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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

The Training Package for Assessment and Workplace Training is likely to be completely overhauled if the Australian National Training Authority (ANTA) and the States accept the recommendations of the recently completed Review report. The National Assessors and Workplace Trainers (NAWT) Division of Business Services Training (BST) has identified the need for major content change if this Training Package is to meet the needs of its users and other key stakeholders in the vocational education and training (VET) sector.

The report found that the Training Package has a broader, more systemic and strategic role in VET than was initially envisaged. The authors argue for a change of title and unit content and question the uneven quality of the implementation of the Training Package and a number of policy recommendations have been put to ANTA to address this concern. Show less

Within the Australian vocational education and training (VET) sector quality and consistency of competency based assessment (CBA) has become a critical issue for Registered Training Organisations (RTOs). Assessments against training package standards are conducted in a wide range of different contexts and for the process of mutual recognition between RTOs to work effectively there needs to be widespread confidence in assessment decisions. Under mutual recognition each State and Territory has agreed to recognise Training Packages and accredited courses and RTOs are required to recognise the Australian Qualifications Framework (AQF) qualifications and statements of attainment issued by other RTOs.

To date, the focus of assuring assessment quality has concentrated on developing, clarifying and regularly reviewing competency standards and the registration and audit of training providers. The Australian VET sector has relied more on self-regulation in comparison to the systems in some other countries such as the United Kingdom (UK) and New Zealand (NZ), which are regulated centrally. The Australian Quality Training Framework (AQTF) 2001 provides RTOs with a revised set of standards they must comply with to maintain their registration as training providers. AQTF Standard 9.2 focuses specifically on the requirement for RTOs to develop appropriate strategies to validate their assessment systems and processes.

Given the shortage of material and specific case studies relating to assessment validation available for RTOs, the Assessment Validation project aimed to support groups of NSW RTOs from different sectors in piloting assessment validation strategies relevant to their specific assessment context, document the experience and develop materials that other RTOs could adopt when developing their own validation strategies.

Some key project outcomes: (1) the core group of 55 VET sector assessors gained 'hands on' experience in facilitating assessment validation meetings or activities; (2) over 300 VET sector assessors attended information sessions about assessment validation and the new AQTF requirements and many of these assessors have worked with colleagues on assessment validation activities; (3) case studies using specific validation activities suggesting what works best for different types of RTOs and how RTOs dealt with issues such as geographic isolation, lack of resources, part time teachers etc.; (4) a set of materials including templates, a poster and set of overhead transparencies (OHTs) that can be accessed by other RTOs or groups of assessors establishing an assessment validation strategy; and (5) three specific industry networks of assessors.

Excerpt from published paper reprinted by permission of the copyright owner. Show less

This is the annual update of the Training and Skills Commission's Skills for Jobs five-year plan for skills and workforce development in South Australia. The Commission's advice in the 2012 plan focuses on the twin challenges of participation and productivity which will drive growth for tertiary level qualifications over the next five years. During 2013, the Commission will focus on strategies to reach a 69 per cent workforce participation rate by 2025. To achieve higher levels of participation it is important that training gives individuals the skills they need for sustainable employment. The State Government's Skills for All policy, announced in February 2011, is making fundamental changes to the [vocational education and training] VET system in South Australia. Skills for All is largely in line with the Commission's reform recommendations to government, including the fundamental shift from a supply focused system to one driven by student and industry demand. The Commission is working with the State Government to ensure that graduates of the new system have the skills and knowledge that industry needs.

Edited summary from the TASC website. Show less

The transition to vocational education and training (VET) in schools programs based on training packages presents challenges to meet industry and accreditation requirements and to align with existing industry practices. For the specific context of a VET in schools course it may be necessary to satisfy both school sector and VET sector assessment requirements. This guide is designed to help teachers in schools and Registered Training Organisations (RTOs) to understand the requirements of the endorsed components of the Information technology training package and to make optimum use of other industry-developed teaching, learning and assessment resources available. It is intended to complement the available training package materials by offering interpretations and examples from a VET in schools perspective. Accompanying guides relevant to the information technology industry may be found at TD/TNC 61.32 and TD/TNC 61.34.

Training package resources for VET in schools for other industries are indexed from TD/TNC 61.30 to TD/TNC 61.45. Show less

For a number of years, Australian employers, educators and policy-makers have been conscious of the need to build the language, literacy and numeracy skills of the adult population. This guide provides information for facilitators planning to deliver this workshop on 'Addressing Foundation Skills in Vocational Assessment Tools'. The background information is recommended as pre-reading before delivering the session to provide context and background on the focus on foundation skills and current initiatives to address the challenge. This guide is not intended to be prescriptive but rather supportive for experienced facilitators with skill, knowledge and an interest in improving student outcomes by enhancing assessment tools through the use of the Foundation Skills Training Package as a resource.

Edited excerpt from publication. Show less

Quality training and assessment is an important topic in the current discussion about vocational education and training (VET). Service Skills Australia (SSA) is responsible for the development of training packages for service industries. In this role, SSA consults and engages with industry, training organisations, government and other stakeholders to develop and support the implementation of nationally recognised training products that respond to industry skill needs. This paper will give an overview about key activities and policy reviews in the VET sector and will then summarise trends and major issues in feedback data from industry from over a decade of training package review and development. This highlights gaps in the current discussions like the development of comprehensive evaluation framework, a re-evaluation of the way VET implements recognition of prior learning (RPL) and the implementation of a truly nationally consistent training and education system that responds to the needs of industry. The paper will combine this with further research SSA has undertaken with industry to develop the Service Industries 2009 Environmental Scan (indexed at TD/TNC 95.679) and through its continuous improvement projects. Furthermore, the paper will look towards the design and implementation of 'next generation' training packages, and provide some thoughts on what these products could/should look like. Show less

This DVD is designed to assist workplace trainers and assessors to develop strategies for delivering and assessing the aged care work units of competency that have language, literacy and numeracy skills embedded in them. The video demonstrates specific learning strategies to be used to develop workplace communication competence and assessment strategies that take into account the language and literacy profile of the workplace. Although developed for the aged care sector, the learning and assessment strategies described are relevant to a range of workplaces and industries. This resource supports CHC02 Community Services Training Package. Show less

The authors report anecdotal evidence that competency based assessments at Australian Qualifications Framework (AQF) levels 5 and 6 are considered 'different' from those at AQF level 4 and below. Some trainers and assessors have experienced difficulty especially in workplace assessments, commenting that some competencies at these levels are difficult to observe and conceptualise which leads to difficulty developing assessment procedures. The project here reported on has developed from informal attempts to quantify what assessment skills and knowledge might be required. The research will consist of: a literature review; a review of training packages containing diplomas and advanced diplomas; a survey of registered training organisations (RTOs) and their assessors; focus groups to review and comment on the interim findings; and analysis and reporting of the research. This report describes the interim outcomes of the literature review and survey.

The volume of collected papers is indexed at TD/TNC 66.434, individual papers are indexed from TD/TNC 66.435 to TD/TNC 66.461 and a collection of Powerpoint presentations from the conference may be found at TD/TNC 66.462. Show less

Recognition of prior learning (RPL) in the Australian vocational education and training (VET) system is the process of assessing someone's relevant prior learning and existing skills to grant formal recognition. RPL is an important mechanism for people with pre-existing skills to gain formal recognition. There are however known issues with RPL, as it can be costly and difficult to offer as a training provider. This report explores the nature of RPL that is taking place in Australia from a variety of dimensions.

Published abstract. Show less