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Workforce Development Strategy for Rural and Remote Communities  \nAnne Price  \nElizabeth Jackson-Barrett Murdoch University  \nRecommended Citation  \nPrice, Anne and Jackson-Barrett, Elizabeth (2010) \"Developing an Early Childhood Teacher Workforce Development Strategy for Rural and Remote Communities,\"Australian Journal of Teacher Education: Vol. 34: Iss. 6, Article 3.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol34/iss6/3](http://ro.ecu.edu.au/ajte/vol34/iss6/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol34/iss6/3](http://ro.ecu.edu.au/ajte/vol34/iss6/3)  \nAustralian Journal of Teacher Education  \nDeveloping an Early Childhood Teacher Workforce Development Strategy for  \nRural and Remote Communities  \nAnne Price  \nElizabeth Jackson-Barrett  \nMurdoch University  \nAbstract: The North West Early Childhood and Primary Teacher Workforce  \nDevelopment Strategy offers students in the Pilbara and Kimberley the  \nopportunity to enrol in a Western Australian University’s fully accredited  \nBachelor of Education (Early Childhood and Primary) part time and externally  \n– so they can continue to live and work in their communities. The Western  \nAustralian Department of Education and Training (WA DET) and the  \nCommonwealth Government Department of Education, Employment and  \nWorkplace Relations (DEEWR) have funded the project, enabling the  \nUniversity to provide mentoring support and provision for Recognition of Prior  \nLearning, on a case-by-case basis, depending on their individual experience  \nand levels of skill. On completion of the course students will be fully qualied to teach from Kindergarten to Year 7. Added to this they will be able to bring  \ntheir own knowledge of their unique communities, languages and cultures to  \ntheir teaching.  \nIntroduction  \nThe Kimberley and Pilbara regions in Western Australia’s North West face enormous challenges in achieving both UNESCO’s ‘Education For All’Millennium Goals and the more recent Australian ‘Closing the Gap’ campaign objectives. (UNESCO, 2009; Close the Gap Coalition, 2009) . To this end, recent State and Commonwealth Government initiatives have highlighted the importance of Early Childhood Education and the development of Early Childhood Teacher workforce strategies as critical components in any attempt to redress educational inequities for Indigenous and non-Indigenous students in rural and remote areas (Australian Government, 2008, COAG, 2008; DEEWR, 2009) . This paper investigates a Western Australian North West Early Childhood and Primary Teacher Workforce Development Strategy being implemented by Murdoch University in collaboration with the Western Australian Department of Education and Training and the Commonwealth Government. The strategy builds on previous research and includes the articulation of an individualised Recognition of Prior Learning (RPL) process, Mentoring support, University and School partnerships and the opportunity for External study. The strategy is aimed at developing career pathways for Australian Indigenous Education Officers (AIEOs), Teacher Assistants (TAs) and Child Care Workers to become Early Childhood teachers working in and for the Pilbara and Kimberley regions of Western Australia.  \nVol 34, 6, December 2009 41  \nAustralian Journal of Teacher Education  \nRecognition of Prior Learning – A Contentious Issue  \nA key feature of this program is the development and implementation of an RPL process for the applicants. Determining the extent to which, if any, AIEOs, TAs or Child Care Workers should be awarded credit for experiences gained through working in schools and/or their communities, however, remains a contentious issue for Initial Teacher Education (ITE) providers, Teacher Unions, Professional Associations and Registration Authorities.  \nWhile processes for awarding RPL in the Technical","cbCaimHKNnHazYsb","https://ap.wps.com/l/cbCaimHKNnHazYsb","pdf",215083,12,"English","# Abstract\n# Introduction\n## Education equity goals for rural and remote regions\n## Strategy scope and target pathways\n# Recognition of Prior Learning – A Contentious Issue\n## Credit for prior experience and stakeholder concerns\n## Impact on academic quality and professionalism\n# Defining Recognition of Prior Learning\n## AQF context and competency recognition","[{\"question\":\"What does the strategy enable participants to do while studying?\",\"answer\":\"It allows students in Pilbara and Kimberley to enrol in a fully accredited Bachelor of Education program part time and externally, so they can continue living and working in their communities.\"},{\"question\":\"How is Recognition of Prior Learning (RPL) handled in the project?\",\"answer\":\"The project provides mentoring support and RPL provision on a case-by-case basis, determining whether applicants should receive credit for experiences gained in schools and/or communities.\"},{\"question\":\"What is the main controversy around RPL described in the paper?\",\"answer\":\"The paper highlights concerns about whether RPL could undermine academic quality and teaching professionalism, as well as practical issues around measuring non-formal learning and the cost of administration.\"}]","Developing an Early Childhood Teacher Workforce Development Strategy for Rural and Remote Communities | PDF",1792079143]