Vocational Education and Training System

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VET System and Training Packages

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Vocational Education and Training System

  1. 1. TAADES401A Use Training Packages to meet client needs TAA40104 Certificate IV in Training and Assessment
  2. 2. Specific Evidence <ul><li>Two examples of unpacking training specifications including: </li></ul><ul><li>One Training Package </li></ul><ul><li>One from a different Training Package or Accredited Course. </li></ul>
  3. 3. Activity <ul><li>Think/pair share activity </li></ul><ul><ul><li>What is a Training Package? </li></ul></ul>
  4. 4. What is a Training Package? <ul><li>An integrated set of nationally endorsed standards , guidelines and qualifications for training, assessing and recognising people’s skills, developed by industry to meet the training needs of an industry or group of industries. </li></ul><ul><li>Training packages consist of core endorsed components of competency standards , assessment guidelines and qualifications . </li></ul>
  5. 5. Training Package Components
  6. 6. Implementation Guide …. <ul><li>Developed on a State basis to assist RTOs, trainers and assessors in that state with: </li></ul><ul><ul><li>Qualifications </li></ul></ul><ul><ul><li>Registration requirements for RTOs </li></ul></ul><ul><ul><li>Funding issues such as nominal hours </li></ul></ul><ul><ul><li>Mapping from old courses to the new Training Package </li></ul></ul><ul><ul><li>Sample training programs </li></ul></ul><ul><ul><li>Resources </li></ul></ul>
  7. 7. Australian Qualifications Framework <ul><li>The Australian Qualifications Framework (AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities). </li></ul>
  8. 8. AQF Objectives <ul><li>Provide nationally consistent recognition of outcomes achieved in post-compulsory education. </li></ul><ul><li>Provide pathways to encourage individuals to progress through the levels of education and training. </li></ul><ul><li>Promote lifelong learning. </li></ul>
  9. 9. The Australian Qualifications Framework Certificate II Certificate I Senior Secondary Certificates of Education Schools Vocational Graduate Diploma Vocational Graduate Certificate Advanced Diploma Diploma Certificate IV Certificate III Certificate II Certificate I Vocational Education Doctoral Degree Masters Degree Graduate Diploma Graduate Certificate Bachelor Degree Associate Degree Advanced Diploma Diploma Universities
  10. 10. Competency Standards <ul><li>Competencies are observable acts that require a combination of knowledge, skills and attitudes. </li></ul><ul><li>Focus on what is expected of an employee in the workplace. </li></ul><ul><li>Incorporate the ability to transfer and apply skills and knowledge. </li></ul>
  11. 11. What are the Dimensions of Competency? <ul><li>The requirement to: </li></ul><ul><ul><li>perform individual tasks ( task skills ) </li></ul></ul><ul><ul><li>manage a number of different tasks within the job ( task management skills ) </li></ul></ul><ul><ul><li>respond to irregularities and breakdowns in routine ( contingency management skills ) </li></ul></ul><ul><ul><li>deal with the responsibilities and expectations of the work environment ( job role/environment skills ) </li></ul></ul>
  12. 12. What are the Key Competencies? <ul><li>The Mayer Key Competencies , a set of seven generic skills, identified as the basic transferable competencies that underpin employability and the capacity to adapt to different types of whole work roles, as well as personal and community activities throughout an individual’s life. </li></ul>
  13. 13. Employability Skills <ul><li>There are eight employability skills: </li></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Teamwork </li></ul></ul><ul><ul><li>Problem solving </li></ul></ul><ul><ul><li>Initiative and enterprise </li></ul></ul><ul><ul><li>Planning and organising </li></ul></ul><ul><ul><li>Self management </li></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Technology </li></ul></ul>
  14. 14. Mapping Contained within the descriptions of several of the other employability skills Use Mathematical techniques and ideas Learning -- Self-management Plan and organise activities Initiative and enterprise -- Planning and organising Collect, analyse and organise information Technology Use Technology Problem Solving Solve problems Teamwork Work with others and in teams Communication Communicate ideas and information Employability Skills Key Competencies
  15. 15. Activity <ul><li>Think/pair share activity </li></ul><ul><ul><li>How would you ensure that the key competencies and/or employability skills are incorporated into your sessions? </li></ul></ul>
  16. 16. Contextualisation <ul><li>Modifying units of competency to reflect the local outcomes required, while maintaining the integrity of the unit. </li></ul>
  17. 17. Contextualisation rules <ul><li>must not remove or add to the number and content of elements and performance criteria; </li></ul><ul><li>may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes; </li></ul><ul><li>may make additions to the range statement. </li></ul>
  18. 18. Customisation <ul><li>Tailoring a course to meet the specific needs of clients. </li></ul><ul><li>A course is customised by the addition, or substitution of units of competency in accordance with the packaging rules. </li></ul>
  19. 19. Assessment Guidelines <ul><li>Are designed to ensure that assessment is conducted in accordance with the assessment requirements of the units of competency in the TP. </li></ul><ul><li>Quality assessment underpins the credibility of the VET system. </li></ul>
  20. 20. Unpacking a Unit of Competency <ul><li>Analyse the key information found in the different components of the unit of competency: </li></ul><ul><ul><li>the elements and performance criteria </li></ul></ul><ul><ul><li>the range statement </li></ul></ul><ul><ul><li>the evidence guide </li></ul></ul>
  21. 21. Determine the Evidence Requirements <ul><li>This is done by unpacking the unit of competency to determine: </li></ul><ul><ul><li>What evidence is needed to demonstrate competence; and </li></ul></ul><ul><ul><li>How can this evidence be collected. </li></ul></ul>
  22. 22. Activity – Discussion What is being assessed? <ul><li>Try to ‘picture’ the competency standard that is to be assessed. Ask the following questions: </li></ul><ul><ul><li>How would a competent person perform the activity described in the competency standard? </li></ul></ul><ul><ul><li>How would they apply their knowledge? </li></ul></ul><ul><ul><li>What level of performance would be expected? </li></ul></ul><ul><ul><li>What would a competent person not do? </li></ul></ul>
  23. 23. Don’t panic – you will get it

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