Executive manager of Chongqing Australian VET Research Center,
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Australian Vocational Education Teachers’ Qualification and Standards —Experience and Borrowing from TAA Training Packages Executive manager of Chongqing Australian VET Research Center, Division director for International Coopera tion & Vocational Educational Researches, Chon gqing College of Electronic Engineering, Zhu Dequan D r. Prof. Deputy director of Education School, Southw est China Uinversity Lu Hong Dr. Prof.
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Australian Vocational Education Teachers’ Qualification and Standards — Experience and Borrowing from TAA Training Packages. Executive manager of Chongqing Australian VET Research Center, - PowerPoint PPT Presentation
Transcript of Executive manager of Chongqing Australian VET Research Center,
Australian Vocational Education Teachers’ Qualification and Standards
—Experience and Borrowing from TAA Training Packages
Executive manager of Chongqing Australian VET Research Center,
Division director for International Cooperation & Vocational Educational Researches, Chongqing College of Electronic Engineering,
Zhu Dequan Dr. Prof. Deputy director of Education School, Southwest China U
inversity
Lu Hong Dr. Prof.
CONTENTS Research Background Australian VET Teachers’ Entry Requirement Australian Qualification and Standards—TAA Tr
aining Packages Framework System 8 Competency Modules The Functions of TAA Training Packages Evaluation of Australian
Qualification and Standards China’s First Trial Standard in Chongqing Challenges of Australian CIV TAE
Research Background ACCVETP: Australia-China (Chongqing) Vocati
onal Education and Training Project Bilateral project funded by the Government of
Australia through AusAID and the Government of the Peoples Republic of China;
Principle location is in the Municipality of Chongqing, western China.
Research Background To promote the reform of China’s Vocational
Education and Training (VET) system.
Project Design:
-Strategic and Operational Planning-Curriculum Development -Professional Development -Teaching Materials and Delivery -Equipment Procurement-VET Policy and Reform-Development of a Sino Australian VET Network
Australian VET Teachers’ Entry Requirement
Vocational Education Teachers’ Qualification and Training Regulated by Government
It has a set of sophisticated staff cultivation plan, management system and inspiring mechanism.
Its focus is not on the teachers’ diploma and title but on how to make them lifelong learners.
Australian VET Teachers’ Entry Requirement three necessary requirements:
1st, professional qualification certificate. 2nd,vocational teacher certificate, which is Certific
ate IV in TAA training package (recently, this certificate is newly titled as CIV TAE)
3rd,professional working experience: at least 3-5 years.
Resources: TAA04 Training and Assessment Training Package, Version number: 2.1
Review date: 30 October 2007
Australian VET Teachers’Qualification and Standards
TAA training package is composed of 8 competency modules and 55 competency units.
1. Learning Environment Coordination This module includes competency units: Work effectively in vocational education and trai
ning, foster and promote an inclusive learning culture, ensure a healthy and safe learning environment, develop innovative ideas at work & maintain and enhance professional practice
2. Learning Design This module consists of two main competency un
its: one is understanding and using training package and the other is designing lesson plan.
8 Competency Modules
3. Delivery and Facilitation This module is composed of competencies of a
rranging class delivery, work-centered teaching and individual learning.
4. Evaluation/ Assessment It includes units of planing and organizing asses
sment, designing assessment tools and collecting data and evidence.
5. Training Advisory Services This module refers to offer teaching and learning inform
ation for learners exactly and timely as well as record and present assessment result for them.
6. Coordination, management and Quality This unit is higher requirement for teachers with TAA dip
loma. it includes five competency units, such as developing training and/or assessment organisational, coordinating training and/or assessment arrangements, leading and conducting training and/or assessment .
7. Language Literacy and Numeracy Practice This module requires teachers to fully consider l
earners’ level and character in teaching, and to express exactly, scientifically and easy to understand in writing and speaking.
8. Imported Units This module is a supplement to those core com
petency units. Training package imports 5 competency units for certificate IV and 11 for diploma, such as develop teams and individuals, make a presentation, manage people, etc.
The Functions of TAA Training Packages
Training package prescribes requirements for conducting training and assessment and it is the guideline for teachers’ market entry and their further education.
Certificate IV is benchmark. Diploma is higher requirement.
Evaluation of Qualification and Standards
Focus on VET teachers’ competency in learning and teaching design, delivery and assessment
Focus on VET teachers’ competency of coordination & management
Focus on VET teachers’ employability skills(employability skills framework and employability skills description)
Employability Skills Framework Skills: Communication Teamwork Problem solving Initiative and Enterprise Planning and Organising Self-management Learning Technology
Resources: TAA04 Training and Assessment Training Package, Version number: 2.1
Review date: 30 October 2007
Employability Skills Framework Facets Aspects of the skill that employers identify as impo
rtant. The nature and application of these facets will vary depending on industry and job type.
Resources: TAA04 Training and Assessment Training Package, Version number: 2.1
Review date: 30 October 2007
Employability Skills Description
Resources: TAA04 Training and Assessment Training Package, Version number: 2.1
Review date: 30 October 2007
China’s First Trial VET Teachers’ Standards in Chongqing
2005, Australia-China (Chongqing) Vocational Education and Training Project developed Chongqing Secondary Vocational School VET Teachers’ Competency Standards(Trial).
The Standards cover 9 competency modules and their 30 competency units:
profession morality, industry liaison, curriculum design, delivery, assessment, exchange and coorporation, OHS, students management and professional development.
Through the four perspectives of competency fields, competency units, competency elements and competency performance criteria, the Standard brings forward detailed requests for vocational teachers.
The Standard divides vocational teachers into elementary level, secondary level and higher level, in which the requests increase in turn and the requests of higher level cover lower level(s).
In this Standard, “industry liaison” is more important than “teaching”.
This means all the teachers of specialized courses and internship instructors have to have 2-month practice in industry every 2 years.
The practice in industry will be registered and evaluated, and it is made an important index of teachers’ professional employment, appraisal and promotion.
Challenges of Australian CIV TAE
Not enough relevance to contexts outside those of ‘workplace training’.
Debate of teachers’ capacities: to responsive to ‘customers’ in a ‘market’, rather than to students in an increasingly challenging learning environment.
Source: Pat Forward, THERE IS A TIDE or is it head in the sand (again)? THE AUST
RALIAN TAFE TEACHER • SPRING 2010
Challenges of Australian CIV TAE
VET workforce to focus on learning flows between VETand higher education and on vocational pathways between the sectors and between education and work.
Development of the teaching capability required to create the anticipated future of a high skills economy.
Source: Pat Forward, THERE IS A TIDE or is it head in the sand (again)? THE AUSTRALIAN TAFE TEACHER • SPRING 2010
Challenges of Australian CIV TAE
the growing expectations shared by industry, students and TAFE institutions of the need for more sophisticated and flexible forms of delivery for vocational learning.
The extent of university provision of vocational teacher education to be needed.
Source: Pat Forward, A future framework for TAFE teacher qualifications, professional development and registration. A discussion paper by the Australian Education Union (TAFE Division)
Challenges of Australian CIV TAE
Principles of new approaches to TAFE teacher education
Three phases of capability development for TAFE teachers
Registration system: high level practitioner of vocational education
Source: Pat Forward, A future framework for TAFE teacher qualifications, professional development and registration. A discussion paper by the Australian Education Union (TAFE Division)
Thank you!
Dr. Prof. Lu Hong Executive manager of Chongqing Australian VET Research Ce
nter, Division director for International Cooperation & Vocational E
ducational Researches, Chongqing College of Electronic Engineering,Chongqing University Town, Shapingba District, Chongqing, P.R.China 401331 Tel: 0086 23 6592 6032(O) Mobile: 0086 13618353338 Fax: 0086 23 6592 6032 Email: [email protected]
