The document provides guidance on designing learning programs for vocational education qualifications. It discusses key considerations like mapping the program to national training package standards, analyzing units of competency, identifying learning resources and assessment methods, and structuring the program. The learning program should outline content, delivery approach, assessment requirements, and be tailored to learner needs and characteristics. An effective program is reviewed and evaluated for continuous improvement.

1. TAEDES401A – Design and Develop
Learning Programs
A learning and assessment
strategy to deliver a unit of
competency/qualification

2. Designing a Learning Program
• NVR – National VET Regulations - Essential mechanism for the
regulation of vocational education and training (VET) is the
national standards against which applicants/RTOs are assessed.
Prior to the establishment of the national VET regulator, ASQA, the
standards that applied to an RTO's or applicant's registration were
found within the Australian Quality Training Framework (AQTF).
• Training Packages
Training Package qualifications consist of groupings of units of
competency which identify the underpinning skills and knowledge
required.
The trainer needs to prepare documentation showing how training
will be delivered to enable students to achieve competency

3. Learning Program Content
• The following should be included in the learning
program:
– Activities
– Learning styles
– Possible assessment methods
– Delivery modes
– Existing resources
– Learning resources to be developed
– Work-based tasks
– On-the-job-training

4. What Does a Learning Program
Look Like?
• No prescribed format
• Based on learning requirements of the
units of competency
• A summary of the delivery
• Details of assessment
• Documentation of delivery hours

5. Learning Program
• A learning program should identify:
– Its purpose
– The target group, their needs and characteristics
– The outcomes to be achieved, such as units of
competency or other benchmarks
– The learning and assessment activities including
any flexibilities
– Any required resources

6. Learning Program
• It should also include:
– Learning objectives
– A plan of how the learners will achieve the
objectives
– A structure and sequence for learning
– Content of the learning
– Delivery and assessment methods
– Assessment requirements

7. Contextualising the Learning
Program
• Contextualisation is the process of taking the
learning program or resource and making it
meaningful to individual learners
• The learning program could be modified for:
– A particular workplace
– Individual learning styles
– Groups of learners who are unable to access the planned
environment
– Learners with special language, literacy and numeracy
requirements
– Learners with disabilities
– Particular age groups and level of previous experience

8. The bigger picture
Learning Strategy
Learning Programs Learning Programs Learning Programs
Training
Package
Training
Needs
Analysis
Stakeholder
Client
Input
The learning program could be a subset of a bigger learning strategy – the
learning strategy can provide an organising framework for the delivery and
assessment of qualifications.

9. Development stages of a learning
program
Step 1
Define the parameters
of the learning program
with the client
Step 2
Generate options for
the design of
the learning programs
Step 3
Develop the learning
program content
Step 4
Design the structure
of the learning program
Step 5
Review the learning program
Step 6
Implement the learning program

10. Features of a Training Package
Endorsed component
• Competency standards
• Assessment guidelines
• Qualifications
Non-endorsed component
• Learning Program
• Assessment materials
• Professional Development materials
The non-endorsed component is developed by the training
organisation (RTO)

11. Basic Principles of Learning Styles
• Each individual has an individual style of
learning. This style may contribute to the
employee’s ability to comprehend the subject
matter and apply its content to the workplace
• Workplace trainers need to be aware of the
trainee learning styles so the training program
will be effective

12. Learning Style Categories
• Kinesthetic
– Are more comfortable and effective when they are
‘doing’. They are particularly good at ‘hands-on’
activities
– Their attention spans are often short
– These learners will benefit from team
activities, role plays and discussions

13. • Auditory
– Benefit from auditory stimulation
– Are stimulated by talking rather than reading
– Have a tendency to be attracted to sound
– They contribute best when using question and
answers and group discussion techniques
Learning Style Categories

14. • Visual
– Benefit from visual representations
– Activities include writing, videos will capture their
attention
– They fail to participate actively in group
discussions, and lose concentration during
lectures
Learning Style Categories

15. Characteristics of Learning
• Permanency
– Permanency reflects learning or is a result of
learning
– After learning has taken place, something has
changed
– This is permanent until it is modified or replaced

16. • Experience
– Learning occurs in, with and through experience
– It is through experience of:
• Environment
• Others
• Situation
• Problems
• And through
– Interactions
– Observations
– Reflections
• These characteristics are very important when investigating recognition of prior
learning
Characteristics of Learning

17. • Situations
– Much of the learning we experience is
informal, unconscious, and incidental
– This can occur through observation and
socialisation
– Semi-formal – skills may be practiced
– Sometimes learning is deliberate – this may be
classroom based or when you need to learn a
specific skill or task
Characteristics of Learning

18. Role of the Learning Program
• A sequenced learning experience to
achieve competency
• Supporting the “know how” and the
“know why” aspects of competency

19. Identify Competencies
• A competency consists of skill, knowledge or
any characteristic that when applied results in
effective or superior job performance
• Competencies can be seen as a collection of
behaviours that in combination result in
superior job performance
• Many organisations are now using
Competency-based job descriptions

20. Features of a Competency
Model
• Identify outcomes of the job
• Personal characteristics that
are need to be successful to
the job
• Use of focus groups
• Develop the competencies in
priority order
• Should be job related and
legal
• Should be legally compliant
• Persistence
• Information gathering skill
• Interpersonal skills
• Networking ability
• Creative – develop solutions
• Integrity

21. Influences
• A trainer needs to know about the learning
environment in which learning will take place:
– National standards, codes of practice, legislation –
industrial relations, OH&S obligations
– Organisational OH&S policies & procedures
– Business or industry knowledge specific to the training
– Training Packages and their competency standards

22. Learning Program Preparation
Steps:
1. Select Units of Competency
2. Identify knowledge and skills requirement
3. Cluster Units for delivery
4. Refer to Training Package
5. Develop a Learning and Assessment strategy for each unit
or cluster
6. Teaching and Learning details

23. Select units of competency
• Follow the packaging rules
• Analyse requiremetns of
individual/workplace/group
• Identify the AQF level
• Select most appropriate units

24. Indentify knowledge and skills
requirement
• Analyse the knowledge and skills component
for each unit and the whole qualification

25. What is a unit analysis
• Develops a picture of the unit of competency
to identify
– Learning activities
– Assessment activities

26. Unit analysis
What is the work activity? Unit title
What does the work activity involve? Unit description
What skills are needed to perform the work
activity?
Elements
What level of skill is needed? Performance criteria
What are the conditions under which this work
activity may be conducted?
Range statement
What evidence is needed to prove that a
person is competent?
Critical aspects of competency
What knowledge and skills are needed to
perform this work activity?
Underpinning knowledge and skills
What generic work skills are needed? Key competencies
Where should evidence of competency be
gathered?
Context for assessment
What resources are required to gather the
evidence?
Resource requirements

27. Cluster units for delivery
• Units with similar or complementary
knowledge and skills can be clustered for
delivery
• Clustering may involve two or more units

28. Training package materials
• Refer to training package materials for:
– Units of competence
– Packaging requirements of units for qualifications

29. Learning and assessment strategy
• Develop a learning and assessment strategy
for each unit or cluster
– Structure learning requirements into topics
– Identify learning resources
– Develop learning activities
– Develop assessment tools

30. Issues
Issues:
• Focus of unit - technical, behavioural or knowledge
• Opportunities and capacity to cluster
units/elements/performance criteria
• Assess performance and underpinning knowledge
• Principles of assessment: valid, reliable, fair, flexible

31. Identify Learning Resources
Steps:
1. Read the Unit of Competency
2. Read the subject topics
3. Determine suitable and relevant resources

32. Checklist for Resources
• Is the resource current?
• Does the resource cover the competency standards or learning
outcomes that need to be addressed in the learning program?
• Does the resource provide clear and comprehensive information?
• Does the resource clearly identify its purpose and objective?
• Is the resource able to be contextualised to meet your learner's needs?
• Does the resource offer flexibility for delivery and assessment?
• If a course has been selected, do the hours and costs seem
reasonable?
• Is the resource recognised by accrediting bodies or organisations as
covering the training requirements?

33. Assessment Method
• Read the unit of competency
• Consider key principles
• Consider opportunities and capacity to cluster
• Devise examples of assessment tasks
Steps in Choosing Assessment Method

34. Choosing Assessment Methods
Observation
of actual
work
performance
Observation
of simulation
Examination of
witness
testimony/third
party reports
Oral
questioning
Examination of
work samples
Examination of
workplace
project
Examination
of portfolio of
evidence
Written tests/
assignments
More directLess direct
Performance
Knowledge
Focus

35. Design the Structure of the Learning
Program
• The development of session plans facilitate
effective course delivery
• Once the content is determined and the
structure of the program is defined it is then
easier to determine the timeframe required
for delivery

36. Review & Evaluation
• All programs must be reviewed for quality assurance and
continuous improvement
• Include the following in the review process:
– Other users of the program
– Trainers, teachers and assessors
– Learners
– Management
– Employers
– There are many more who may be appropriate in the review process
• Use many and varied tools of evaluation to gain a complete
understanding of whether the program has been a success