Knowledge Question

Swinburne Professional

Education for Working Professionals

PO Box 218, H69

Hawthorn VIC 3122

P 1800 633 560

E indenrolments@swin.edu.au

W www.swinburne.edu.au/professional/

 

TAE40116 TAEDES401 Design and develop learning programs

 

TAEDES402 Use training packages and accredited courses

to meet client needs

Participant Manual

 

 

Participant Manual TAE40116 Design

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 2

 

 

 

 

 

 

 

Copyright

© 2018 Blackwater Projects.

All rights reserved.

This document was developed by Blackwater Projects learning and development

consultancy and is used under license. It may only be reproduced or copied strictly in

accordance with the terms of that license.

 

 

PO Box 4253

Balgowlah Heights NSW 2093

Australia

p +(61) 409 910 002

w blackwaterprojects.com.au

e info@blackwaterprojects.com.au

 

 

These materials have been developed by Blackwater Projects learning and

development consultancy and is used under license by Swinburne University of

Technology.

The materials may not be duplicated without the written agreement of Swinburne

Professional, Swinburne University of Technology, PO Box 218, H69, Hawthorn 3122 –

Phone 1800 633 560 – Email swinburneprofessional@swin.edu.au

Version 1 – 12/3/2018

© March 2018 – All Rights Reserved

 

 

 

mailto:swinburneprofessional@swin.edu.au

 

Participant Manual TAE40116 Design

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 3

Contents

Program introduction …………………………………………………………………………… 5

Program focus and outcomes ……………………………………………………………………… 6

Use training packages and accredited courses to meet client needs ……… 7

Introduction to this section ………………………………………………………………………….. 8

Introduction to vocational education and training (VET) …………………………………… 9

VET Quality Framework …………………………………………………………………………… 16

‘Major players’ in VET ………………………………………………………………………………. 25

Training packages vs. accredited courses …………………………………………………… 37

How and by whom are training packages developed? …………………………………… 40

How are training packages structured?……………………………………………………….. 42

Use training packages to meet client needs ………………………………………………… 47

Recap: Use training packages & accredited courses to meet client needs—a ‘to-do’ list …………………………………………………………………………………………………………….. 55

Summary of this section …………………………………………………………………………… 56

Design and develop learning programs ………………………………………………. 57

Introduction to this section ………………………………………………………………………… 58

Design and develop a learning program: the need for collaboration ………………… 59

Design and develop a learning program: a step-by-step process…………………….. 63

Step 1: Determine parameters …………………………………………………………………… 64

Step 2: Design the learning program ………………………………………………………….. 98

Step 3: Develop learning program content and structure ……………………………… 114

Step 4: Review the learning program plan …………………………………………………. 163

Recap: Design & develop learning programs—a ‘to-do’ list ……………………………… 172

Summary of this section …………………………………………………………………………. 173

Program Summary …………………………………………………………………………… 175

References ………………………………………………………………………………………. 176

 

 

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 4

 

Notes

 

 

 

 

 

Participant Manual TAE40116 Design

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 5

 

Program introduction

This program will help you learn about Australia’s

VET sector and how to design and develop VET-

compliant learning programs that work

 

 

 

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 6

Program focus and outcomes

Competency standards

This participant manual covers the following units of competency:

● TAEDES401 Design and develop learning programs

● TAEDES402 Use training packages and accredited courses to meet client needs.

 

 

Program outcomes

By the end of this program, participants should be able to:

● explain what a training package and what an accredited course is, and identify the

similarities and differences between each

● analyse and interpret training packages for client applications

● do the following within the vocational education and training (VET) policy

framework:

– define parameters of a learning program

– design the structure of a learning program

– develop learning program content

– review the learning program.

 

 

 

 

Your personal objective—

Write your personal objective for this program below:

 

 

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 7

 

Use training packages and accredited courses to meet

client needs

A training package is a set of publications that

describe performance standards for various

occupations within one industry

Writers’ explanation

 

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 8

Introduction to this section

Use training packages and accredited courses to meet client

needs

Training packages contain the competency standards (known as ‘units’ of competency)

that form the benchmarks for training and assessment in the vocational education and

training (VET) sector.

Accredited courses are courses that address a specific industry need that is not

covered by a training package. Like training packages, they are the ‘national

benchmarks’ for training and assessment of the specific industry area they address.

 

After reading this section of the manual and participating in the related learning

activities, you should be able to:

● describe key features, frameworks and stakeholders in Australia’s vocational

education and training system

● explain what a training package and what an accredited course is, and identify the

similarities and differences between each

● analyse and interpret the qualifications framework of a training package for client

applications

● explain the purpose and structure of:

– a unit of competency and

– the assessment requirements for each unit.

 

 

 

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 9

Introduction to vocational education and training (VET)

What is VET?

 

 

Training packages and accredited courses play key roles in Australia’s vocational

education and training (VET) system.

 

Objectives of Australia’s VET system

Australia’s VET system aims to help people:

● develop the skills and knowledge needed to perform their work role as per industry

and workplace expectations, and

● be formally acknowledged for their skills and knowledge throughout Australia,

regardless of whether they learned:

– without formal training—e.g. on the job or through informal learning

experiences,

or

– by participating in quality training and assessment provided by approved

(‘registered’) training organisations operating within Australia’s VET Quality

Framework.

 

 

VET stands for vocational education and training

Vocational education and training refers to training that helps a person

develop skills and knowledge needed for a specific workplace role.

 

 

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Key features of VET in Australia

The Australian vocational education and training (VET) system is:

● industry led

● national

● client-focused.

 

Figure: Key features of Australia’s VET system

 

More detail about each key feature follows:

 

Industry-led

Employers and industry representatives define VET outcomes for their industry. VET

therefore addresses ‘real life’ workplace expectations.

 

National

The VET system in Australia is jointly managed by state, territory and Australian

governments.

A national VET system means that a person’s abilities will be easily understood and

formally acknowledged throughout Australia.

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National Recognition

A person who is assessed as ‘competent’ in a particular task in Townsville

can move to Perth and receive ‘National Recognition’ for the competency

achieved in Townsville.

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 11

Client-focussed

The national VET system emphasises the need for a client-focussed approach to

training and assessment.

 

 

Australia’s VET system is flexible and responsive to client needs. Here’s how:

 

1. Australia’s VET system is a flexible system

A competency-based system focuses on what a person can do, not on what

training they have undertaken. Participating in training isn’t the only way to get a

qualification.

 

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p le

 

Flexible pathways

A person may be deemed competent based on the skills and knowledge that they can

demonstrate—how they acquired these skills and knowledge is not important. They may

have acquired the relevant skills and knowledge in any or all of the following ways:

● through participation in a formal learning program (face-to-face, online, blended,

group or individual learning)

● through ‘on the job’ experience

● through personal experience, research, reflection and/or observation.

 

2. Australia’s VET system is responsive to client needs

A fundamental principle of the Australian VET system is that all vocational

education and training must be tailored to reflect the learners’ needs and context.

In other words, training and assessment services delivered must:

● address the specific needs of the clients (participants, plus other client

stakeholders)

● be relevant to the real-life workplaces of the participants.

 

 

 

A client-focussed approach—a ‘plain English’ definition

A client-focussed approach means that training and assessment services

offered by an RTO are provided with the needs of the client in mind.

 

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 12

Competency-based training and assessment

 

 

What does it mean to be competent?

In the Standards for Registered Training Organisations (RTOs) 2015, ‘competency’ is

defined as:

… the consistent application of knowledge and skill to the standard of

performance required in the workplace. It embodies the ability to transfer and

apply skills and knowledge to new situations and environments.

Standards for Registered Training Organisations (RTOs) 2015, Glossary

 

What are competency standards?

 

 

In Australia’s VET system, each competency standard has two parts:

1. Unit of competency—

Describes competent performance—gives a ‘picture’ of competence

A unit of competency is a document that describes the requirements for how a

particular workplace task or activity is to be performed.

2. Assessment requirements for the unit—

Lists requirements for assessing competence in the unit

Each unit comes with accompanying assessment requirements. These list the

evidence individuals must provide to be deemed competent in the unit.

 

Australia’s VET system uses a competency-based approach

to training and assessment

Competency standards: a ‘plain English’ definition

Competency standards are documents

that define performance requirements for workers.

 

 

 

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Characteristics of competency-based training and assessment

(CBT)

Competency-based training (CBT) is different from more traditional formats of training.

Below are some key characteristics of CBT.

1. CBT focuses on what a person can do, not how they learned how to do it

In a CBT system, a person earns a statement of attainment or qualification when

they demonstrate their ability to perform task/s to a competent standard. How they

learned—from a family member, from workplace experience, from a formal or

informal course of study—is irrelevant.

 

2. Criteria-referenced assessment

Competency-based assessment aims to be an objective process in which

candidates are evaluated according to the criteria outlined in the relevant

competency standards. Therefore, everyone is trained and assessed against a

consistent standard that is nationally-recognised.

 

3. Recognition assessment

Also known as recognition of prior learning (RPL) or recognition of current competence (RCC)

Recognition assessment is an important characteristic of CBT. It is an assessment

process whereby people are assessed and given formal recognition for

competence they already have, regardless of how it was learned. Recognition

assessment means that people may be assessed without having to be trained first.

 

4. Flexible and personalised delivery

CBT is client-focussed, meaning that training and assessment approaches must be

appropriate and relevant for the client.

Therefore, whereas two different registered training organisations (RTOs) may

offer the same nationally-recognised qualification, the training and assessment

approach offered by the two RTOs will likely be different, since each must deliver

the qualification in a way that meets the needs and contexts of their own clients.

CBT is therefore flexible in the way it may be delivered. Flexible training delivery

does not mean that CBT is haphazard or ad-hoc. RTOs must go through an audit

process in which they produce a training and assessment strategy for each

nationally-recognised qualification they want to offer, and demonstrate how this

strategy addresses competency requirements, in a way that is appropriate for their

target client/s.

 

5. Immediate application

In CBT, emphasis is placed on training only skills which are needed, and can be

applied immediately in the workplace.

 

 

 

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What may VET students enrol in?

VET students may enrol in and attain any of the following:

Qualification

A qualification is awarded when an individual demonstrates competence in all units of

competency that make up the qualification.

People who attain a qualification receive:

● testamur that names the qualification awarded (e.g. Certificate, Diploma, etc.),

plus

● record of results that lists the units completed towards the qualification.

 

Skill Set

Skill set means a single unit of competency or a combination of units of

competency from a training package which link to a licensing or

regulatory requirement, or a defined industry need.

Standards for Registered Training Organisations (RTOs) 2015, Glossary

People who attain a skill set receive a statement of attainment that names the skill

set and lists the units of competence that make up the skill set.

 

Unit of Competence

A person may demonstrate competence in a single workplace task as reflected in a unit

of competency.

People who attain a unit of competence receive a statement of attainment which

names the unit attained.

 

Accredited Course

An accredited course is a nationally-recognised course that reflects a community,

industry, or workplace need that isn’t addressed by an existing qualification or skill set.

People who attain an accredited course receive either a statement of attainment that

names the accredited course attained.

You’ll find more detailed information about accredited courses starting on page 38.

 

The figure on the next page illustrates the differences between a qualification, a skill

set, and a unit of competence.

 

 

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Figure: Qualifications vs Skill Sets vs Units of Competence

 

Qualification Skill set Unit of competence

Focus Qualifications are based on a typical ‘job’ in a particular

industry

Skill sets are a group of units that reflect

a specific—sometimes specialised—

workplace function

A unit of competence reflects one job

function or work activity

Examples TAE40116

Certificate IV in Training and Assessment

TAESS00014

Enterprise Trainer-Presenting Skill Set

TAEDEL301

Provide work skill instruction

Suitable for Trainers and assessors working for a registered training

organisation

Individuals who deliver presentations and

non-accredited training to groups

Someone who may occasionally be asked to

help an employee learn to perform a

particular work activity

Unit/s required

10 units total (9 core plus 1 elective)

9 core units:

TAEDES401 Design and develop learning programs

TAEDES402 Use training packages and accredited courses to

meet client needs

TAELLN411 Address adult language, literacy & numeracy skills

TAEDEL401 Plan, organise and deliver group-based learning

TAEDEL402 Plan, organise and facilitate workplace learning

TAEASS401 Plan assessment activities and processes

TAEASS402 Assess competence

TAEASS403 Participate in assessment validation

TAEASS502 Design and develop assessment tools

1 elective unit—for example:

BSBCMM401 Make a presentation

 

2 units required:

TAEDEL301 Provide work skill instruction

BSBCMM401 Make a presentation

TAEDEL301 Provide work skill instruction

 

 

 

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VET Quality Framework

Introduction to the VET Quality Framework

 

 

About the VET Quality Framework

The term ‘VET Quality Framework’ first appeared in the National Vocational Education

and Training Regulator Act 2011. This Act defines the regulatory powers of Australia’s

National VET Regulator, the Australian Skills Quality Authority (ASQA)1.

 

The VET Quality Framework is a collection of (5) documents

These are:

1. Standards for Registered Training Organisations (RTOs) 2015

2. Australian Qualifications Framework (AQF for short)

3. Fit and Proper Person Requirements

4. Financial Viability Risk Assessment Requirements

5. Data Provision Requirements.

 

For more information about the VET Quality Framework

Visit the ASQA website: <asqa.gov.au/about-asqa/national-vet-

regulation/vet-quality-framework.html> (accessed 04.01.2018)

This manual discusses the two components of the VET Quality Framework that trainers

and assessors use most often—the Australian Qualifications Framework and the

Standards for Registered Training Organisations.

 

 

 

1 For more information about ASQA, see the section of this manual called, ‘Major Players’ in the National

VET System.

The VET Quality Framework is aimed at

Registered Training Organisations (RTOs)

‘VET Quality Framework’ is the term given to the group of key documented

systems and frameworks that collectively define how RTOs must operate

 

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 17

Australian Qualifications Framework (AQF)

 

 

What is the Australian Qualifications Framework?

The AQF website offers the following explanation of the AQF:

The Australian Qualifications Framework (AQF) is the policy for regulated

qualifications in the Australian education and training system. The AQF was

first introduced in 1995 to underpin the national system of qualifications in

Australia encompassing higher education, vocational education and training

and schools. The AQF is the agreed policy of Commonwealth, State and

Territory ministers.

<https://www.aqf.edu.au/what-is-the-aqf> (accessed 04.01.2018)

 

How is the AQF structured?

The AQF features:

● ten (10) levels

of nationally-recognised qualifications

● from all educational sectors

in Australia. These are:

1. The school sector

2. The tertiary sector, including:

– vocational education and training (VET)

– higher education.

 

 

 

Fit &

Proper

Person Requirements

AQF

VET Quality Framework

Data

Provision Requirements

Financial

Viability Risk

Assessment

Requirements

Standards

for RTOs

 

 

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SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 18

Table: Australian Qualifications Framework

The table below lists the qualifications that make up each of the 10 AQF levels, and

summarises requirements for graduates of each qualification level.

 

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