lawful strikes
Confrontational
Invading a meeting, blockading a road, holding demonstrations which have not been coordinated with the police and the local council, hacking into a web site, picketing, occupying buildings, and going ahead with a strike that has been decreed unlawful by the authorities.
Violent action
Damage to property and injury to people

Mike Newman Workshop 2005

Hate for the hateful

Hate for the hateful should be our motivating force, and love from the people we respect should be our goal, our guide, and our source of moral authority.
Mike Newman Workshop 2005

Keeping Access and Equity Alive in VET - 11 November 2005

NUTS AND BOLTS - by Barbara Bee © 2005
Introduction
I missed the crucial planning meeting on who should do which workshop, and I feel in consequence I’ve drawn the short straw!
‘Keeping Access and Equity Alive in VET,’ left me decidedly lukewarm as a title for a lively and vibrant workshop. I wondered if I had anything new or of value to offer you? Then I began to think a bit more deeply about not just the VET part of the course planning and implementation in Outreach, but to what extent my teaching resembles a Popular Education approach to adult teaching and learning. So I am going to try a three-pronged approach when I describe my latest AWT Outreach Course in Aged Care.

I pose three questions in relation to outcomes.

- Will the students learn new knowledge, skills and attitudes? (VET Outcomes)
- Will the students develop a broader educational understanding of equity and access? (Outreach Emphasis)
- Will the students have developed an informed, critical awareness on an important social issue in the community? (Popular Education Goal)

I leave you to decide the answers to these questions as I describe to you the nuts and bolts of carrying out an Outreach course I have planned and began in Semester II, 2005 at Sydney Institute in Outreach.

An Introduction to Aged Care

TITLE OF COURSE
The program was officially titled “An Introduction to Aged Care” but was un-officially re-christened “Working With Older People”.

RATIONALE
- Identified skills’ shortages, plus employment opportunities in the aged care welfare sector. (VET)
- The aged and ageing are still excluded from many areas of mainstream society. To be young is fashionable. To be old is barely to be tolerated. Could this program develop in those students undertaking it, an informed, critical awareness of how our society and communities regard and provide for the aged care? (Popular Education)
- Targeted students for the program were the mature age unemployed seeking a new career. Some are disadvantaged economically, and educationally and a couple have a disability (Outreach Target Groups)

LENGTH
16 weeks. 20 hours per week. 12 hours in house. 8 hours weekly work placement (total of 20hrs per week did not satisfy Centrelink or Job Networks in some instances).

TIMETABLE SUBJECTS
Course Timetable

Tuesday
1000 - 1200 Plan and conduct Group Activities*
1200 - 1230 Lunch
1230 - 1430 Conducting Recreational Activities*
1430 - 1445 Break
1445 - 1630 Interpersonal and Client Communication**
Wednesday
0900 - 1300 Orientation to Aged Care*
1300 - 1330 Lunch
1330 - 1430 Interpersonal and Client Communication**
1430 - 1445 Break
1445 - 1530 Interpersonal and Client Communication**
1530 - 1545 Non-timetable, but personal support/tutorial available

(*) Accredited modules taught by Welfare teachers
(**) Outreach modules taught by Outreach Teacher/Course Coordinator
Workplace Communication to begin in Term 4 in the 2.45pm – 4.30pm slots

8 hours’ weekly work experience timetable to be decided by student in conjunction with supervisor (eg. eight hour shift, split shift of 2 x 4hrs) and choose day to suit.

COURSE COMPLETION (OVERT)
• Successful course completion will lead to a Statement of Attainment (Outreach Access).
• Pathway to Aged Care, via Welfare (or Nursing).
• Some students already offered paid employment in their work placements dependent on satisfactory course outcomes. (VET, Further Study Pathway)

COURSE COMPLETION (COVERT but SIGNIFICANT)
• Ability to ‘make sense of’ and constructively reflect on and critique care of the policies and planning for the aged care in society.
• Recognise and take action against ageist stereotyping and treatment of older people both in-care and in society as a whole
• Empower residents in appropriate ways e.g. listen to and encourage their stories; invite them to join decision making process; and encourage participation in educational activities
• Recognise the validity of feelings around issues of grief, loss, death, and anger (for both aged residents and the students working with them)

TEACHERS
Team approach. Two outstanding teachers from Welfare. Outreach asked for a ‘senior’ teacher from Welfare to help us plan the course. I coordinate and teach on the course.

WORK EXPERIENCE
We did not select the residential work placements but invited the students to select their own. We provided TAFE informational/documentation.

NUTS AND BOLTS - Introductory Session

My plan
• Engage the students immediately around issues of ageing
• Link ageing with their concrete experience, feelings, attitudes
• Break the silence – build group cohesiveness (we all teach , we all learn)
• Start the process of critical reflection and social analysis
(Popular Education)
Activity 1
Brainstorm the word ‘ageing/old’ (see diagram ‘A’).
No comment or analysis by me. I let the responses remain as they were given.

Activity 2
Small group discussion to question
‘If you look ahead to the time in your life when you will be an old person, how do you imagine you imagine you might think and feel?’
Feedback to large group (see Responses When I Am Old diagram).

Activity 3
Summary. Reflect for next session
1. What have you discovered/learned today that will make you think and feel more deeply about working with aged and ageing persons?
2. How do you think you will handle strong feelings amongst the people you will be caring for? E.g. grief. isolation. boredom. fear. Etc
3. What can we do to challenge ageist attitudes?
(i) individually; (ii ) in society as a whole


Responses: - When I Am Old
I don’t know how you say it, but it means having a good time, joy of life (joie de vivre – I wrote this on the board and everyone began repeating it because they liked what it signified.

I think about how I will cope with the process of dying, I don’t mean death itself, but getting there

The inside of me won’t match up with how I will look on the outside because I’m sure I will still be young inside.

I want my children and grandchildren around me, but I want to be independent. I don’t want to be a burden to my family.

I’ll be frustrated because when I die I’ll be leaving so much unfinished. It will all suddenly stop.

I want to live with other women in a group house and really have a good time until I die.

It’s poverty and paying the bills that I worry about. A lot of old people are very poor, but they are too proud to ask for help. I’ll be like that.

I’m scared of being shut away in a nursing home and no-one will visit me. I don’t have any family and I haven’t got any savings or superannuation so I’ll probably be on the pension. This worries me.

I feel it will be fun because I won’t be responsible any more. I can do what I like, when I like - painting, travelling, gardening, walking, but I’ll die before I finish all of these things.

I don’t want to look old or lose my sexuality. It’s happening now that I’m middle-aged. Men look through me. I hate that and I don’t want to become invisible as an older woman.

I don’t like the idea of not looking forward to the future because there won’t be one. I can only look back.

I want to be like my mum. She spends all her money on trips. She won’t be leaving us kids anything she says, but she doesn’t care. Make every day special is her motto.

I don’t want bus drivers to shut the bus doors on me when I run for the bus like they do now. They didn’t ever do this when I was a young woman.

Understanding Popular Education

Many people are probably doing popular education without knowing it. The name is really secondary. If the process is participatory, critical and supports people in organizing to change a situation, it’s popular education.
Eduardo Baez

There is no such thing as a neutral educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes “the practice of freedom” the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.
Richard Shaul
(Introduction to Paulo Freire’s Pedagogy of the Oppressed)

Popular Education
• Takes place within a democratic framework;
• Is based on what learners are concerned about;
• Poses questions and problems;
• Examines unequal power relations in society;
• Encourages everyone to learn and everyone to teach;
• Involves high levels of participation;
• Includes and values people’s emotions, actions, intellects and creativity;
• Uses various activities; and
• Strengthens communities.

A model/theory of Popular Education can be described as a cycle of stages which:

• Begins with people’s own experience;
• Moves from experience to analysis;
• Moves from analysis to research;
• Moves from research to collective action to change an oppressive situation; and
• Reflects on and evaluates its own process.
Adapted from Popular Education Index Introduction,
UTS, Wednesday, 31 December 2002

The fatal pedagogical error is to throw answers, like stones, at the heads of those who have not yet asked the questions.
Paul Tillich
Theologian and Educator

People remember:
• 20% of what they hear;
• 40% of what they hear and see; and
• 80% of what they discover for themselves.
Rich Arnold and Beu Burke (Eds),
A Popular Education Handbook

Discussion Questions
Community based (Popular) education: -
- Empowers individuals
- Strengthens communities which are disadvantaged or lack access and equity in mainstream life
- Begins where learners are at and negotiates the parameters of learning
- Uses strategic (dynamic) questions to direct learning
- Poses problems and encourages critical analysis and reflection as research tools
- Uses a variety of technical teaching/learning styles and techniques
- Promotes active learning leading to action and change
- Confronts social inequality and justice

1) To what extent do your Outreach programs in your local area match the criteria for popular education?

2) In your view, is the ‘trickle down’ theory, (i.e. the belief that if you empower individuals it will have a flow an effect in strengthening communities) successful doing this?

3) How relevant to Outreach access and equity programs and strategies is the construct of ‘ emotional intelligence ‘. What do you think it means in the context of empowering individuals and communities.

4) Do you have any conflict between your role as a Community educational program provider, responsive to the needs of your local population, and the prevailing vocational skill’s emphasis in TAFE courses? How do you resolve problems and/or do both?

5) There is a general feeling that many traditional grass roots democratic freedoms are under attack in Australian society at this time, particularly in relation to race issues and social injustice. Do you think there is responsibility for Outreach to provide a platform and place for a critique of these issues and how would you plan such a program as it relates to your particular community.

Collective Learning Workshop

A Workshop facilitated by Rick Flowers, UTS, at Granville on the 28 Oct 2005, linked up with Albury & Kempsey via video conferencing.
The timetable covered topics such as Education for individuals & communities, Collective Pedagogy, The nuts & bolts; Yeah but how do you plan and facilitate collective learning? Action Research & Collective Learning.
Rick's handouts details the discussions for the work shop:

Popular education can contribute to the efforts of those engaged in helping 'ordinary' people have more power and opportunity - whether these efforts be called capacity building or building social capital. At the heart of popular education theory and practice lies the challenge of helping people come to know, understand, and tell their stories and those of others.

For more information on the Certificate in Outreach & Popular Education, download this draft outline.
Click here to download the rego.

White-board Notes from Collective Learning Session - 28 October 2005

Collective Festivals:
• Purpose of the festivals: “for common good”
• Group all the “individual skills” to run a festival for 6000 people, so you can work together
• Involve everyone in decisions
• Research the local scene
• Build on strengths
• Start with local problems/circumstances
• Ensure the Outreach staff have the skills and confidence to develop the course in an enclusive, negotiated manner

Local Project Initiatives:
• Local support group on a particular issue, eg
o “Dragon Boat” happening in Albury
o Brought in lots of other groups
o The video of it all led to more people becoming involved
• Nambucca Valley Mentoring resulted in:
o Small community groups forming in surrounding communities
o Requests for staff/volunteer training
• Community Gardens project resulted in:
o A Permaculture class
o Local council donating land
o Petitions/consultation
o Local paper coverage
o General beautification project
o Different smaller areas for specific groups of part of the major project
o Greater understanding between different cultural and other community groups through working together and getting to know each other
• Aboriginal Oral History can lead to:
o Recording skills
o Questioning skills
o Filming/videoing/editing skills
o Cultural awareness and understanding

Projects being created around Local Issues:
• Forming an Older People network
• An ARTS project becoming a film-making project
• Language being the aim, but becoming a Fashion class, which made a banner, or a cooking class which shared different cultural dishes and ideas
• A Writing class, choosing their own topics and sending its products to the computer group to be typed up and sent back

Definition of Negotiated Learning

Negotiated Learning is the process involved when a teacher deliberately establishes a structure to enable students to have an ongoing say, as a group, in all elements of the learning process – the content, emphasis, teaching and assessment methodology, evaluation and even the selection of guest speakers and other teachers, as well as the logistical elements like location, times, days, child-care facilities etc.

Negotiated Learning needs a carefully developed plan or structure whether it is for an individual or a group.

1) Negotiating Individual Learning:

at the individual level, the learning contract or plan typically requires students to negotiate with their teacher, their goals, the methods by which those goals will be met and the means by which the achievement of the goals can be assessed and at what level.

2) Group Negotiated Learning:

There are many educational terms which include at least some elements of negotiated learning, and each of these may have a slightly different nuance to the educators/students involved eg:

• Self-directed learning
• Group-based learning
• Learning that builds on students’ existing experience and knowledge
• Collaborative learning
• Reflective learning/self evaluation and assessment
• Linking theory and practice
• Enquiry and Action learning
• Enquiry based learning
  Problem centred learning

Negotiated Learning - October 2005

Setting the Scene:

• Welcome/Intros
• Ground – rules
• Expectations/Timetable of Day
• Definitions & Resources for the day

Session 1: Negotiating Learning with a Group:

• The video: What does Grey Matter?
• Key Success Factors
• The Structure
• Box Of Tricks:

Session 2: The nuts & bolts – how to do it:

1. Why use it – the benefits of letting the reins go slack!
2. How to implement it: tips & discussions
3. Example: full group role-play or small groups on different examples

Session 3: Other uses & how to make sure it works:

• Community planning meetings
• Teacher meetings
• Course planning sessions
• With Outreach Modules eg 9801A
• With less flexibleTAFE modules
  

Session 4: Where to From Here:

• The 4 other workshops
• Those wanting UTS accreditation for these Workshops
• Additional Information and reading, and staying in touch
• How you will use these skills in your teaching
• Reflections on the day

To download the full timetable click here.

How can we implement Negotiated Learning?

1. make the entire course/module negotiable, i.e. sit down with a group of students, & work out from scratch what they want to learn (see Gateway notes & What does Grey Matter video)
2. start with a module title & rough parameters & negotiate the details, e.g. Creative Thinking or Carpentry, either in the first session, or at a special planning meeting.
3. present the class with the official course/module outcomes*, & negotiate within those parameters, e.g. by asking:
4. which outcomes interest you most?
   
   1. are there any you can do already?
   2. which are most relevant to you at present?
   3. which would you like to start with?
   4. are there any outcomes you are happy to work on alone or in pairs between classes? (some things are more easily learned on your own, whereas others really need group involvement)
   5. are there any other outcomes you want included?
   6. any suggestions on the topics/exercises/projects we can use to explain or practise these outcomes?
      
   * Obviously with some classes, you will have to simplify the wording of the outcomes
5. whatever the situation, you have to establish a structure or format, which the students understand, & which embeds the opportunities for negotiation at the core of the day-to-day running of the module, so that:
   
   1. you always remember to do it
   2. the students realise it is an important part of their learning
   3. it becomes a habit for both the teacher and the students
   The structure will vary according to the subject & facilities & students, & should suit your personality & preferred teaching styles, but it should include at least some of the attached suggestions.
   

What is Negotiated Learning?

• educational democracy
• involving all your students in all the major decisions concerning their learning
• structured regular opportunities to have a say in:
  • how the session is run - - pace & methodology
  • the content, including emphasis & priorities
  • the level it is at
  • the lay-out of the room & the resources used
    

What are the benefits of Negotiated Learning?

• helps you set the right level


• indicates what students do & do not know


• highlights students’ priorities & fears


• makes students think


• makes students take responsibility for their own learning, & they are more likely to become Lifelong Learners


• demonstrates respect & enhances self-esteem & confidence
• having a say leads to commitment


• helps you gain students’ trust & respect


• if they are not interested it’s their fault too!


• therefore easier for you; and more fun

"G A T E W A Y" M E T H O D

(as demonstrated in the video: What does Grey Matter)
RATIONALE (Why?):

• We can learn all life long
• We become better at some things the older we become
• Learning can be fun and exciting
• USE IT OR LOSE IT!

KEY POINTS:

• Attendance voluntary / quiet room / circle/ horse-shoe
• Students make choices / decisions → responsibility
• Fun, exciting, possible
• Realistic but not limiting – take risks and create challenges (or it slowly dies)
• Problems are thrown back to the group – become the opportunity for group decision making
• Keep records of what happens (self esteem/motivation)
• End of session – check that happy with how it’s going and plan next session

STEPS:

1. Preparation – bag of tricks / questions / background information
2. Introduce self and aims
3. Share learning ideas (offer chance to everyone)
4. Decide what to do next
5. Group ideas
   • Redirect those that are inappropriate or unrealistic – they can become a forum for lots of activities
   • Prioritise

HANDY HINTS:

1. Talk to quiet ones outside group
   
2. Wall-charts – Interests / Learning Ideas / Jobs / Decisions
   
3. Create as many roles as possible for students, e.g.
   
   • group/librarian
   • publicity officer
   • recorder
   • video/book reviewers
   • liaison with D.O.N. / Resident Committee
   • music club organiser


4. Give “homework” without pressure, i.e. start tentatively – an option rather than an obligation some will do it, but probably not all of them.

Some ways to nurture Negotiated Learning

• establish ground-rules (wall-chart or OHT or circular)
• check students’ understanding regularly
• check regularly that the session is proceeding as the group has asked through frequent opportunities for suggestions, and in as many different ways as possible, so that all students gradually feel comfortable with being involved in making decisions


• set time aside for each student to keep a personal (confidential) journal:
  • what I want out of this subject (in first session & can be added to at any time)
    
  • what I have learned to-day (in last 5 minutes of each session)
• refer back to the outcomes of the module regularly, for students to check how they feel they are progressing
• In the final session, you can also ask students to write:
  • what I learned from this subject
  • what I still want to learn
  • how I will set out to achieve these personal study goals
• have a suggestion box/envelope/wall-chart clearly available during each session
• chat to shyer members of the group during breaks
• keep a record of suggestions. & make them available to the class for consideration & updating

Outreach Teacher Workshops

Certificate in Outreach & Popular Education:
a joint project of the TAFE Equity & Outreach Unit & the Centre for Popular Education at UTS

A series of 5 workshops designed to examine:
• How Outreach teachers and coordinators can make their courses an integral part of local community strengthening projects
• The nuts and bolts of being an effective Outreach teacher – the who, how, why and what.
• How Outreach can open up options and opportunities for its students, and help them take control of their own lives again.
The 5 topic areas have been selected as the key teaching skill areas required to enable teachers to be effective community educators. A team of facilitators is being finalised, but there will be a combination of UTS academics and experienced Outreach coordinators, to ensure that both the theoretical frameworks and the necessary practical skills are covered in each workshop.

Fri. 14 October: Negotiated Learning Derek Waddell
Fri. 28 October: Collective Learning Rick Flowers
Fri. 11 November: Keeping Access & Equity alive in VET Barbara Bee
Fri. 25 November: Teaching in and with your community
Camilla Couch, Anne Bicer & Liz Mackie
Fri. 9 December: Teaching Social Justice Mike Newman

Who can attend: any experienced teachers or community educators who:
• currently work in TAFE Outreach
• currently work in Disabilities, multicultural, Indigenous or other community areas
• would like to teach in these areas

A few more details about the workshops:
• They will each run for one day (9.30 am – 2.30 pm), with an hour break for lunch, informal discussion and reflection
• The workshops and lunch will be provided free of charge. Any travel or other expenses will have to be negotiated with your Outreach Coordinator or Equity Manager.
• You may choose to attend any number of workshops
• We intend restricting registrations to 25 participants for each workshop, so please register your interest early to avoid disappointment
• Anyone wishing to gain accreditation for these workshops (a UTS Certificate in Outreach & Popular Education) must attend at least 4, and complete a written assignment which will be assessed by Rick Flowers
• in 2006, we intend developing a fuller Certificate, which will probably include 3 additional modules: Community Practicum, Adult Learning & Teaching, and Portfolio Development.