HKVTC Teacher Training Workshop
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HKVTC Teacher Training Workshop
- 1. Hong Kong Vocational Training Council Teacher training workshop August 2016 Presenter: Simon Brown Teacher TAFE Queensland SkillsTech
- 2. Overview of training program TAFE Queensland - Great Facts http://tafeqld.edu.au/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 3. TAFE Queensland Regions TAFE Queensland - Regions http://tafeqld.edu.au/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 4. Overview of the Australian VET System • Glossary of terms • SNR - Standards for Registered Training Organisations 2015 • AQF - Australian Qualifications Framework Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 5. Glossary of terms • AQF • AQTF • ASQA • COAG • CRICOS • ELICOS • ESOS • NSSC • NVR • RPL • RTO • SCOTESE • SES • SNR • TAFE • VET http://www.asqa.gov.au/news-and-publications/glossary.html Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 6. AQF - Australian Qualifications Framework http://www.aqf.edu.au/aqf/in-detail/aqf-levels/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 7. SNR - Standards for Nationally Registered Training Organisations 2015 http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/ users-guide-to-the-standards-for-registered-training-organisations-2015.html Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 8. Campus tour http://tafebrisbane.edu.au/about-us/locations/south-bank/South-Bank-map.pdf Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 9. Lunch break Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 10. Overview of the Australian apprenticeship system • History • Models of apprenticeship training https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/ncverreport1.pdf Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 11. History of apprenticeships in Australia • European settlement • Federation of Australian states and territories • Post-WWII • Recent https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/ncverreport1.pdf Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 12. History of TAFE Qld http://tafeqld.edu.au/about-us/tafe-queensland/history/#.V5mJi9J96M8 Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 13. Modes of apprenticeship training • Formal training – Pre-vocational training – Traineeships – School-based apprenticeships – Apprenticeships • Informal training – Aspirational learning – Professional development https://www.australianapprenticeships.gov.au/publications/ncver-report-2-overview-apprenticeship-and-traineeship-institutional-structure Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 14. Australian apprenticeships https://www.australianapprenticeships.gov.au/about Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 15. Queensland apprenticeships http://apprenticeshipsinfo.qld.gov.au/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 16. Apprentice training contract The Training Contract is used to register an apprenticeship or traineeship. It covers: • 3-way commitment to training program – Apprentice – Employer – RTO (TAFE) • Training program – Paid employment – On-job training – Off-job training • Training to agreed level (AQF) and standards (SNR) Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 17. Industry Engagement: How TAFE involves industry http://www.cabinet.qld.gov.au/documents/2008/jul/qld%20skills%20plan/attachments/Queensland%20Skills%20Plan%202008.pdf Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 18. Industry Engagement: How TAFE involves industry http://tafeqld.edu.au/employers/industry-partnerships/#.V5liMtJ96Cg Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 19. How training packages are developed Service Skills Organisation develops training package Service Skills Organisation submits training package to Industry and Skills Advisory Committee for endorsement Industry Skills Council reviews training package and maintains standards Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016 http://www.asqa.gov.au/about/australias-vet-sector/training-packages1.html
- 20. How training packages are used RTO registers qualifications with ASQA RTO demonstrates compliance with SNR standards RTO reviews and improves resources to maintain ASQA registration Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016 http://www.asqa.gov.au/about/australias-vet-sector/training-packages1.html
- 21. Industry Skills Council – Energy sectors http://e-oz.com.au/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 22. Industry Skills Council – Metals http://www.mskills.com.au/industry-sector/meb
- 23. VET in Australian Government http://www.australia.gov.au/information-and-services/education-and-training/vocational-education-and-training Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 24. VET in Queensland http://www.acpet.edu.au/ http://tafeqld.edu.au/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 25. VET teacher qualification http://training.gov.au/Training/Details/TAE40116 Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 26. TAFE Queensland Educator Capability Framework http://tafeqld.edu.au/resources/pdf/about-us/TAFE-Queensland-Annual-Report-2014-15.pdf Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 27. TAFE VET educator professional development http://intranet.tafeqld.edu.au/Learning-and-Teaching/EducatorCapability /Professional%20Learning%20Updates/Forms/AllItems.aspx Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 28. Workshop Activity Hong Kong apprenticeships Australian apprenticeships Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Monday 1st August 2016
- 29. DAY 2 Hong Kong Vocational Training Council Teacher training workshop August 2016
- 30. Bloom’s taxonomy create evaluate analyze apply understand remember Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 31. AQF - Australian Qualifications Framework http://www.aqf.edu.au/aqf/in-detail/aqf-levels/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 32. Australian Core Skills Framework https://www.education.gov.au/download-acsf Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 33. Principles of assessment Fairness Flexibility ValidityReliability Hill, T., Hill D. & Perlitz, L. (2013). Professional training and assessment Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 34. Rules of evidence Sufficiency Authenticity Currency Validity Hill, T., Hill D. & Perlitz, L. (2013). Professional training and assessment Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 35. Units of competency - new format https://www.ibsa.org.au/ Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 36. Unpacking a unit of competency https://training.gov.au/Training/Details/MEM18002B Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 37. Workshop activity – unpacking a unit of competency (MEM18002A) • What must the learner do to demonstrate competence in this unit? • What learning strategies and assessment arrangements must be designed? • How will you ensure that principles of assessment are applied? • How can you demonstrate that rules of evidence are followed? Hill, T., Hill D. & Perlitz, L. (2013). Professional training and assessment http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015 /about-the-standards-for-rtos/standard-one/clauses/clauses-1.8--1.12.html Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 38. Lunch break Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 39. Assessment methods in the workplace • Portfolio based • Sample of product / work • Simulated environment or scenario • 3rd party reports • Logbooks Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 40. MEM18002B - Training record book Name Qualification Unit code and title Skills to be demonstrated Employability skills Workplace tasks selected to demonstrate skills Date Job reference Duration Problem solving opportunities Signature Date Version control Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment
- 41. Training record - eProfiling Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment
- 42. Training plan Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment
- 43. Workshop activity: develop an overview • Using the previous Unit of Competency, develop an overview on how the unit would be assessed in the workplace – Target – Context – Contents – Structure – Assessment – Pathways – Feedback and evaluation • Identify advantages and disadvantages of assessing this unit in the workplace Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Tuesday 2nd August 2016
- 44. Validation and Moderation of assessments • Validation (every 5 years) – Industry engagement to check that • RTO system produces valid assessment judgements • Graduates have skills and knowledge required by industry • Moderation (bi-annually) – RTO assessors check that • RTO system meets assessment principles and rules of evidence • Assessment instruments are appropriate Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Wednesday 3rd August 2016
- 45. Lunch break Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment Wednesday 3rd August 2016
- 46. Printed material • PowerPoint handout • VET Glossary • Workshop 1 • MEM18002B unit • Workshop 2 • SNR1 clauses 1.8-1.12 • Workshop 3 • MEM18002B TPR • MEM1802B TRB • Training record – eProfiling • Training plan Hong Kong Vocational Training Council Staff Training Program on Workplace Assessment
Editor's Notes
- Welcome to the TAFE Queensland teacher training workshop for Hong Kong Vocational Training Council delegates. My name is Simon Brown and I am a teacher at TAFE Queensland SkillsTech. You are welcome to connect with me online and keep in touch with me after this session. My contact details are: Simon Brown Teacher Foundation Program Educational Delivery TAFE QUEENSLAND SKILLSTECH p: +617 3244 0781 m: +614 0852 1826 e: Simon.Brown@tafe.qld.edu.au a: 247 Bradman St, Acacia Ridge, Qld 4110 w: tafeskillstech.edu.au RTO: 31396 | CRICOS: 02014M
- Monday 1st August 2016 10:30-12:00 Overview of training program; Overview of the Australian VET System; Campus tour 12:00-13:00 Lunch break 13:00-14:15 Overview of the Australian apprenticeship system; Industry engagement – how TAFE involves industry; How qualifications are developed 14:30-16:00 Workshop activity 1 Tuesday 2nd August 2016 09:00-10:15 Principles of assessment 10:15-10:30 Rules of assessment evidence 10:30-12:00 Workshop activity 2 12:00-13:00 Lunch break 13:00-14:15 Assessment methods in the workplace 14:30-16:00 Workshop activity 3 Wednesday 3rd August 09:00-10:15 Validation and Moderation of assessment 10:30-12:00 Validation process 12:00-13:00 Lunch break 13:00-16:00 Overview of apprenticeships in other disciplines Thursday 4th August Industry visits
- TAFE Queensland TAFE Queensland is the largest and most experienced provider of further education and training in Queensland offering practical, industry-relevant training to over 180,000 students annually, across more than 500 program areas. On 1 July 2013, TAFE Queensland was established as an independent statutory body under the TAFE Queensland Act 2013. The TAFE Queensland network is made up of six regions delivering training from Thursday Island to the Gold Coast, from Bundaberg to Roma and across the south-east corner. TAFE Queensland Brisbane TAFE Queensland SkillsTech TAFE Queensland Gold Coast TAFE Queensland East Coast TAFE Queensland South West TAFE Queensland North
- Overview of the Australian VET System Glossary of terms SNR - Standards for Registered Training Organisations 2015 AQF - Australian Qualifications Framework
- Entities in the Australian VET industry are conceptualised as a title which is always abbreviated – some commonly-used abbreviations become a word such as TAFE, VET and ASQA. A glossary of VET terms is detailed at ASQA’s website http://www.asqa.gov.au/news-and-publications/glossary.html
- The AQF defines qualification levels by several criteria: A summary of what is generally expected of graduates; Required knowledge and skills; How that knowledge and those skills will be applied in the workplace. Australian Apprenticeships are generally Cert III (AQF level 3).
- In 2015, ASQA released an updated set of standards for Registered Training Organisations to follow. They are sometimes referred to as “SNR” (Standards for Nationally Registered Training Organisations 2015)
- The Australian VET system is set in a fairly complicated landscape of industry needs and fit-for-purpose skills training, underpinned by government funding.
- Military rule at the beginning of white settlement in Australia (late 18th- early 19th centuries) set the scene for Big Government, which was then taken up by states and continued after their Federation. Training for trades and occupations generally followed British master-apprentice models which was provided at local level by trade guilds and trade unions. In 1901, the Commonwealth of Australia was proclaimed and the new federal government took over some roles previously carried out by states. The economic boom and industry growth during the decades after WWII fuelled the need for skilled workers to be trained. Recent decades have seen several renewals of the vocational training sector, leading to the introduction of nationally-recognised competency-based training. This training is funded by the federal government through states, using money collected from Australian taxpayers in the form of a 10% Goods and Services Tax (GST) which is redistributed to states according to each state’s capacity to provide services.
- TAFE Queensland has a 130+ year history of providing training for trades and occupations, originally as technical colleges under the governance of the Department of Education. These technical colleges were referred to as TAFE (Technical and Further Education) in the 1970s and in 2013 TAFE became a statutory authority answerable to the Queensland Government Minister for Training and Skills.
- TAFE Queensland provides skills training in both formal and informal settings. They are differentiated by pathways that lead either to an apprenticeship (resulting in a trade qualification outcome) or otherwise for personal development, for job-readiness or to improve existing job skills. Funding for each mode of training is drawn from both public and private sectors.
- At a national level, apprentice training is administered by the Commonwealth Government Department of Education and Training. Australian Apprenticeships specify training criteria for apprentices and allocate funding according to set rules and regulations. This body acts separately to industry bodies and Registered Training Organisations (RTOs).
- In Queensland, individual training contracts are administered by the Queensland Government Department of Education and Training.
- The Queensland Skills Plan 2008 examined industry needs and skills training and recommended 24 actions to address skills shortages http://www.cabinet.qld.gov.au/documents/2008/jul/qld%20skills%20plan/attachments/Queensland%20Skills%20Plan%202008.pdf The Queensland Government implemented these actions in four sections: Realigning the training system Communicating industry training needs through stakeholder organisations Allocating more apprenticeship funding and shortening the length of apprenticeships Introducing flexible training programs
- TAFE Queensland partners with industry organisations to deliver customised training in the workplace.
- Training packages are sets of nationally endorsed standards and qualifications for recognising and assessing people’s skills. They are developed by Service Skills Organisations (SSOs) on behalf of Industry Skills Councils (ISCs) for specific industries, industry sectors and enterprises.
- Training packages are used to define apprenticeships as well as to guide professional development training within an organisation. Any RTO that wants to deliver nationally recognised training must register each qualification with the governing body ASQA (Australian Skills Qualifications Authority). Training packages consist of qualifications and skill sets that are in turn made up from collections of individual units of competency. These units can be used like building blocks according to industry need, and are assigned as core units and elective choices. Registered Training Organisations (RTOs) must regularly demonstrate that it is complying with training package requirements and must also demonstrate that its practice is continuously improving. As training packages are updated, RTOs “teach-out” the previous version while implementing the new one during a 12-month transition period. If the new version of a training package is considered to be not equivalent to the old version, then the RTO must undergo a new registration process for the new one.
- E-Oz is the Industry Skills Council responsible for developing training specifications in the energy sectors.
- Manufacturing Skills Australia is the Industry Skills Council for the metals industries
- The Australian Commonwealth Government oversees Vocational Education and Training and regulates funding for skills shortages according to industry needs.
- VET training in Queensland is divided between public and private providers. TAFE Queensland provides public training and its activities are accountable to Yvette D'Ath, the Attorney-General and Minister for Justice, Minister for Training and Skills. Through the minister, the TAFE Queensland Board direct TAFE Queensland training policy and its training activities are controlled by TAFE Queensland CEO Jodi Schmidt. Supported by TAFE Queensland Central, six General Managers are responsible for training products delivered by Regions, which are separate but complementary enterprises. In Queensland, private VET training is grouped under ACPET (Australian Council for Private Education and Training). ACPET is run by an executive team under the control of a board, with committees responsible for national and state activities. ACPET benefits its members by offering professional development activities and resources for RTO best practice.
- In Australia, the mandatory VET teacher qualification is Cert IV TAE. The latest version of this qualification includes two Diploma electives as Cert IV core units: TAELLN411 Address adult language, literacy and numeracy skills and TAEASS502 Design and develop assessment tools. VET practitioners who have achieved higher level education qualifications (Diploma, Degree, Masters and Doctorate) must also achieve this Cert IV qualification.
- The TAFE Queensland VET Educator Capability Framework consists of 8 domains of professional practice: Professionalism and core values Learning and teaching Assessment Innovative product and practices Technology for learning Learning, industry and community engagement Educational leadership At 4 levels of proficiency: Transitioning Proficient Highly accomplished Leading
- The Centre for Learning and Teaching (C$LT) provides TAFE VET educator professional development in a yearly program.
- Workshop activity 1: List attributes of apprenticeship systems in Hong Kong and Australia for comparison.
- Tuesday 2nd August 2016 AQF (Australian Qualification Framework) ACSF (Australian Core Skills Framework) Principles of assessment Rules of evidence for assessment Unpacking a unit of competency Workshop activity 2 Lunch break Assessment methods in the workplace Workshop activity 3
- Bloom’s Taxonomy Create - Produce new or original work Design, assemble, construct, conjecture, develop, formulate, author, investigate Evaluate – Justify a stand or decision Appraise, argue, defend, judge, select, support, value, critique, weigh Analyze – draw connections among ideas Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test Apply – use information in new settings Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch Understand Explain ideas or concepts Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate Remember Recall basic facts and basic concepts Define, duplicate, list, memorize, repeat, state
- AQF level 3 criteria Summary Graduates at this level will have theoretical and practical knowledge and skills for work and/or further learning Knowledge Graduates at this level will have factual, technical, procedural and some theoretical knowledge of a specific area of work and learning Skills Graduates at this level will have a range of cognitive, technical and communication skills to select and apply a specialised range of methods, tools, materials and information to: complete routine activities provide and transmit solutions to predictable and sometimes unpredictable problems Application of knowledge and skills Graduates at this level will apply knowledge and skills to demonstrate autonomy and judgement and to take limited responsibility in known and stable contexts within established parameters
- 5 core skills are applied Learning Reading Writing Oral communication Numeracy Core skills are gauged at any one of 5 levels of performance 1 (low level performance) to 5 (high level performance) Considering 4 performance variables may influence a person’s performance at any time Support Context Text complexity Task complexity Core skills may be used in broad contexts – the 3 domains of communication Personal and community Workplace and employment Education and training
- Principles of assessment Fairness Consider learner’s needs Make reasonable adjustment Communicate assessment process What learner must do to demonstrate competence Flexibility Assessment should reflect learner’s needs Recognise competency regardless of how it’s been acquired Draw on a range of methods appropriate to context Support continuous competency development Reliability Evidence presented for assessment is consistently interpreted Interpretation results in consistent assessment outcomes Assessment instrument must include benchmarks for consistent determination of competence Validity Assessment process must be sound Assessment must cover elements, PCs, skills and knowledge Judgement of competence based on sufficient evidence
- Rules of evidence Authenticity Assessor must be sure that evidence presented for assessment is the learner’s own work Currency Competency requires demonstration of current performance Evidence must be from the present or from the very recent past Sufficiency Quantity of evidence – all aspects of competency must be satisfied Quality of evidence – competency can be demonstrated repeatedly and consistently (not just once) Validity Assessments should be aimed at appropriate AQF level Assessment arrangements must be developed keeping in mind: Audience Expected outcomes Levels of required skills and knowledge Assessments should be developed around actual work places, work practices and tools & equipment Assessment should be clustered to form holistic projects or case studies
- New units of competency are structured in 2 parts – Unit and Assessment requirements
- MEM18002B Use power tools/hand held operations A low-level Engineering unit is selected to assist with understanding the unpacking process. Unit Descriptor This unit covers using a range of hand held power tools and fixed power tools for hand held operations for a variety of general engineering applications. Application of the unit This unit applies to loosening and fastening items or components and shaping, finishing, cutting, grinding metallic and non-metallic materials and/or tool bits to size and shape. This unit should not be selected if the power tools used are dedicated to an operation or machine, e.g. nut-runner, air drill, power driver, etc. For using hand tools, see Unit MEM18001C (Use hand tools). Prerequisite units None Unit sector None Elements and Performance Criteria 1 element of competency (Use power tools); 6 performance criteria (PCs 1.1-1.6 are selected below to describe Foundation skills) Foundation skills PC 1.1.Power tools are selected appropriate to the task requirements (learning, oral communication) PC 1.2.Power tools are used for a determined sequence of operations (learning, reading) PC 1.3 All safety requirements are adhered to (learning, oral communication, reading) PC 1.4 Unsafe or faulty tools are identified and marked for repair (learning, reading, writing, numeracy) PC 1.5.Operational maintenance of tools is undertaken (learning, reading, numeracy) PC 1.6.Power tools are stored safely (learning, reading, numeracy) Skills and knowledge Skills (doing) and knowledge (knowing) requirements are listed Critical aspects for assessment Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. Range of conditions Tools, equipment and materials resource requirements Unit sector Not listed
- Link to SNR 1.8-1.12 http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.8--1.12.html What must the learner do to demonstrate competence in this unit? What learning strategies and assessment arrangements must be designed? How will you ensure that principles of assessment are applied? How can you demonstrate that rules of evidence are followed?
- This is an example of a page in a training record book. It records how key activities specified in the unit are carried out in the workplace. This usually follows formal training provided in a classroom or training workshop.
- This record of training is entered electronically which enables up-to-date visual confirmation of skills progression.
- The training plan sets out when and where formal training is to take place during the course of an apprenticeship.
- Sequence Target group and client – detail the learner group and their employer Context of the strategy and learning program – describe the strategy’s purpose and learning outcomes Contents of the learning program – describe in detail what the strategy includes Structure of the program – what resources are to be used; how, when and where the learning programs will be delivered Assessment arrangements – how competency will be measured; what tools and benchmarks will apply Pathways for learners both in and out of the learning program Feedback and evaluation on the strategy and learning program