1 / 57

An overview of the vocational education and training system

An overview of the vocational education and training system. Vocational education and training system. First an overview of the history of vocational education and training

finola
Télécharger la présentation

An overview of the vocational education and training system

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. An overview of the vocational education and training system

  2. Vocational education and training system First an overview of the history of vocational education and training • The rules of the game (Australian Qualification Framework, Australian Quality Training Framework and Training Packages) • ‘Life cycle’ of training packages • Units of competency documentation

  3. Vocational education and training system Secondly: • Reading and interpreting training packages • Australian Quality Training Framework Standards 7, 8 and 9 for registered training organisations Standard 7 – The competence of staff Standard 8 – Assessments Standard 9 – Learning and assessment strategies • Unpacking/re-packing units of competency

  4. Content • The National Training System • The National Training Framework • Training Packages • Endorsement and review process • Reading and interpreting training packages • Units of competency • Unpacking and/or repacking • Training programs

  5. The National Training System HISTORY • 1960-70’s Decline of traditional manufacturing. • 1980’s Expansion of service industries. Awareness of the importance of vocational education and training to the economy. • 1994 Establishment of Australian National Training Authority

  6. The National Training System Australian National Training Authority • The Australian National Training Authority was established to develop a national vocational education and training system with agreed national objectives, priorities, policies, strategies and funding arrangements. Web site: www.anta.gov.au

  7. The National Training System The Australian National Training Authority in consultation with key stakeholders develops a national strategic plan for the vocational education and training sector. OBJECTIVES OF NATIONAL STRATEGY 1998-2003: • Equipping Australians for the world of work • Enhancing mobility in the labour market • Achieving equitable outcomes • Maximising the value of public expenditure on vocational education and training

  8. The National Training System • Each state and territory training authority produces a yearly vocational education and training plan based on national priorities. • The Australian National Training Authority allocates commonwealth funds on the basis of these plans.

  9. The National Training Framework

  10. The National Training Framework Key features: • Industry driven • Competency based • National recognition of qualification • National recognition of registered training organisations

  11. The National Training Framework • Australian Qualifications Framework (AQF) • Australian Quality Training Framework (AQTF) • Training Packages “The rules of the game”

  12. The Australian Qualification Framework • The Australian Qualification Framework provides a comprehensive, nationally consistent yet flexible framework for all qualifications in post-compulsory education and training. (AQF Implementation Handbook) Website: http//www.aqf.edu.au

  13. The Australian Qualification FrameworkQualifications according to sector 3

  14. The Australian Qualification FrameworkDistinguishing features 4

  15. The Australian Qualification Framework Connects the school sector, vocational education and training and higher education into a single framework. There are six vocational education and training qualifications: 6

  16. The National Training Framework • Australian Qualifications Framework (AQF) • Australian Quality Training Framework (AQTF) • Training Packages “The rules of the game”

  17. The Australian Quality Training Framework The Australian Quality Training Framework is a set of nationally agreed standards to ensure the quality of vocational education and training services throughout Australia. (Web site: www.anta.gov.au) States and territories apply the Australian Quality Training Framework when: • Registering registered training organisations • Auditing registered training organisations • Applying mutual recognition and • Accrediting courses. The Australian Quality Training Framework permits registered training organisations and the qualification they issue to be recognised throughout Australia.

  18. The Australian Quality Training Framework The are two parts to the Australian Quality Training Framework standards. Part A Standards for state and territory Registering/Course Accrediting Bodies. In total there are 28 standards and they cover: • Evaluation/audit of training organisations – (ensure compliance with the standards for registered training organisations). • Registration of training organisations. • Accreditation of courses and • Mutual recognition.

  19. The Australian Quality Training Framework Part B Standards for registered training organisations. In total there are 12 standards and they cover: • Systems, policies and procedures, to support training and assessment; • Internal review (compliance/continuous improvement); • Processes to validate assessment strategies; • Industry consultation. Also includes requirements for: • Modes of delivery and assessment; and • Competency of Trainers and Assessors.

  20. The Australian Quality Training Framework The Australian Quality Training Framework requires registered training organisations to: • Have documented systems for quality training and assessment. • Have documented agreements with other organisations when they work in partnership. • Have written procedures for recruitment, induction and professional development of staff. • Use trainers and assessors with specific competencies. • Follow explicit requirements for quality assurance in assessment. • Have recognition of prior learning processes in place. • Follow specific requirements for developing, validating and implementing learning and assessment strategies.

  21. The Australian Quality Training Framework The Australian Quality Training Framework Standards for Registered Training Organisations: • Systems for quality training and assessment • Compliance with legislation and regulatory requirements • Financial management procedures • Administrative and records management procedures • Mutual recognition • Client service (Access and Equity) • Competent staff • Assessments • Learning and assessment strategies • Issuing Australian Qualification Framework certification • Use of national, state or territory logos • Ethical marketing and advertising

  22. The National Training Framework • Australian Qualifications Framework (AQF) • Australian Quality Training Framework (AQTF) • Training Packages “The rules of the game”

  23. Training Packages RATIONALE • Improve the quality and relevance of training • Achieve greater flexibility of training delivery and assessment • Provide a comprehensive and easily used national training product • Encourage employers to see training as an attractive option • Enhance competitive performance of enterprises

  24. Training Packages Training packages are sets of workplace performance standards and qualifications for recognising and assessing people’s skills. A training package describes the skills and knowledge needed to perform effectively in the workplace. Web site :www.ntis.gov.au

  25. Training Packages WHAT TRAINING PACKAGES LOOK LIKE ENDORSED COMPETENCY STANDARDS ASSESSMENT GUIDELINES QUALIFICATIONS NON-ENDORSED TRAINING SUPPORT MATERIALS LEARNING STRATEGIES ASSESSMENT MATERIALS PROFESSIONAL DEVELOPMENT MATERIALS

  26. Training Packages ENDORSEMENT PROCESS • ANTA funds development • Developer (National ITAB) establishes a steering committee and consults with stakeholders • Developer submits “draft” training package to ANTA • ANTA / STA’s evaluate training package (distributed for comment) - National teleconference (debate/agreement) • Developer makes changes • ANTA submits training package to NTQC for endorsement • Endorsed training package placed on NTIS (available for FFS delivery) - Published copy available from ATP ( 4 Weeks ) • TRC declares Apprenticeship[/Traineeships on application ( funded & non-funded) • Review normally commences 18 months after endorsement

  27. Training Packages Training packages in review Under the current process, all training packages follow a three-year cycle from their initial endorsement. The review of a training package will normally commence 18 months after initial endorsement. This cycle can vary upon the changes needed in order to meetindividual needs.

  28. Training Packages TRAINING PACKAGE – ENDORSED COMPONENTS: Competency Standards • Identified units of competency define the range of workplace requirements. • Assessment system overview • Assessor Qualifications • Guidelines for designing and conducting assessment • Sources of Information on Assessment Assessment Guidelines Qualifications • Identify new apprenticeship pathways • Australian Qualification Certificate 1 to Advanced Diploma 1

  29. Training Packages are not TrainingPackages Context: National Centre for Vocational Education Research -“Develop a Competent Workforce” Adult learning strategies for vocational educators and trainers – Andrew Gonczi (ED) …“What is vital to note is that the actual competencies are not themselves the curriculum. It would be an absolute disaster if each competency standard were simply taken and translated into a learning outcome with its associated assessment strategy” (Page 39) …“These standards will provide the bench-marks for curriculum development…” (Page 225)

  30. Training Packages are not Training Packages The endorsed components of Training Packages are simply a framework document containing: • Competency standards • National recognised qualifications • Guideline information about assessment The endorsed components of Training Packages do not: • Contain training advice in the form of structured training programs • Describe the training process • Provide a set of materials for training delivery and assessment Training Packages will give you: • Information that will help you design training programs, learning materials and assessment instruments. • Advice on the structure/packaging of qualifications • Suggestions on implementation

  31. Training Packages are not Training Packages The Resource Generatorwww.resourcegenerator.gov.au • An online library of resources supporting the implementation of training packages • Provides information regarding: • Qualifications and competency standards • Learning and assessment strategies • Case studies and information sheets • Professional development resources • External references and web links • Resources are available for: • Textiles clothing & footwear • Automotive • Business services • Wholesale retail & personal services • Local government • And seafood • Information technology and telecommunication • Metal and engineering • Tourism and hospitality

  32. Training Packages are not Training Packages Assessment Tools (Training Package Assessment Material project) • Training Package assessment materials kit • Assessing competencies in higher qualifications • Recognition resources • Kit to support assessor training • Assessment in new apprenticeships • Assessment approaches for small workplaces • Assessment using partnership arrangements • Strategies for ensuring consistency in assessment • Networking for assessors • Quality assurance guide for assessment

  33. An approach to reading and/or using Training Packages Aim: To demonstrate an approach to reading/using training packages to design and develop training programs, learning units and to identify assessment requirements Suggested sequence: • Qualification Framework • Assessment Guidelines 3. Competency standards

  34. An approach to reading and using Training Packages • Read the Qualification Framework section: • Describes how the units of competency are packaged to form a qualification (‘Qualification Rules’) • Identifies the Australian Qualification Framework level. (NB: To be read in conjunction with the Australian Qualification Framework Implementation Handbook.) • Customisation of qualifications An example: • Training package is PUA00 Public Safety • Qualification is PUA31102 Certificate III in Public Safety (Driving in a Threat Environment)

  35. An approach to reading and/or using Training Packages PRACTICAL EXERCISE-Qualification Framework Refer to the following training packages to answer these questions: • BSB01 Business Services Training Package • BCC98 Civil Construction Training Package • PUA00 Public Safety Training Package • Can the competency standard unit “MEM2.3C11 Operate in a work base team environment” from the Metal and Engineering Training Package be included as an elective in the following qualification? • BSB40901 Certificate IV in Business (Governance) • BCC30698 Certificate III in Civil Construction (Railway Construction and Maintenance) • PUA40100 Certificate IV in Public Safety (Aboriginal and Torres Strait Islander Community Policing 2. To accommodate a specific enterprise requirement can an elective unit of competency be substituted for a core unit of competency in any of the above qualifications?

  36. An approach to reading and/or using Training Packages • Read the Assessment Guidelines section • Describes an overview of the assessment system (to be read in conjunction with Australian Quality Training Framework),the competency requirements of an assessor, designing assessment resources and conducting assessment. An example: • Assessment guidelines from PUA00 Public Safety Training Package

  37. An approach to reading and/or usingTraining Packages PRACTICAL EXERCISE – Assessment guidelines Refer to the following training packages to answer these questions: • BSB01 Business Services Training Package • BCC98 Civil Construction Training Package • PUA00 Public Safety Training Package NB. There are mandatory requirements that must be meet by individual assessors or collectively by the members of the team conducting assessment. • What are the minimum endorsed competency standards (or equivalent) that individual assessors (team) MUST have? • Is the individual assessor (team) required to be competent in any additional area/s? If so, what? • If a supervisor with ABC enterprises has a Certificate IV in Assessment and Workplace Training and relevant current technical competencies. Can the supervisor (under the auspices of the registered training organisation) assess, as competent, a trainee working for the organisation.

  38. An approach to reading and/or using Training Packages • Read/select relevant units of competency • Competency is the specification of knowledge and skills, and the application of that knowledge and skills to the standard of performance required in the workplace. • When a number of units of competency standards are grouped together to form a complete job function, they are a comprehensive description of the requirements for that job • Units of competency contain a lot of information that can be used for assessment • Units of competency are made up of a number of sections

  39. An Approach to reading and/or using Training Packages Sections of a unit of competency: UNIT CODE BSBCMN211A (Example) UNIT TITLE Describes the job function UNIT DESCRIPTOR Skill and Knowledge covered ELEMENT Component parts of job function PERFORMANCE Criteria Level of performance required RANGE OF VARIABLES Guidelines on context EVIDENCE GUIDE Guidelines for assessment

  40. An approach to reading and/or using Training Packages • EVIDENCE GUIDE/s Provide guidelines for assessment and are made up of a number of sections • CRITICAL ASPECTS OF EVIDENCE Provides a picture of a competent person performing the job function. • UNDERPINING KNOWLEDGE and SKILLS Describes the competency knowledge and skills required to achieve competency. NB. Does NOT describe prerequisite knowledge and skills • RESOURCES Refers to the resources that are needed for assessment. • CONSISTENCY OF PERFORMANCE Describes how the standards may be assessed to demonstrate consistent performance over time and in different contexts. • ASSESSMENT CONTEXT Describes the environment for assessment

  41. An approach to reading and/or using Training Packages KEY COMPETENCIES • Collecting, analysing and organising information • Communicating ideas and information • Planning and organising activities • Working with others and in teams • Using mathematical ideas and techniques • Solving problems • Using technology Key competencies relate to the seven areas of generic competency that underpin effective workplace practices

  42. An approach to reading and/or using Training PackagesKey competencies-(Developed by Mayer 1992)

  43. An approach to reading and/or using Training Packages Source: John Dwyer, Global Institute of Learning and Development, Presentation at Assessor Network Breakfast DEVELOP A PICTURE OF COMPETENCE: CONSIDER - • The unit of competency; • The Australian Qualification Framework descriptor; • The dimensions of competency. 6

  44. An approach to reading and/or using Training PackagesSource: John Dwyer, Global Institute of Learning and Development, Presentation at Assessor Network Breakfast DEVELOP A PICTURE OF COMPETENCE: A) The Unit of Competency: • The competency standards in a training package describe work outcomes • Each unit of competency describes a specific work activity, the conditions under which it is conducted and the evidence that may be gathered in order to determine whether the activity is being performed in a competent manner. • By examining different aspects of the unit of competency, assessors are able to gain answers to the following questions. 7

  45. An approach to reading and/or using Training Packages DEVELOP A PICTURE OF COMPETENCE: Competency Standard unit- 5

  46. An approach to reading and/or using Training Packages DEVELOP A PICTURE OF COMPETENCE: Competency standard unit- 7

  47. An approach to reading and/or using Training PackagesExample

  48. An approach to reading and/or using Training PackagesExample

  49. Evidence guide

  50. An approach to reading and/or using Training PackagesSource: John Dwyer, Global Institute of Learning and Development, Presentation at Assessor Network Breakfast DEVELOPING THE PICTURE OF COMPETENCE B)Australian Qualification Framework Descriptor: People who hold specific qualifications should be able to perform work which includes the following characteristics: • The breadth and depth of knowledge • The breadth and depth of skill • Problem solving capabilities • Information processing capabilities • The operational environment in which the work is performed • The level of discretion or judgement in the work • Responsibility for own work • Responsibility for the work of others 12

More Related