Certificate IV in Training & Assessment (TAA) Introduction to VET Desma Moshou.
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Transcript of Certificate IV in Training & Assessment (TAA) Introduction to VET Desma Moshou.
Certificate IV in Training & Assessment (TAA)
Introduction to VET
Desma Moshou
AIMS OF TODAY’S SESSION
Greater familiarity with the various acronyms used in the VET sector
Increased knowledge of competency based training (CBT)
Valuing this qualification as a means of increased work options
More confidence about the RPL process for the Units which will not be covered through training
We will explore the following acronyms:
VET – Vocational Education and Training
CBT – Competency Based Training
ANTA – Australian National Training Authority (Role now performed by DEST – Dept Education Science & Training)
ITAB – Industry Training Advisory Body
RTO – Registered Training Organistion
AQF – Australian Qualifications Framework
AQTF – Australian Quality Training Framework
VET - What is it?
Vocational education and training is ‘education and training for work’.
It exists to develop and recognise competencies of learners.
It has traditionally been seen as post-secondary, non-university education and training.
Reforms in the past decade:
VET programs offered in secondary schools,
stronger links with university study options
six levels of qualifications offered in most industries
Reasons for increased focus in the VET Sector:
Globalisation and the need for increased productivity & efficiency
Changes in work arrangements such as increases in part-time and casual employment
Increased demand for multi-skilled employees
Increased demand for flexibility to move between jobs, industries and locations
New information and communication technologies
Increased demand for more relevant workplace training
ANTA
Australian National Training Authority
HISTORICALLY Established in 1994 to provide a national focus for VET
Advises the Ministerial Council (MINCO) of Commonwealth, State and Territory Ministers responsible for VET on:
Sets VET policy, strategy, priorities, goals and objectives nationally
Sets VET plans detailing how States and Territories propose to meet national priorities, goals and objectives.
ANTA administers national programs and the Commonwealth funding of the national VET system.
These responsibilities are now taken up by DEST since July 2005 (Department of Education, Science & Training – Federal Gov)
AQF: Australian Qualifications Framework
Provides a national framework for all education and training qualifications in Australia
School Sector VET Sector Higher Education Sector
(These show the qualification pathways)
Certificate II
Senior Secondary Cert of Ed
Certificate I
Advanced Diploma
Diploma
Certificate IV
Certificate III
Certificate II
Certificate I
Doctoral Degree
Masters Degree
Graduate Diploma
Graduate Certificate
Bachelor Degree
Advanced Diploma
Diploma
Qualification Levels
Certificate ICertificate II(For Operators)
Certificate III(Trade
Specialists)
Certificate IV(Supervisors)
Diploma(Managers)
Basic skills / knowledge which provides underpinning for other qualification pathways
Requires Demonstration of knowledge in a narrow range of options
Demonstrate basic operational knowledge
Skills and knowledge to work under regular direction and supervision
Perform a range of tasks where there is choice between a limited range of options
Demonstrate relevant theoretical knowledge
Ability to work under general direction and supervision
Perform processes that require a range of well-developed skills using some discretion & judgement
Supervisory level
Monitor/control a range of activities and outputs of a small team of staff
Identify, analyse and evaluate information from a variety of sources
Management level
Responsibility & accountability for:
Analysing planning forecasting
a broad range of group outcomes eg:
quantity and quality outputs
AQTF – Australian Quality Training Framework
Ensures consistency in the accreditation and recognition of training throughout Australia
Consistency in the accreditation of courses and recognition of training programs
Consistency in the registration of providers (RTOs)
Recognition and portability of individual competencies
Recognition of training in the public and private sectors
Recognised standards of training.
RTOs – Registered Training Organisations
Under the Australian Qualifications Framework (AQF),
and the AQTF requirements for provision of quality,
only Registered Training Organisations (RTOs) can issue
nationally recognised qualifications and
Statements of Attainment for training and
assessment against Competency Standards
Standard 1: The RTO provides quality training and assessment across all of its operations
Element 1.4 – Training and assessment is delivered by trainers and assessors who:
a) have the training and assessment competencies determined by the National Quality Council or its successors;
b) have the relevant vocational competencies at least to the level being delivered or assessed; and continue to develop their vocational and training and assessment competencies to support continuous improvements in the delivery of RTO services.
Note – The requirements for trainer and assessor competence have not changed. Three assessor units for assessors and the Certificate IV in Training and Assessment for trainers.
Competency-based training
the emphasis is on:
identifying what people need to do in their jobs
identifying what people need to know to do their job
indicating clearly the standard of performance required in the job by the industry or enterprise, which determine Benchmarks and Best Practice processes
indicating how, when, where and by whom training and assessment will occur
A vital component of CBT is Skills Recognition (RPL)
What is Competency?
Refers to effective performance, at a given level, within a specific workplace environment
Components of a competency are:
Knowledge
Skills
Attitudes
Behaviours
What are the dimensions of competency?
Component ExamplePerforming at an acceptable level of skill
(task skills)
Carrying out individual tasks, eg:
using a computer
Managing a number of different tasks
(task management skills)
Dealing with several office tasks at the same time, for example answering the phone and dealing with customers
Responding and reacting appropriately when things go wrong
(contingency management skills)
Dealing with things when they go wrong,
for example the computer breaks down
Fulfilling the responsibilities and expectations of the workplace
(job/role environment skills)
Fitting in with the workplace environment, for example working with others
Adhering to specific OHS requirements
Transferring skills and knowledge to new situations (transfer skills)
Being able to adjust to new demands, eg: updating to a new computer program
Competency Standards are used for:
Compiling job descriptions and organising work structures and accountabilities
Effective Staff Recruitment & Selection
Determining training needs
Appraisals and skills evaluations
Linkages between skills and Industrial Award classifications
Key Competencies or Generic Skills
All Training Packages require the integration of Key Competencies usually across each qualification
1. Collecting , analysing and organising information
2. Communicating ideas and information
3. Planning and organising activities
4. Working with others in teams
5. Solving problems
6. Using mathematical ideas and techniques
7. Using technology
Industry Training Advisory Bodies (ITABS) and Industry Skills Councils
These bodies provide a way for industry needs to be identified, communicated and serviced.
They have primary responsibility for the development and maintenance of Training Packages.
There are 23 national ITABs and they work closely with a network of State and Territory ITABs and Industry Skills Councils.
Training Packages
are sets of nationally endorsed standards and qualifications for recognising and assessing people's skills.
they specify the combination of competency standards required to achieve a particular qualification.
learners who complete part of a qualification are awarded a Statement of Attainment, and have the option of attaining the full qualification
they describe the skills and knowledge needed to perform effectively in the workplace at each given level.
They do not prescribe how an individual should be trained.
Packaging of Qualifications:
Depending on the level, there are a defined minimum number of competencies required at each level
Qualifications usually consists of a group of core units, and a choice of electives to allow for the flexibility to suit individual needs
Important to choose the right TP, based on the generic units, and the specialist units required
EG: Packaging of B S T P Qualifications
Training Packages consist of endorsed and non‑endorsed components:
Endorsed components include industry competency standards, national qualifications and guidelines for assessing competence.
Non‑endorsed components include a range of resources to support learning and assessment as well as professional development materials.
Composition of Competency Units
eg: TAAASS404A (National Code)
Term What it meansExample from
competency unit
Unit code:
TAA – Training & Assessment
ASS – Assessment Field
4 – Level 4 – Certificate IV
4 – Unit number
TAAASS404A
Unit title:Participate in Assessment Validation
Descriptor:Explains unit, explains pre- requites makes suggestions where you can co-assess
Term What it meansExample from
competency unit
Element: Major steps
Define the Critical Outcomes the Unit
1. Prepare for Validation
Performance criteria:
Small steps
Specify the level of performance required for achievement
1.1 The purpose, focus and context of validation is confirmed and discussed with relevant people
Range of variables:
Items that can change between enterprises eg equipment and terminology used
TAAASS404A (cont)
Term What it meansExample from
competency unit
Evidence guide
Underpinning skillsResource implicationsConsistency of
performance Context/s of
Assessment
Key competencies
Designed by Meyer – also known as universal competencies. They are a guide to trainer and assessor
Level 1 – PerformLevel 2 – AdministerLevel 3 – Design
TAAASS404A (cont)
Training and Assessment Training Package (TAA04)
designed to meet the current and future competency development and qualification needs of new and existing personnel working in VET
addresses a range of competency areas that represent the key areas of work undertaken within RTOs
Each of these broad areas is called a Field in the Training and Assessment Training Package (TAA04).
Seven Fields have been identified with an eighth Field encompassing imported competency standards.
Key Features of the Training and Assessment Training Package (TAA04)
Supporting multiple audiences and audience needs
Focus on learning
Cohesiveness
Clear specifications
Competency themes
Broadly focused qualifications
Comprehensive Assessment Guidelines
Useful Websites
National Training Information Services website at http://www.ntis.gov.au
Australian National Training Authority – http://www.anta.gov.au now performed by DEST The Dept of Education Science and Technology
http://www.dest.gov.au Innovation and Business Skills Australia at www.ibsa.org.au National Centre for Vocational Education Research
www.ncver.edu.au National Occupational Health and Safety Commission
www.nohsc.gov.au Australian Qualifications Framework http://www.aqf.edu.au