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This guide provides trainers and assessors with a set of materials which focus on processes that will assist employees working at the Australian Qualifications Framework (AQF) level 3 to gain the necessary skills and confidence to enable them to participate in training aligned to higher level qualifications. These qualifications balance technical aspects of construction work with supervisory and management responsibility. The guide is comprised of three learning modules and two supporting resources. Show less

The VOCEDplus landmark documents are key documents considered by history and authoritative commentary to have influenced the development of the Australian vocational education and training (VET) system, providing vision and/or leading to significant change. This paper is part of a series of overviews that analyse and describe how these landmark documents impacted on the development of various aspects of Australia's VET sector. Its focus is on the impact the landmark documents have had on training and assessment in Australia's VET system. This overview demonstrates how training and assessment, as fundamental activities of vocational education, were viewed in different ways across the landmark documents. Up to the mid-1980s, a more traditional, educational perspective was evident with training seen as a practice comparable to that of schooling. The Dawkins policy papers of the late 1980s signalled a significant shift in the conceptualisation of training and assessment as playing a key role in national skills formation. Assessment not only confirmed and measured individual learning progress but served as a guarantee of system quality.

The landmark documents covered in this analysis are: TAFE in Australia: report on needs in technical and further education, April 1974 [Kangan report] (TD/LMR 85.637); Education, training and employment: report of the Committee of Inquiry into Education and Training [Williams report] (TD/LMR 85.677); COSTAC overseas mission to study developments in vocational education and training (TD/TNC 87.1259 and TD/TNC 90.776); Successful reform: competitive skills for Australians and Australian enterprises [FitzGerald report] (TD/LMR 85.636); Young people's participation in post-compulsory education and training: report of the Australian Education Council Review Committee [Finn review] (TD/LMR 85.641); Key competencies: report of the Committee to advise the Australian Education Council and Ministers of Vocational Education, Employment and Training on employment-related key competencies for postcompulsory education and training [Mayer report] (TD/LMR 85.658); [Dawkins trilogy]: A changing workforce (TD/LMR 85.675); Improving Australia's training system (TD/LMR 85.676); Skills for Australia (TD/LMR 85.648); Training costs of award restructuring: report of the Training Costs Review Committee [Deveson report] (TD/LMR 85.635); The Australian Vocational Certificate Training System [Carmichael report] (TD/LMR 85.646); Moving on: report of the high level review of training packages (TD/LMR 85.653); Formal preparation of TAFE teachers in Australia: a report to the Council by the Staff Development Advisory Committee [Fleming report] (TD/LMR 85.662); Enterprising nation: renewing Australia's managers to meet the challenges of the Asia-Pacific century [Karpin report] (TD/LMR 85.651). Show less

Competency-based training (CBT) has been fundamental to how accredited vocational education and training (VET) is delivered in Australia over the last 30 years or so, and over this time both advocates and critics of this approach have emerged. Taking the format of a panel discussion, this webinar will cover issues highlighted in a recent National Centre for Vocational Education Research (NCVER) publication on CBT [available in VOCEDplus at TD/TNC 150.04] including whether there is a need to have a broader conception of what it means to be competent, one that explicitly acknowledges the importance of 'non-technical' skills and capabilities and if so, what would this mean for the capabilities required by trainers to teach and assess non-technical competencies. Other questions to be explored in the discussion are whether the CBT approach should be applied to all qualifications and whether there is a place for graded or proficiency-based assessment. Where relevant, the relationship between these issues and elements of the Commonwealth government's proposed new qualification model may be explored.

Summary from publisher's website. Show less

The NSW TAFE Commission has agreed that in developing courses for accreditation, it will meet the requirements of the National Framework for the Recognition of Training (NFROT). One of the requirements of NFROT is that Recognition of Prior Learning (RPL) is available. RPL is one element in the provision of recognition for students. Other elements of recognition include standard and non-standard exemptions.

In order to provide a coordinated recognition service to clients of TAFE NSW this evaluation was initiated to investigate the procedures being used in relation to non-standard exemptions and to discern what factors are essential for a successful and efficient service.

The evaluation focused on existing procedures for non-standard exemptions. At the conclusion of the evaluation ten recommendations for improvement were given. These included:

Simplifying the existing system

Consistency across the state

Devolvement of responsibility to teaching sections where appropriate

Subject-specific guidelines be written

After implementation of the report, a follow up review was undertaken to evaluate its success (see Non-standard exemptions: review of the implementation in TAFE NSW TD/NSW 43.14) Show less

This publication is comprised of a 76-page learner guide and a 14-page resources pack designed to be used in a variety of learning contexts. The learner guide includes: an orientation to the National Reporting System (NRS); activities to help trainers and assessors determine appropriate language, literacy and numeracy levels for the settings in which they work; and advice on when and how to work with specialist language, literacy and numeracy trainers. The resources pack includes: a shortened version of the NRS; and tools to help locate and determine appropriate language, literacy and numeracy in vocational settings to develop training and assessment materials. This pack is designed for learners to take into their future practice as trainers and/or assessors. This resource supports TAA04 Training and assessment training package, indexed at TD/TNC 80.252. Show less

This Professional Development Kit is the key outcome of the Demonstrating Best Practice Project - Using Self-Assessment. This project was undertaken by The Chisholm Institute, Frankston Campus and aimed to enable teachers and trainers to align their work practice with the organisation's strategic directions. The Kit describes a Self-Assessment Model for use by teachers and trainers to ensure that their planning and career development requirements are aligned to the organisation's strategic directions. Show less

This guide is to help Registered Training Organisations (RTOs), teachers, trainers and administrators in South Australia make the transition from accredited courses to qualifications in the Civil Construction Training Package. It is designed to be read in conjunction with the endorsed components of the training package. In particular the guide identifies: (1) the courses to be replaced by qualifications in Training Packages; (2) the nominal hours for qualifications and each unit of competence; (3) the relationship between existing modules and units of competence; (4) transition arrangements for courses, students and RTOs; and (5) the New Apprenticeship arrangements approved in South Australia. Show less

This report reviews driving simulators for driver training and assessment, with a focus on novice drivers. The report initially considers the practicalities and issues relating to the use of driving simulators, then considers the role and effectiveness of simulators for novice driver training and novice driver assessment, followed by a case study of an ongoing study investigating simulator based novice driver training. Finally, an overall conclusion is presented.

Edited excerpt from publication. Show less

This paper was delivered at a National Conference on Post-Compulsory Education and Training, sponsored by the Australian College of Education, held in Canberra on November 14, 1991. The author asks whether the increase in Year 12 completion and major expansion in TAFE participation envisaged by the Finn report (indexed at TD/TNC 85.641) are likely to occur. A key uncertainty is whether the upper secondary years will be attractive enough to students. More detailed thought needs to be given to the relationship between schools and industry than is found in Finn. It also needs to be made clear what TAFE is to offer after Year 12, and how it relates to industry. The author also raises the issue of key competencies, and warns that in placing more emphasis on how competence is to be assessed than upon how it is to be developed, the risk is run that the most important workplace competencies will be ignored as too hard to measure and report. Show less

Self-assessment is a crucial skill that students need to develop during their educational years, especially at those educational levels where the curriculum leads to future jobs. By being able to assess their own performance, students can become self-regulated learners and continue their professional development throughout their careers. This chapter will explore what is known about self-assessment through an updated version of the state-of-the-art. Firstly, it will be defined what self-assessment is, the different forms it can take, and which of those forms are most conducive to enhancing students' learning. Secondly, it will be explored what is the relationship between self-assessment and academic achievement and between self-regulated learning strategies and self-efficacy. That section will also present an overview of the learning and psychological effects of self-assessment to conceptualize the internal cognitive, motivational, and emotional processes that are involved. Thirdly, extracted from the research literature, it will be explored what are the best instructional methods to train students to develop their self-assessment skills. In that section, both recommendations on how to help students develop the requisite skills and recommendations for teachers' training will be presented. Lastly, we will build from best-research examples on vocational education and training to consider how self-assessment can best be implemented and extract practical implications and recommendations.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 137.1084. Show less