This document discusses Training Packages, which are sets of nationally endorsed competency standards, assessment guidelines and qualifications developed by industry to meet training needs. It defines key components of Training Packages like qualifications, implementation guides and competency standards. It also discusses contextualizing and customizing Training Packages and unpacking units of competency to determine evidence requirements.
The document discusses training packages, units of competency, and how to develop good training and assessment. It provides definitions for key terms like training package, qualification, unit of competency, and outlines how training packages are structured. It explains that training packages comprise nationally endorsed qualifications and units of competency. It also gives a brief overview of how training packages are developed by industry reference committees and skills service organizations.
- The document discusses the development of effective training and assessment programs by unpacking units of competency, consulting relevant stakeholders, and identifying training needs and purposes.
- It explains key aspects of training packages like competency standards, assessment guidelines, qualifications frameworks, and support materials and how they are developed through industry consultation.
- The document provides guidance on interpreting training packages and their components like competency standards, elements, performance criteria, employability skills, and qualifications packaging rules.
This document provides information about a technical report writing course offered by Petronomics Training from August 18-19, 2014 in Lagos, Nigeria. The 2-day course aims to teach participants how to write clear, concise and well-structured technical reports that are tailored to the needs of the intended audience. Some of the topics that will be covered include different types of technical reports, effective research and outlining techniques, and best practices for oral presentations of technical information. The course is open for in-house training and individual registration, and is aimed at engineering professionals, technical personnel and managers.
The Managing the Service Delivery System (MSDS) Diploma Program equips managers from operating service companies and after-sales service organizations with the skills to improve service delivery performance through a series of modules focusing on topics like industry analysis, redesigning service delivery systems, and change management. The program utilizes case studies, exercises, and a final project implementing improvements at the participant's company to develop practical skills in performance improvement.
This document provides information about a two-day technical report writing course offered by Petronomics in Lagos, Nigeria from May 15-16, 2014. The course aims to teach participants how to write clear, concise and well-structured technical reports for different audiences. It will cover topics such as determining the purpose and structure of reports, developing outlines, writing and editing for clarity, incorporating diagrams and visual elements, and delivering oral presentations based on written reports. The fee for the course is 105,000 Naira per participant and it is open to engineering professionals, technical personnel and managers.
The document provides an overview of a job readiness training curriculum developed for the Baltimore Pipeline Project. It aims to build a pipeline of qualified residents to fill entry-level jobs in Baltimore by focusing on developing core soft skills. The curriculum contains six sections that cover workforce preparation, communication, interpersonal, life management, decision-making, and customer service skills. It is designed to prepare individuals for work through developing the necessary pre-employment skills and empowering them for success.
This document provides an introduction and overview of the vocational education and training (VET) sector in Australia. It defines VET as industry-led, nationally recognized training that provides skills for the workforce. The key elements of the national training system are the Australian Qualifications Framework, the National VET Quality Framework regulated by ASQA, and nationally endorsed training packages developed by Industry Skills Councils. Registered training organizations deliver VET qualifications using these training packages. Recent reforms have established new Industry Reference Committees and Skills Service Organizations to replace Industry Skills Councils in developing training products. Foundation skills training is now integrated across all training packages through the Foundation Skills Training Package.
This document discusses Training Packages, which are sets of nationally endorsed competency standards, assessment guidelines and qualifications developed by industry to meet training needs. It defines key components of Training Packages like qualifications, implementation guides and competency standards. It also discusses contextualizing and customizing Training Packages and unpacking units of competency to determine evidence requirements.
The document discusses training packages, units of competency, and how to develop good training and assessment. It provides definitions for key terms like training package, qualification, unit of competency, and outlines how training packages are structured. It explains that training packages comprise nationally endorsed qualifications and units of competency. It also gives a brief overview of how training packages are developed by industry reference committees and skills service organizations.
- The document discusses the development of effective training and assessment programs by unpacking units of competency, consulting relevant stakeholders, and identifying training needs and purposes.
- It explains key aspects of training packages like competency standards, assessment guidelines, qualifications frameworks, and support materials and how they are developed through industry consultation.
- The document provides guidance on interpreting training packages and their components like competency standards, elements, performance criteria, employability skills, and qualifications packaging rules.
This document provides information about a technical report writing course offered by Petronomics Training from August 18-19, 2014 in Lagos, Nigeria. The 2-day course aims to teach participants how to write clear, concise and well-structured technical reports that are tailored to the needs of the intended audience. Some of the topics that will be covered include different types of technical reports, effective research and outlining techniques, and best practices for oral presentations of technical information. The course is open for in-house training and individual registration, and is aimed at engineering professionals, technical personnel and managers.
The Managing the Service Delivery System (MSDS) Diploma Program equips managers from operating service companies and after-sales service organizations with the skills to improve service delivery performance through a series of modules focusing on topics like industry analysis, redesigning service delivery systems, and change management. The program utilizes case studies, exercises, and a final project implementing improvements at the participant's company to develop practical skills in performance improvement.
This document provides information about a two-day technical report writing course offered by Petronomics in Lagos, Nigeria from May 15-16, 2014. The course aims to teach participants how to write clear, concise and well-structured technical reports for different audiences. It will cover topics such as determining the purpose and structure of reports, developing outlines, writing and editing for clarity, incorporating diagrams and visual elements, and delivering oral presentations based on written reports. The fee for the course is 105,000 Naira per participant and it is open to engineering professionals, technical personnel and managers.
The document provides an overview of a job readiness training curriculum developed for the Baltimore Pipeline Project. It aims to build a pipeline of qualified residents to fill entry-level jobs in Baltimore by focusing on developing core soft skills. The curriculum contains six sections that cover workforce preparation, communication, interpersonal, life management, decision-making, and customer service skills. It is designed to prepare individuals for work through developing the necessary pre-employment skills and empowering them for success.
This document provides an introduction and overview of the vocational education and training (VET) sector in Australia. It defines VET as industry-led, nationally recognized training that provides skills for the workforce. The key elements of the national training system are the Australian Qualifications Framework, the National VET Quality Framework regulated by ASQA, and nationally endorsed training packages developed by Industry Skills Councils. Registered training organizations deliver VET qualifications using these training packages. Recent reforms have established new Industry Reference Committees and Skills Service Organizations to replace Industry Skills Councils in developing training products. Foundation skills training is now integrated across all training packages through the Foundation Skills Training Package.
The document discusses SkillZip, a division of Consortium e-Learning Network Pvt. Ltd. that provides professional training programs. It offers Elite Professional Programs that train graduates and professionals in in-demand skills to help them find jobs in management and leadership roles. The programs provide industry-standard training from experts, hands-on experience, and job placement assistance. SkillZip also offers a Scientific and Technical Writing program to develop skills in technical communication.
This document provides information about the Certificate IV in Business qualification, including:
- An overview of the role and job outcomes for those completing the qualification.
- Details of the 10 units that must be completed, including 1 core unit and 9 electives.
- Requirements for students to complete all assessments within 12 months of enrolling in an independent study format.
- Conditions and strategies for assessment submissions, including submitting original work and completing both written and verbal assessments for each unit.
- Foundation skills in English and numeracy levels required for each unit based on the Australian Core Skills Framework.
- Performance charts describing the reading, writing, oral communication, and numeracy skills levels for each unit.
Several major American companies have committed to giving special consideration in hiring to students who earn the NAFTrack Certification from NAF, a rigorous assessment system that evaluates academic proficiency, project execution, and internship performance. This certification provides value to both job applicants and employers by helping close the skills gap. Students can earn the certification through multiple pathways, including completing NAF courses, third-party career technical education programs, Advanced Placement/International Baccalaureate courses paired with NAF courses, and dual enrollment/early college courses in career fields, in order to gain access to benefits from partner companies.
This document provides module descriptions for courses in the CTI Bachelor of Science in Information Technology degree program. It describes 15 modules that are part of the 3-year degree program, including introductory modules in the first year covering topics like business communication, computer skills, and programming. More advanced second year modules focus on areas such as data analysis and design, data structures and algorithms, and database design concepts. The module descriptions provide learning objectives and overview of topics covered in each module to give students information on the program curriculum.
The document discusses different topics related to learner behaviors and group dynamics. It identifies different learner behaviors and maintaining positive learning relationships as key things to understand from the session. It also discusses Tuckman's model of group behavior, managing group dynamics, resolving conflicts, keeping records for compliance and evaluation purposes, and maintaining instructional materials.
The document proposes a one-year training program called World Ready Training to develop young students' skills for business such as communication, problem solving, and managing diversity. It would involve individual learning and four team projects in different locations. Students would be identified and sponsored by organizations, who could then consider them for future employment. The program aims to provide structured international experience and skill development to ready students for modern business demands.
The International Diploma in Business (IDB) is a one-year, full-time program equivalent to the first year of a UK bachelor's degree. It provides a broad introduction to business through eight modules covering topics like management, economics, marketing, and finance. Successful students can continue their studies in the International Advanced Diploma in Business program or the second year of some UK university programs. The IDB is assessed through exams for some modules and assignments for others, and the diploma is awarded after passing all eight modules within three years.
This document discusses quality assessment. It begins with an introduction and poll for the participant's role. The presentation then covers the following:
1. A definition of quality assessment and tips for implementation.
2. An overview of key compliance responsibilities related to assessment under the national standards.
3. The importance of developing high-quality assessment tools, including mapping to training packages, developing instructions, and conducting quality checks through trialling and review.
4. Methods that can be used to improve the learner experience with assessment.
The document emphasizes the importance of assessment tools being valid, reliable, and fair to ensure quality outcomes. It also stresses consulting industry and conducting quality checks to refine assessment tools.
1. The document discusses the volume of learning, which refers to the notional duration of learning required to achieve the outcomes of a qualification.
2. It must fall within the range provided for the qualification type in the AQF and includes activities like training, practice, and assessment.
3. When developing a training and assessment strategy, RTOs must determine sufficient amounts of training, learning, and assessment based on factors like the training product, learner cohort, and mode of delivery.
Super User Certification Program - Logistics Final v1.1Calvin Yong
This document outlines a Super User Certification Program for logistics staff at IDS Logistics Malaysia. The objective is to develop competent staff who can deliver high quality services. The target is to have 100 certified super users by 2010 who on average support 2 principals each. The program equips staff with IT and operations skills. It aims to improve service levels, strengthen competitiveness, and support business growth. Benefits for staff include increased job satisfaction, opportunities, and soft skills. The program has different certification levels based on skills acquired over time. Staff are evaluated and may be promoted to higher belt levels based on exams, issue resolution, training conducted, and projects involved in or managed.
This document outlines the various routes to obtaining the MCIPS designation through CIPS. There are three main routes: academic, applied learning, and experience.
The applied learning route involves completing the CIPS Corporate Award program, which is a tailored organizational learning program that can lead to Practitioner or Advanced Practitioner levels in 12-18 months. It involves modules, assignments, and projects tailored to an organization's needs.
The academic route involves completing CIPS qualifications from Certificate to Professional Diploma level. This includes the Diploma in Procurement and Supply which involves studying five units including Contexts of Procurement and Supply, Business Needs, Sourcing, Negotiating and Contracting, and Managing Contracts
Membership and CMALT overview for digilearn sector 6 feb 2020Deborah Baff
The document provides an overview of ALT membership and the CMALT accreditation framework for learning technology professionals. It discusses the different types of ALT membership including individual, organizational, certified, and associate memberships. The CMALT accreditation framework offers three pathways for professionals to demonstrate their learning technology skills and experience through a peer-assessed portfolio process. The pathways are Associate CMALT for early-career professionals, CMALT for established professionals, and Senior CMALT for experienced professionals. The portfolio requirements include contextual statements, examples, evidence, and reflections that are mapped to the framework's core competencies, specialist areas, and advanced practice sections.
The document outlines a curriculum for an electronic commerce course comprising 5 modules covering topics such as business analysis, web design, quality assurance, e-marketing, and legal/ethical aspects, with the overall aim of producing employable e-commerce designers and developers. It provides details on the objectives, structure, distribution of modules, entry requirements, teaching staff qualifications, assessments, tools, and consumables needed for delivering the 803-hour course over a period of 6 months.
IMT-CDL offers various distance learning programs including postgraduate diplomas in business management, marketing, finance, and other fields. It aims to equip students with tools and techniques for success in business through quality curriculum, online resources, and faculty support. Students can benefit from career advancement, higher compensation, entrepreneurship opportunities, and more upon completing the programs. The distance learning format provides flexibility while still offering in-person support and instruction.
The document provides information on management education programs offered by IMT Centre for Distance Learning (IMT-CDL). It summarizes that IMT-CDL offers (1) a two-year PGDM with specializations in various fields, (2) one-year specialized PG diploma programs, and (3) a one-year PG diploma in cyber security. The programs aim to help students advance their careers, develop business expertise, and gain leadership skills to survive economic slowdowns. Students can learn flexibly through distance learning while earning.
Singapore Workforce Skills Qualifications System: A Case Study on the Compete...BCM Institute
The document summarizes the need for T-shaped professionals in Singapore's global economy. It discusses how the Singapore Workforce Development Agency promotes the development of professionals with both deep skills in their expertise and broad horizontal skills. The agency's Business Management and Leadership & People Management WSQ programs help professionals gain skills in areas like strategy, leadership, and finance to better manage teams and drive business results. The programs provide funding support to encourage skills upgrading and develop a strong pipeline of workers for Singapore industries.
A training package is a set of nationally endorsed standards and qualifications used to assess skills in a specific industry. It includes units of competency, qualifications, and assessment guidelines. Registered training organizations use training packages to design courses that meet industry standards while allowing for flexibility. States provide implementation guides for training packages but may fund and regulate courses differently. Training packages help ensure consistent, nationally-recognized training that aligns with industry needs.
This document discusses planning and facilitating workplace learning. It defines various types of workplace learning and discusses how to develop learning pathways for employees. Key aspects of planning include identifying goals, sequencing tasks and activities, and determining support and resources needed. The objectives of workplace learning are to guide new employees, support changed roles, address organizational change, and develop new skills. Benchmarks and reviews are important to ensure learning goals are met and pathways are effective.
Pre course assessment- impact on trainingIrena Morgan
The document discusses using pre-course assessments to identify gaps in learners' foundation skills and develop targeted training plans to address those gaps. It provides an example where a learner performing at ACSF level 1 for writing is enrolled in a Certificate II course requiring level 3 skills. The assistant conducts assessments in reading and writing, identifies the learner is at level 1/2, and develops a training plan addressing skills up to level 3 using Foundation Skills units from Certificates I and II. The plan supports progressing writing from level 1 to 3 and reading from level 2 to 3 to help the learner gain the required qualifications.
This document outlines an innovation workshop hosted by the C.Y. O'Connor Institute on November 16, 2012 about embracing change through training innovations. The workshop covered tools like Dropbox, Survey Monkey, SlideShare, learning management systems like Blackboard, and ways organizations can provide support through Google platforms. Presentations were given on each tool and how they can be used to enhance training and support innovation.
Pre course assessment- impact on assessmentIrena Morgan
This document discusses pre-course assessments and their impact on assessment for vocational education and training (VET) courses. It notes that introducing minimum prerequisites for literacy and numeracy can help ensure students are prepared for higher-level VET courses. The document also discusses an audit by the regulator ASQA that found assessors often struggled to meet standards due to poorly developed assessment tools. Three experienced writers were tasked with independently developing assessment resources but all were found to be non-compliant, likely due to a lack of diversity in their tools. Pre-course assessments are important to determine a learner's current skills and the support needed to reach the required course levels. Assessment should be at the correct skill level outlined in training packages.
The document discusses SkillZip, a division of Consortium e-Learning Network Pvt. Ltd. that provides professional training programs. It offers Elite Professional Programs that train graduates and professionals in in-demand skills to help them find jobs in management and leadership roles. The programs provide industry-standard training from experts, hands-on experience, and job placement assistance. SkillZip also offers a Scientific and Technical Writing program to develop skills in technical communication.
This document provides information about the Certificate IV in Business qualification, including:
- An overview of the role and job outcomes for those completing the qualification.
- Details of the 10 units that must be completed, including 1 core unit and 9 electives.
- Requirements for students to complete all assessments within 12 months of enrolling in an independent study format.
- Conditions and strategies for assessment submissions, including submitting original work and completing both written and verbal assessments for each unit.
- Foundation skills in English and numeracy levels required for each unit based on the Australian Core Skills Framework.
- Performance charts describing the reading, writing, oral communication, and numeracy skills levels for each unit.
Several major American companies have committed to giving special consideration in hiring to students who earn the NAFTrack Certification from NAF, a rigorous assessment system that evaluates academic proficiency, project execution, and internship performance. This certification provides value to both job applicants and employers by helping close the skills gap. Students can earn the certification through multiple pathways, including completing NAF courses, third-party career technical education programs, Advanced Placement/International Baccalaureate courses paired with NAF courses, and dual enrollment/early college courses in career fields, in order to gain access to benefits from partner companies.
This document provides module descriptions for courses in the CTI Bachelor of Science in Information Technology degree program. It describes 15 modules that are part of the 3-year degree program, including introductory modules in the first year covering topics like business communication, computer skills, and programming. More advanced second year modules focus on areas such as data analysis and design, data structures and algorithms, and database design concepts. The module descriptions provide learning objectives and overview of topics covered in each module to give students information on the program curriculum.
The document discusses different topics related to learner behaviors and group dynamics. It identifies different learner behaviors and maintaining positive learning relationships as key things to understand from the session. It also discusses Tuckman's model of group behavior, managing group dynamics, resolving conflicts, keeping records for compliance and evaluation purposes, and maintaining instructional materials.
The document proposes a one-year training program called World Ready Training to develop young students' skills for business such as communication, problem solving, and managing diversity. It would involve individual learning and four team projects in different locations. Students would be identified and sponsored by organizations, who could then consider them for future employment. The program aims to provide structured international experience and skill development to ready students for modern business demands.
The International Diploma in Business (IDB) is a one-year, full-time program equivalent to the first year of a UK bachelor's degree. It provides a broad introduction to business through eight modules covering topics like management, economics, marketing, and finance. Successful students can continue their studies in the International Advanced Diploma in Business program or the second year of some UK university programs. The IDB is assessed through exams for some modules and assignments for others, and the diploma is awarded after passing all eight modules within three years.
This document discusses quality assessment. It begins with an introduction and poll for the participant's role. The presentation then covers the following:
1. A definition of quality assessment and tips for implementation.
2. An overview of key compliance responsibilities related to assessment under the national standards.
3. The importance of developing high-quality assessment tools, including mapping to training packages, developing instructions, and conducting quality checks through trialling and review.
4. Methods that can be used to improve the learner experience with assessment.
The document emphasizes the importance of assessment tools being valid, reliable, and fair to ensure quality outcomes. It also stresses consulting industry and conducting quality checks to refine assessment tools.
1. The document discusses the volume of learning, which refers to the notional duration of learning required to achieve the outcomes of a qualification.
2. It must fall within the range provided for the qualification type in the AQF and includes activities like training, practice, and assessment.
3. When developing a training and assessment strategy, RTOs must determine sufficient amounts of training, learning, and assessment based on factors like the training product, learner cohort, and mode of delivery.
Super User Certification Program - Logistics Final v1.1Calvin Yong
This document outlines a Super User Certification Program for logistics staff at IDS Logistics Malaysia. The objective is to develop competent staff who can deliver high quality services. The target is to have 100 certified super users by 2010 who on average support 2 principals each. The program equips staff with IT and operations skills. It aims to improve service levels, strengthen competitiveness, and support business growth. Benefits for staff include increased job satisfaction, opportunities, and soft skills. The program has different certification levels based on skills acquired over time. Staff are evaluated and may be promoted to higher belt levels based on exams, issue resolution, training conducted, and projects involved in or managed.
This document outlines the various routes to obtaining the MCIPS designation through CIPS. There are three main routes: academic, applied learning, and experience.
The applied learning route involves completing the CIPS Corporate Award program, which is a tailored organizational learning program that can lead to Practitioner or Advanced Practitioner levels in 12-18 months. It involves modules, assignments, and projects tailored to an organization's needs.
The academic route involves completing CIPS qualifications from Certificate to Professional Diploma level. This includes the Diploma in Procurement and Supply which involves studying five units including Contexts of Procurement and Supply, Business Needs, Sourcing, Negotiating and Contracting, and Managing Contracts
Membership and CMALT overview for digilearn sector 6 feb 2020Deborah Baff
The document provides an overview of ALT membership and the CMALT accreditation framework for learning technology professionals. It discusses the different types of ALT membership including individual, organizational, certified, and associate memberships. The CMALT accreditation framework offers three pathways for professionals to demonstrate their learning technology skills and experience through a peer-assessed portfolio process. The pathways are Associate CMALT for early-career professionals, CMALT for established professionals, and Senior CMALT for experienced professionals. The portfolio requirements include contextual statements, examples, evidence, and reflections that are mapped to the framework's core competencies, specialist areas, and advanced practice sections.
The document outlines a curriculum for an electronic commerce course comprising 5 modules covering topics such as business analysis, web design, quality assurance, e-marketing, and legal/ethical aspects, with the overall aim of producing employable e-commerce designers and developers. It provides details on the objectives, structure, distribution of modules, entry requirements, teaching staff qualifications, assessments, tools, and consumables needed for delivering the 803-hour course over a period of 6 months.
IMT-CDL offers various distance learning programs including postgraduate diplomas in business management, marketing, finance, and other fields. It aims to equip students with tools and techniques for success in business through quality curriculum, online resources, and faculty support. Students can benefit from career advancement, higher compensation, entrepreneurship opportunities, and more upon completing the programs. The distance learning format provides flexibility while still offering in-person support and instruction.
The document provides information on management education programs offered by IMT Centre for Distance Learning (IMT-CDL). It summarizes that IMT-CDL offers (1) a two-year PGDM with specializations in various fields, (2) one-year specialized PG diploma programs, and (3) a one-year PG diploma in cyber security. The programs aim to help students advance their careers, develop business expertise, and gain leadership skills to survive economic slowdowns. Students can learn flexibly through distance learning while earning.
Singapore Workforce Skills Qualifications System: A Case Study on the Compete...BCM Institute
The document summarizes the need for T-shaped professionals in Singapore's global economy. It discusses how the Singapore Workforce Development Agency promotes the development of professionals with both deep skills in their expertise and broad horizontal skills. The agency's Business Management and Leadership & People Management WSQ programs help professionals gain skills in areas like strategy, leadership, and finance to better manage teams and drive business results. The programs provide funding support to encourage skills upgrading and develop a strong pipeline of workers for Singapore industries.
A training package is a set of nationally endorsed standards and qualifications used to assess skills in a specific industry. It includes units of competency, qualifications, and assessment guidelines. Registered training organizations use training packages to design courses that meet industry standards while allowing for flexibility. States provide implementation guides for training packages but may fund and regulate courses differently. Training packages help ensure consistent, nationally-recognized training that aligns with industry needs.
This document discusses planning and facilitating workplace learning. It defines various types of workplace learning and discusses how to develop learning pathways for employees. Key aspects of planning include identifying goals, sequencing tasks and activities, and determining support and resources needed. The objectives of workplace learning are to guide new employees, support changed roles, address organizational change, and develop new skills. Benchmarks and reviews are important to ensure learning goals are met and pathways are effective.
Pre course assessment- impact on trainingIrena Morgan
The document discusses using pre-course assessments to identify gaps in learners' foundation skills and develop targeted training plans to address those gaps. It provides an example where a learner performing at ACSF level 1 for writing is enrolled in a Certificate II course requiring level 3 skills. The assistant conducts assessments in reading and writing, identifies the learner is at level 1/2, and develops a training plan addressing skills up to level 3 using Foundation Skills units from Certificates I and II. The plan supports progressing writing from level 1 to 3 and reading from level 2 to 3 to help the learner gain the required qualifications.
This document outlines an innovation workshop hosted by the C.Y. O'Connor Institute on November 16, 2012 about embracing change through training innovations. The workshop covered tools like Dropbox, Survey Monkey, SlideShare, learning management systems like Blackboard, and ways organizations can provide support through Google platforms. Presentations were given on each tool and how they can be used to enhance training and support innovation.
Pre course assessment- impact on assessmentIrena Morgan
This document discusses pre-course assessments and their impact on assessment for vocational education and training (VET) courses. It notes that introducing minimum prerequisites for literacy and numeracy can help ensure students are prepared for higher-level VET courses. The document also discusses an audit by the regulator ASQA that found assessors often struggled to meet standards due to poorly developed assessment tools. Three experienced writers were tasked with independently developing assessment resources but all were found to be non-compliant, likely due to a lack of diversity in their tools. Pre-course assessments are important to determine a learner's current skills and the support needed to reach the required course levels. Assessment should be at the correct skill level outlined in training packages.
This document discusses assessment planning and different considerations for determining the appropriate assessment approach. It addresses determining the purpose of assessment, identifying the candidate's needs, understanding the benchmark being assessed, and choosing suitable assessment methods. Key points covered include consulting relevant parties, considering the candidate and context, using approved assessment guidelines and tools, and selecting methods that align with industry and organizational standards.
This presentation describes various assessment methods including direct observation, simulation, verbal and written questioning, third party reports, projects, portfolios, journals, case studies, and self assessment. It provides guidance on developing assessment instruments for each method. The instruments should include details of what is being assessed, conditions, required tasks, evidence criteria, and administration requirements. Examples of appropriate instruments are given for each assessment method. The document also discusses analyzing assessment instruments and conducting recognition of prior learning assessments.
This document defines assessment as determining an individual's competence against set standards through collecting evidence of their performance. It outlines different types of assessment including criterion-referenced and norm-referenced assessment. The purpose of assessment is to determine if competency has been achieved and certify qualifications. Registered training organizations must follow standards to assess qualifications while other organizations set their own policies. Principles of valid, reliable, fair and flexible assessment guide the process. Evidence is proof of competence collected through a variety of methods.
This document discusses key concepts for assessing competency against units of competency including:
- Interpreting components like performance criteria, required skills and knowledge, and evidence guides.
- Clustering related competencies to assess multiple units at once for efficiency.
- Selecting appropriate assessment methods like observation, questioning, and portfolio review.
- Maintaining accurate records of assessment plans and documentation.
The document discusses foundation skills training qualifications in Australia, including the Certificate I in Access to Vocational Pathways, Certificate I in Skills for Vocational Pathways, and Certificate II in Skills for Work and Vocational Pathways. It provides information on the structure and units of the Certificate II qualification, which aims to develop foundation skills like reading, writing, and numeracy to prepare students for further vocational training or workforce entry. It also discusses how to contextualize the generic foundation skills units within specific industry sectors.
Developing a Quality Strategy, not just and audit toolSkynet Education
The document discusses the importance of developing a high-quality Training and Assessment Strategy (TAS) for a new training program. It outlines the key components and process for developing a comprehensive TAS, including conducting industry consultation to ensure the training meets learner and industry needs. The TAS should include details about the targeted learners, units of competency, delivery and assessment methods, trainers, resources, and processes for validation and review.
The new naf student certification system, andrew bellNAFCareerAcads
The document summarizes the National Academy Foundation's plans to develop and implement a student certification system to assess student knowledge and skills. The system will include end-of-course exams, course project assessments, and an internship assessment linked to NAF curriculum objectives. It will be piloted starting in fall 2009 through spring 2012 to ensure the assessment tools are effective and calibrated before full implementation by fall 2012.
The new naf student certification system, andrew bellNAFCareerAcads
The document summarizes the National Academy Foundation's plans to develop and implement a student certification system to assess student knowledge and skills. The system will include end-of-course exams, course project assessments, and an internship assessment linked to NAF curriculum objectives. It will be piloted starting in fall 2009 through spring 2012 to ensure the assessment tools are effective and calibrated before full implementation by fall 2012.
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
The national academy foundation student certification system, andrew bell and...NAFCareerAcads
The document summarizes the National Academy Foundation's Student Certification System, which measures students' knowledge and skills in various career academies. The system includes end-of-course exams, course project assessments, and an internship assessment. It aims to improve fidelity to the NAF model, demonstrate students' readiness, and help qualify for federal funding. Piloting of the assessments began in 2009 and will continue through 2012 to ensure the tools are effective and calibrated before full implementation.
The document outlines a revitalized training program for MiTEL Global Solutions agents. It aims to define a systematic training process covering new hire onboarding, ongoing training, certifications, and customized curriculums. The plan includes creating a foundation skills program, product-specific training, and a certification period to evaluate agent performance. Foundation skills training will focus on neutralizing accents and providing context on US culture and geography. Product training timelines vary from 1-3 days depending on the complexity of the material. The certification period lasts 5-10 days and uses evaluations to identify strengths and areas for improvement.
This document outlines 13 steps for developing a new product for vocational education training at SkillsPoint. It involves selecting a qualification, unpacking the training package and units of competency, comparing versions, coordinating evaluations of existing resources, engaging stakeholders, creating processes, prioritizing qualifications, addressing copyright, identifying gaps, working with dispersed teams, ensuring quality assurance, and compliance. The overall goal is to create a new product that aligns with industry needs and meets national standards.
(Pakistan) 20 tes-appk03 training of trainer - kaizen practitioners programabdulqayoom72
This document is a request from the National Productivity Organization of Pakistan (NPO) to the Asian Productivity Organization (APO) for a Training of Trainers - Kaizen Practitioners Program. The objectives are to train NPO staff and industry professionals in Kaizen methods to increase productivity, quality, and efficiency while reducing costs, waste, and accidents. The program will involve classroom lectures and practical demonstrations of Kaizen tools over 14 days. Participants will learn how to implement continuous improvement strategies. The expected outcomes are improved understanding of Kaizen principles and the ability to identify and eliminate waste. Follow-up will involve participants training others and implementing improvements in their organizations. The NPO will evaluate the program's success based on practical demonstrations
Alternative Education National Skills Standards And Certification Program By ...Rachelle Fegarido
The document discusses the National Skills Standards and Certification System implemented by the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA develops competency standards, qualifications, and assessment arrangements to certify middle-level skilled workers. Individuals can earn certification by completing institution-based or work-based training programs. Certification validates that workers have the skills and competencies required for their occupation according to national standards, and helps improve their employment opportunities and wages.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
Non-formal education systems need ISO 29990 certification to gain international visibility, grow in their business and become a reputed brand. The slide-show provides good knowledge on ISO29990 and how to implement it.
A competency-based curriculum is a curriculum that emphasizes what learners are expected to do rather than mainly focusing on what they are expected to know. In principle, such a curriculum is learner-centred and adaptive to the changing needs of students, teachers, and society. Curricula development should only occur after a thorough training needs analysis process. Any curriculum design must go beyond competency. Competency based curriculum (CBC) is an education system that puts emphasis on a learner’s unique talents and abilities rather than focusing wholly on academics and exam performances.
The key aim of CBC is to help identify learners’ special capabilities then nurturing them through relevant teachings so that learners benefit from their talents.
In short, CBC is immensely different from other education systems including 8-4-4 and its precursor, 7-4-2-3 since the latter two are examination oriented and assumes that all pupils must pass exams to succeed in life.
Essentially, CBC recognizes that each child is gifted differently and seeks to promote every kid’s genius in the hope that children can eventually profit from their God-given talents.
Let’s now turn to other CBC questions now that you know what is competency based curriculum.
Up first is the CBC curriculum design..
1. Students will learn to test charging system components and identify faults.
2. They will learn how to disassemble and repair or replace parts in alternators.
3. Students will be able to assemble alternators according to specifications and test their functionality.
The document discusses occupational standards and their role in technical vocational education and training. It defines occupational standards as describing the competencies needed to perform work. Occupational standards are composed of discrete units of competence that define a particular scope of work. These standards are industry focused and reflect organizational needs. The document also discusses how occupational standards are developed by industry experts and keep pace with changing job requirements. It provides details on how units of competence are classified and packaged and how they are aligned with qualification levels in the national TVET qualification framework.
This document outlines the competency standard for preparing for continuing professional development. It includes 3 key elements: (1) reflecting on one's own training delivery and assessment practices, (2) identifying goals that support personal career aspirations as an adult educator, and (3) creating a personal learning pathway to meet career goals. The competency is aimed at aspiring instructional designers, adult educators, trainers, and assessors at an advanced certificate level.
This document provides information about a technical report writing course offered by Petronomics from May 15-16, 2014 in Lagos, Nigeria. The course aims to teach participants how to write clear, concise technical reports and communicate technical information effectively. It will cover various types of technical reports, developing an outline and structure, writing clearly, using visuals appropriately, and delivering oral presentations. The target audience are engineering and technical professionals. The fee for the course is N105,000 per participant and it can also be offered in-house.
This document provides a summary of a framework for core skills for work. It describes 10 skill areas grouped into 3 clusters: navigating the world of work, interacting with others, and getting work done. These skills underpin successful participation in work and are influenced by contextual factors. The framework was developed based on extensive consultation with stakeholders to provide a common language for describing employability skills. It is not intended as standards or an assessment tool but rather a conceptual framework to guide skill development.
The document is a position description for a National RTO Administration & Compliance Coordinator position. The role involves coordinating and implementing the administration and compliance of an organization's Registered Training Organization. Key responsibilities include supervising RTO employees, coordinating administration and compliance activities, ensuring proper implementation of finances, and liaising with RTO staff. The role also occasionally involves training and assessment duties such as developing teaching materials, delivering and assessing training, and moderating outcomes.
The document discusses unpacking training packages and their components to plan training programs. It begins by outlining the aims of understanding how training packages are developed and their key components. It then explains the changes in training packages, including moving to a new standards format. The main components of training packages are described, including units of competency, qualifications, and assessment requirements. The document outlines a process for unpacking training packages which involves establishing needs, identifying participant needs, and planning program organization. It concludes by discussing implications for RTOs, including ensuring compliance with standards regarding training delivery and assessment.
Similar to Pre course assessment- compliance webinar v2 (20)
The document discusses foundation skills training and resources for pre-vocational and entry-level vocational education. It provides an overview of Teach2Learn's pre-vocational literacy workbooks, which are mapped to the Australian Core Skills Framework (ACSF) and build students' language, literacy, and numeracy skills from Level 1 to the national requirement. The resources identify all LLN requirements for entry-level industry qualifications. Teachers can track what skill level students are demonstrating. The workbooks are structured around specific entry-level units in different industry sectors.
T2 l & foundation skills Certificate Access and SkilsIrena Morgan
This document provides information on several foundation skills qualifications from the Foundation Skills Training Package. It describes the Certificate I in Access to Vocational Pathways (FSK10113) which is designed for individuals requiring significant foundation skills support to access vocational training. The qualification structure and units are outlined. Information is also provided on the Certificate I in Skills for Vocational Pathways (FSK10213) which prepares learners for vocational training or further foundation skills development, including its structure and units. Examples are given of how the qualifications could be tailored to different industry sectors.
This document provides information about several Foundation Skills qualifications from the Foundation Skills Training Package. It describes the structure and units of FSK10113 Certificate I in Access to Vocational Pathways, FSK10213 Certificate I in Skills for Vocational Pathways, and FSK20113 Certificate II in Skills for Work and Vocational Pathways. It explains that these qualifications aim to develop foundation skills to prepare students for further vocational training or employment. The document also provides details about core and elective units, packaging rules, and the Australian Core Skills Framework levels addressed in each qualification.
T2 l foundation skills in social, workplace and community pre level 1-5Irena Morgan
The document discusses the Australian Core Skills Framework (ACSF) which provides a tool to describe an individual's English language abilities. It outlines the five core skills of learning, reading, writing, oral communication and numeracy. It describes the six performance levels from pre-level 1 to level 5. It indicates the four performance variables that can influence an individual's performance and the three communication domains. The document then provides details about what each ACSF level means in terms of an individual's English comprehension and production abilities, the support they need, and example strategies that could be used to assist someone at that level.
Here are the key next steps after validating your pre-assessment tool:
1. Document the validation process and outcomes. Record how the tool was tested, what was evaluated, any issues identified, and actions taken.
2. Make any necessary changes or improvements to the tool based on the validation results. Modify the tool, assessment methods, guidelines, or training as needed.
3. Implement the validated tool for pre-assessing learners. Use the tool consistently as part of the enrolment process to identify learner support requirements.
4. Review learner pre-assessment results on an ongoing basis. Monitor outcomes for continual improvement opportunities. Look for inconsistencies or gaps to address through future validation.
5. Re
Here are the key next steps after validating your pre-assessment tool:
1. Document the validation process and outcomes. Record how the tool was tested, what was evaluated, any issues identified, and actions taken.
2. Make any necessary changes or improvements to the tool based on the validation results. Modify the tool, assessment methods, guidelines, or training as needed.
3. Implement the validated tool for pre-assessing learners. Use the tool consistently as part of the enrolment process to identify learner support requirements.
4. Review learner pre-assessment results on an ongoing basis. Monitor outcomes for continual improvement opportunities. Look for inconsistencies or gaps to address through future validation.
5. Re
Pre course assessment- compliance webinar v2Irena Morgan
The document discusses compliance standards for vocational education and training (VET) providers in Australia. It explains that clear standards are important for accountability and ensuring providers understand what is required to be compliant. It then examines Standard 1 of the VET Quality Framework, which requires that training and assessment strategies meet industry and learner needs and the requirements of training packages. It provides guidance on determining learner needs, such as existing skills and experience, and ensuring appropriate support is provided to meet the requirements of the qualification.
This document provides information about Irena Morgan, the director of MW Training Consultants. It lists her qualifications including a Master of Adult Education from the University of New England, a Graduate Diploma of Applied Linguistics from Griffith University, and a Bachelor of Arts and Diploma of Education from Monash University. It also notes she has completed a Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership through MW Training Consultants and an Internal Auditor Course through QA Consultants.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Film vocab for eal 3 students: Australia the movie
Pre course assessment- compliance webinar v2
1. Pre- Course Assessments
& Compliance?
Ph: (07) 3283 7881
Fax: (07) 3283 1997
www.mwtrain.com.au
Training that Creates Change
2. What is compliance?
A high quality VET system needs clear and relevant standards against
which providers and regulators can be held accountable.
…………………………
Clear and relevant standards are also critical in ensuring that
providers know what they need to do in order to be compliant and
what they can expect from VET regulators.
https://www.google.com.au/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-
8#q=what++compliance+means+in+the+VET+sector
4. SRTO 2015
The RTO’s training and assessment strategies and
practices are responsive to industry and learner
needs and meet the requirements of training
packages and VET accredited courses.
Standard
1:
5. Responsive to the learner and industry
SRTO 2015
Standard 1. The RTO’s training and assessment strategies and
practices are responsive to industry and learner needs and meet
the requirements of Training Packages and VET Accredited Courses
1.1 The RTO’s training and assessment strategies and practices,
including volume of learning, are consistent with the requirements of
training packages and VET accredited courses and enable each
learner to meet the requirements for each unit of competency or
module in which they are enrolled.
How?
6. What do you have to do?
Clause 1.2
For the purposes of Clause 1.1, the RTO determines the
amount of training they provide to each learner with
regard to:
• the existing skills, knowledge and the experience of
the learner
1.1
• Determine what potential learners have
to be able to do before they start
• Categorise this into the reading, writing,
numeracy, oral communication and
learning levels required for the learner to
have at the end the training
• Determine what level of experience or
expertise is required for the learner to
have as a graduate
7. How do you do it?
1.1
Meet the requirements of the
Training Package
• Establish what the requirements are
e.g. the Language, Literacy & Numeracy (LLN) Skills
using the Australian Core Skills Framework (ACSF) and/or
the employability skills e.g. the Core Skills For Work
(CSfW) Framework
• Validate this against an ISC summary or
other industry validators
Entry requirements
Identify any mandatory requirements
for learners commencing the
program………………….. …
identify any areas where learners may
need additional support (e.g. if they have
low English levels) ………….
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-
organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.1--
1.4.html
8.
9. Determining the LLN standards in a
Training Package
http://www.industry.gov.au/SKILLS/FORTRAININGPROVIDERS/AUSTRALIANCORESKILLSFRAMEWORK/Pages/default.aspx
Australian Core Skills Framework
The Australian Core Skills Framework (ACSF) is a tool
which assists both specialist and non-specialist English
language, literacy and numeracy practitioners
describe an individual’s performance in the five core
skills of learning, reading, writing, oral communication
and numeracy.
From Pre- Level 1 to Level 5
National Foundation Skills Strategy
for Adults
Through the strategy all Australian
governments have committed to a
target that, by 2022, two thirds of
working age Australians will have
literacy and numeracy skills at
Level 3 or above.
(refers to the levels in the Adult Literacy and Life Skills
Survey undertaken in 2006 by the Australian Bureau of
Statistics).
10. Determining the Employability Skills in a
Training Package
http://www.industry.gov.au/skills/ForTrainingProviders/CoreSkillsForWorkDevelopmentalFramework/Pages/default.aspx
Core Skills for Work Developmental Framework
The Core Skills for Work Developmental Framework describes a set
of non-technical skills, knowledge and understandings that
underpin successful participation in work. These skills are often
referred to as employability or generic skills. They include skills such
as problem solving, collaboration, self-management,
communication and information technology skills.
From Stage1: Novice to Stage 5: Expert
operating in the workplace or getting into it
communicating with others
actually doing your job
National Foundation Skills Strategy
for Adults
The Australian Government funded
the development of a new Core
Skills for Work Framework, which
assists with the identification,
description and measurement of
employability skills.
11. 1.1 Meet the requirements of the Training Package
- which can be determined by analysing units of competency in that qualification to
determine their level of ACSF and stage for the CSfW
Foundation Skills
This section describes language, literacy,
numeracy and employment skills incorporated
in the performance criteria that are required
for competent performance
15. 1.1 Meet the
requirements of the
Training Package
BSBIND201 -
Work
effectively in
a business
environment
16. IBSA sample : BSBIND201 - Work
effectively in a business environment
Reading, Writing, and Oral
Communication: Foundation Skills
Reviews documentation to identify relevant information for
requirements of job role and organisation
Completes documentation necessary for work tasks and
reporting requirements using clear, concise and accurate
grammar and language
Clarifies requirements and responsibilities of job role and
organisation by using effective questioning and listening
techniques to seek advice, information and feedback
Contributes to an effective working environment by
communicating with others, by behaving courteously and
using non-discriminatory language
ACSF Sample activities at level equivalent to the
statements from the Unit of Competency
Reading Level 3
Interprets information in a range of formats that has been
produced using familiar software programs, e.g. memos,
instant messages, reports, spreadsheets or data presentations
Writing Level 3
Completes workplace records and forms accurately and
legibly using correct technical and enterprise specific
vocabulary
Oral Communication Level 3
Actively participates in a small group discussion, e.g. to solve
a problem or share an opinion on a subject of interest to a
group, such as reducing waste or planning a group activity
17. 1.1 Meet the
requirements of the
Training Package
BSBIND201 -
Work
effectively in
a business
environment
18. Core Skills For Work: BSBIND201 - Work
effectively in a business environment
Advanced
Beginner
Generally understands what to communicate,
with whom and how in highly familiar, routine
work situations
Identifies, and takes steps to follow, accepted
communication practices and protocols in
immediate work context e.g. ways of
communicating with those in authority
Skill Cluster Skill Area Focus Area
Interact with
others
2a. Communicate
for work
Respond to communication
systems, practices and
protocols
Interact with others
• Recognises common differences
in other people and implements
basic strategies to address own
reaction to these differences
• Uses basic communication
strategies to implement and
complete work tasks including
seeking advice when required
19. How do you
show this?
Name of RTO
RTO Management
Code
Title of
qualification
Version
BSB20115
Certificate II in Business
1
Foundation
Skills
Australian Core
Skills Framework
ACSF (LLN)
Core Skills for
Work (CSfW)
Minimum level ACSF Level 3
Advanced Beginner
• Has some practical experience of the Skill
Area and is beginning to recognise
patterns (e.g. routines, regular responses,
links and connections) that help
understanding and influence action.
• Is still reliant on explicit ‘rules’ and on
assistance to identify priorities, but can
apply these more autonomously in familiar,
routine situations
Training and
Assessment
Strategy
20.
21. Responsive to the learner and industry
SRTO 2015
Learner Support
1.7 The RTO determines the support needs of individual learners
and provides access to the educational and support services
necessary for the individual learner to meet the requirements of the
AQF qualification, skill set or VET course as specified in training
packages or VET accredited courses.
How?
22. So what are the support parameters?
RTOs must to be able to demonstrate they identify, for each learner, any additional support
required and that this support is made available, either directly or via arrangements with a
third party.
At minimum, support should include:
• identifying particular requirements such as literacy, numeracy, English language or
physical capabilities learners would need to complete each course
• developing strategies to make support available where gaps are identified.
• While a formal assessment process is not required, you must be able to demonstrate how
your RTO identifies support needs (for example, by requiring learners to complete a self-
assessment as part of the enrolment process).
• Where additional support requirements have been established, you must be able to
demonstrate that this support has been made available.
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html
23. What do you have to do?
1.7 This may include providing:
• Language, Literacy and
Numeracy (LLN) support
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-
organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-
1.7.html
• Have a process to identify the level of
experience and expertise of the learner
• Cross reference the learner’s needs to what
you as an RTO can provide
• Provide the support options to that learner
24. How do you do that?
1.7
Determine the learners needs
• Assess what the learner skills are in
terms of vocational and foundation
skills
• Compare those skills to that required
by Training package
• Determine support parameters
1. Design a pre-course assessment that identifies the LLN and
employability skills of the learner that is benchmarked to the
ACSF and CSfW required by the qualification
2. Decide what support you can afford i.e. Small group or 1:1
tuition
3. Provide the Vocational Trainer with Learner guides that
develop the LLN skills within the context of the unit or
qualification e.g. Teach2Learn resources
25. How do you
show this?
Name of RTO
RTO Management
Code
Title of
qualification
Version
BSB20115
Certificate II in Business
1
Pre-Training
Assessment
A Pre-Training Assessment is conducted with
enrolment to determine the Foundation Skills
of the learner in relation to the requirements
of the course.
It is expected that the learner will gain the
requisite Foundation Skills during the course
delivery so an ACSF 2 and CSfW Novice is
accepted entry to the course.
(SRTO 2015 - Standard 1.The RTO’s training and assessment
strategies and practices are responsive to industry and
learner needs and meet the requirements of Training
Packages and VET Accredited Courses & Standard 5: Each
learner is properly informed and protected)
Training and
Assessment
Strategy
27. But what if the ISC has not provided you
with the ACSF and CSfW information?
As ASQA provides in their example case study – select the crucial core skill
required for that qualification or skillset or unit
Or
as IBSA ‘s Foundation Skills provide 2 or 3 specific core skills – just develop a pre-
course assessment for those only
Or
If you need an overall picture of what that person can do and know then develop
a pre-course assessment to gain a gist of that person’s ACSF level and CSfW stage
28. Case study: Getting the calculations right
GHI Training identifies that a qualification requires the ability to carry out complex
calculations quickly and accurately. On their website, this information is provided so
potential learners are aware of this requirement. The website also includes information
about optional tutorials (available at extra cost for learners who need additional support in
this area).
As part of the RTO’s enrolment process, learners undertake a short assessment based on
the type of calculations they will need to be able to complete. Assessment results
determine whether the learner will need additional support or whether the learner should
undertake further study in this area prior to enrolling in the course.
If a learner is identified as needing additional support, the RTO arranges tutorials to allow
the learner to increase their skills prior to when these components are scheduled in the
course.
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-
organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html
29. Teach2Learn Sample activities at
level equivalent to the statements
from the Unit of Competency
Numeracy Level 4
Represents statistical system information
and data (e.g. customer satisfaction
survey results, phone enquiry data or
customer profiles), and analyses and
interprets the data using graphical and
numerical processes (e.g. graphs, charts
or averages) to show different
interpretations and influences
30. Case study: Getting the communication right
ACME Training identifies that the unit requires the ability to review relevant
documents, complete these documents accurately and appropriately; and
demonstrate confidence and courtesy when asking for directions or clarification.
As part of the RTO’s enrolment process, learners undertake a short assessment
based on the type of reading, and writing they will need to be able to complete.
Also an interview to clarify their goals and understanding of English. Assessment
results determine whether the learner will need additional support or whether the
learner should undertake further study in this area prior to enrolling in the course.
If a learner is identified as needing additional support, the RTO arranges tutorials to
allow the learner to increase their skills prior to when these components are
scheduled in the course.
IBSA ‘s Foundation Skills provide 2 or 3 specific core skills
31. T2L sample : BSBIND201 - Work
effectively in a business environment
Teach2Learn Sample activities
at level equivalent to the
statements from the Unit of
Competency
Oral Communication Level 3
Actively participates in a small group
discussion, e.g. to solve a problem or
share an opinion on a subject of
interest to a group, such as reducing
waste or planning a group activity
32. Generally understands what to
communicate, with whom and how in
highly familiar, routine work situations
Identifies, and takes steps to follow,
accepted communication practices
and protocols in immediate work
context e.g. ways of communicating
with those in authority
Navigate the world of work: Stage
of expertise = Advanced Beginner
T2L sample : BSBIND201 - Work
effectively in a business environment
33. Case study: Getting the profile right
ACME Training identifies that the qualification requires the ability to read and
complete forms commonly used in social or workplace situations ,and can explain
their personal details and training or workplace goals.
As part of the RTO’s enrolment process, learners undertake a short assessment that
enables them to demonstrate the extent of their reading, writing, and numeracy
skills. Also an interview to explain their workplace or training goals or experience,
which will reveal their level of speaking and understanding English. Assessment
results determine whether the learner will need additional support or whether the
learner should undertake further study in this area prior to enrolling in the course.
If a learner is identified as needing additional support, the RTO arranges tutorials to
allow the learner to increase their skills prior to when these components are
scheduled in the course.
If you need an overall picture of what that person can do
and know then develop a pre-course assessment to gain
a gist of that person’s ACSF level and CSfW stage
34. Pre-Course Assessment: Part One
Complete the form (written and verbal Interview)
Personal details
(1.03,1.04;1.05,1.06)
What is your name, address and
contact details?
USI …………………………………………………………………………………….
Title Mr Mrs. Ms. Miss. Master. Dr. Other …………………….
Name ………………………………………………………………………………
Address …………………………………………………………………………..
Contact phone .………………………………………………………………..
Email ………………………………………………………………………………
Age (1.09,1.10,1.11)
When were you born?
How old are you?
How old are you as of today’s date in
years, months and weeks and days?
(2.01.2.02; 2.09,2.10,2.11)
Date of Birth ………….………../……………………/…………………………
Age ………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………..
Enrolment Form : ACSF Levels
35. Enrolment Form : CSfW stages
Pre-Course Assessment: Part Two
Complete the form (written and verbal Interview)
Tick a box to say:
1 - Not at all 2- A little 3- Somewhat 4 – Mostly 5 - Definitely
1.NAVIGATETHE
WORLDOFWORK
a) Manage career and work life 1 2 3 4 5
I know what I would like to do for my career and work life.
I have made a start towards my career and work life.
I know I can apply for jobs and can do so without help
I look for different ways to learn to help me improve my work skills
Total
b) Work with roles, rights and responsibilities 1 2 3 4 5
I can do my own work without needing help
I know my legal rights and responsibilities in the workplace
I help others in my workplace to do the right thing legally
I know how to change to suit different workplaces
I know I can apply rules and procedures in my role and like to help towards
their improvement
Total
36. Level 2 Learning
Reading
Writing
Numeracy
Oral
Communication
identifies possible areas for
training
reads form without support
writes (min.) two sentences
in response to questions on
form
shows some variation in
spelling that does not
interfere with the overall
meaning
identifies time and actions
from own history
explains personal situation
and previous achievements
Assessor Guide: ACSF descriptors
Mostly 1s Novice
Has little or no practical experience
of the Skill Area on which to base
actions.
Is highly reliant on explicit ‘rules’
(e.g. instructions, processes,
procedures, models), guidance
and support and priorities
determined by others, to guide
activities.
Mostly 2s Advanced
Beginner
Has some practical experience of
the Skill Area and is beginning to
recognise patterns (e.g. routines,
regular responses, links and
connections) that help
understanding and influence
action.
Is still reliant on explicit ‘rules’ and
on assistance to identify priorities,
but can apply these more
autonomously in familiar, routine
situations.
Assessor Guide: CSfW Stages
Enrolment Form : Foundation Skills
39. Pre- Assessment
SRTO 2015
Standard 5. Each learner is properly informed and protected.
5.1 Prior to enrolment or the commencement of
training and assessment, whichever comes first, the
RTO provides advice to the prospective learner about
the training product appropriate to meeting the
learner’s needs, taking into account the individual’s
existing skills and competencies.
When?
40. What do you have to do?
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-five/clauses/clauses-5.1--5.4.html
Your RTO must provide clear information to prospective learners to enable them to decide if your RTO and course is suitable for
them, taking into account their existing skills and knowledge and any specific needs. Prior to enrolment or commencement of
training or assessment activities (in this context, assessment includes the collection or analysis of evidence for recognition of prior
learning activities), you must provide clear information to learners about the following:
Course Outline
Full course code and title
Venue, length and mode/s of delivery and/or assessment
Fee information
Student Handbook
Support services
Fee information
Funding entitlements
Third party arrangements (if applicable
Consumer rights
Enrolment Policy
Entry requirements
Funding entitlements
Consumer rights
41. How do you do it?
Course Outline
Documents to be available
On website
In print for face to face
Common element?
Prospective students MUST acknowledge they
have read and understood the requirements of
the course they are choosing to enrol in
Sign by clicking to go on or handwritten
signature
Complete the pre-assessment
Samples ….
Policy and Procedures
Student Handbook
42. Policy and
Procedures
Enrolments Policy
Purpose
RTO is committed to providing quality training and assessment in
accordance with the Standards for Registered Training Organisations (SRTOs
2015). As such, RTO is required to comply with relevant Commonwealth,
State and Territory laws regarding and including anti-discrimination and
equal opportunity. RTO is committed to providing the best practice,
professional products and services to its clients and acknowledges it can
only succeed in this with effective and efficient quality processes.
The purpose of this policy is to provide a fair and equitable process for client
enrolment and ensure clients are provided with accurate and sufficient
information to make an informed choice about their enrolment and chosen
course.
Policy Principles
Information to Clients
a) Prior to enrolment each client is provided with access to a Student
Handbook, Course Information, and client policies. (See Client Information
Policy)
Language, Literacy and Numeracy Abilities of Clients
a) Clients intending to enrol for training are assessed on their language,
literacy and numeracy abilities to determine their capability to successfully
undertake the training and determine whether any additional support is
needed. This is a Pre-Course Assessment as part of the Enrolment Kit. (See
Access & Equity Policy)
43. Student
Handbook
Language, Literacy & Numeracy Support
RTO is required to enrol students who are able to demonstrate the
requisite Foundation Skills levels for each qualification or course.
These levels are proscribed by the units of the qualification in the
Training Package.
Each prospective students will complete a Pre-Course Assessment
on the Foundation Skills – Language, Literacy and Numeracy, and
Employability skills – that are embedded in every unit of every
qualification delivered by the Vocational trainer.
However, additional support is also provided during the courses
for language, literacy and numeracy acquisition in relation to the
specific vocational area. These can be in forms of specific learner
guides or one-to-one support from the trainer.
44. Course
Outline
Entry Requirements
There are no specific entry requirements for
this qualification, although it is expected that
candidates will demonstrate language,
literacy and numeracy skills to potential to
undertake study at Certificate II level.
A Pre-Training Assessment is conducted with
enrolment to determine the Foundation Skills
of the learner in relation to the requirements
of the course.