1 TAE40110 Certificate IV in Training and Assessment Press Crtl + Click to go to link Table of Contents TAE40110 Certificate IV in Training and Assessment... 1 Press Crtl + Click to go to link... 1 Table of Contents... 1 Employment opportunities... 2 Prerequisite requirements... 2 Pathways from the qualification... 2 Licensing, legislative, regulatory or certification considerations... 4 Entry Requirements... 4 EMPLOYABILITY SKILLS QUALIFICATION SUMMARY... 4 Understanding Unit of Competency Codes... 6 Who can deliver, assess and issue the qualification?... 7 Characteristics of Learning Outcomes at Cert IV level:... 8 Responsibilities of TAE assessors... 9 Code of practice for assessors... 9 What is competency? Vocational Competence Recognition of Prior Learning... 12
2 TAE40110 Certificate IV in Training and Assessment Achievement of this qualification or an equivalent by trainers and assessors is the minimum requirement to deliver nationally recognized training and assessment services in the VET sector. This qualification, or the skill sets derived from units of competency within it, is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program. Employment opportunities Job roles associated with this qualification relate to the delivery of training and assessment of competence within the VET sector. Possible job titles and roles relevant to this qualification include: enterprise trainer enterprise assessor registered training organisation (RTO) trainer RTO assessor training adviser or training needs analyst vocational education teacher. Prerequisite requirements There are no prerequisite requirements for individual units of competency. Pathways from the qualification After achieving TAE40110 Certificate IV in Training and Assessment, candidates may undertake TAA50104 Diploma of Training and Assessment or may choose to undertake TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice.
3 The challenges for education that workforce demands pose come at a time when the importance of the education sector to Australia s future prosperity is extremely high. Higher-level skills are increasingly required by industry; and VET plays an important role in providing opportunities to people who otherwise would not be engaged in education and training. The skill, capability and capacity of the VET sector to deliver high quality provision and to adapt to changing needs in the economy will increase as the competitive demand in the economy grows. The IBSA Environmental Scan (2009) identified the following growth in job roles for the sector that have specific relevance for this Training Package: training and development professional workplace assessor training centre manager vocational education teacher career counsellor curriculum advisory teacher e-learning education adviser and reviewer teacher of English as a second language trade trainer. While a significant proportion of VET-acquired skills covered by this Training Package are used in the VET component of education, they are also used in other areas, such as higher education and schools. In addition, there is also a significant number of workplace assessors and qualified trainers spread throughout industry.
4 The challenges for education that workforce demands pose come at a time when the importance of the education sector to Australia s future prosperity is extremely high. Higher-level skills are increasingly required by industry; and VET plays an important role in providing opportunities to people who otherwise would not be engaged in education and training. The skill, capability and capacity of the VET sector to deliver high quality provision and to adapt to changing needs in the economy will increase as the competitive demand in the economy grows. The IBSA Environmental Scan (2009) identified the following growth in job roles for the sector that have specific relevance for this Training Package: training and development professional workplace assessor training centre manager vocational education teacher career counsellor curriculum advisory teacher e-learning education adviser and reviewer teacher of English as a second language trade trainer. Licensing, legislative, regulatory or certification considerations There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit. Entry Requirements Not applicable. EMPLOYABILITY SKILLS QUALIFICATION SUMMARY TAE40110 Certificate IV in Training and Assessment The following table contains a summary of the employability skills required by industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. Employability skill Communication Industry/enterprise requirements for this qualification include: interpreting client needs and writing to these using a range of communication skills, such as listening, questioning, reading, interpreting and writing documents writing hazard and incident reports using effective facilitation and interpersonal skills,
5 EMPLOYABILITY SKILLS QUALIFICATION SUMMARY Teamwork Problem-solving Initiative and enterprise Planning and organising Self-management including verbal and non-verbal language that is sensitive to the needs and differences of others mentoring, coaching and tutoring techniques working with colleagues to compare, review, and evaluate assessment processes and outcomes actively participating in assessment validation sessions managing work relationships and seeking feedback from colleagues and clients on professional performance developing and evaluating with others learning programs customised for individual or group needs identifying hazards and assessing risks in the learning environment using time-management skills in designing learning programs calculating costs of programs and logistics of delivery, and accessing appropriate resources generating a range of options to meet client needs interpreting the learning environment and selecting delivery approaches which motivate and engage learners monitoring and improving work practices to enhance inclusivity and learning being creative to meet clients' training needs applying design skills to develop innovative and flexible cost-effective programs researching, reading, analysing and interpreting workplace specifications planning, prioritising and organising workflow interpreting collected evidence and making judgements of competency documenting action plans and hazard reports working with clients in developing personal or group learning programs organising the human, physical and material resources required for learning and assessment working within policy and organisational frameworks managing work and work relationships adhering to ethical and legal responsibilities taking personal responsibility in the planning, delivery and review of training being a role model for inclusiveness and demonstrating professionalism examining personal perceptions and attitudes
6 EMPLOYABILITY SKILLS QUALIFICATION SUMMARY Learning Technology undertaking self-evaluation and reflection practices researching information and accessing policies and frameworks to maintain currency of skills and knowledge promoting a culture of learning in the workplace seeking feedback from colleagues facilitating individual, group-based and work-based learning using technology to enhance outcomes, including online delivery and research using the internet using student information management systems to record assessments identifying and organising technology and equipment needs prior to training using a range of software, including presentation packages Understanding Unit of Competency Codes Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows: a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in TAEASS301A; the first three characters signify the Training Package - TAE10 - in the above example and up to eight characters, relating to an industry sector, function or skill area, follow; the last character is always a letter and identifies the unit of competency version. An "A" at the end of the code indicates that this is the original unit of competency. "B", or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and where changes are made that alter the outcome, a new code is assigned and the title is changed.
7 Who can deliver, assess and issue the qualification? Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO. evoc Training and Development P/L has TAE40110 Certificate IV in Training and Assessment on our scope of registration.
8 Characteristics of Learning Outcomes at Cert IV level: Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating some theoretical concepts apply solutions to a defined range of unpredictable problems identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs in relation to specified quality standards take limited responsibility for the quantity and quality of the output of others. Reasonable adjustment, when considered in the context of the legislative responsibilities of trainers and assessors,is generally associated with: personal support services, such as providing a reader, Auslan interpreter or scribe assistive technology or special equipment the format of assessment materials, for example, electronic or oral assessment, Braille adjustment of the physical environment. Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.
9 An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment. An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship. Responsibilities of TAE assessors TAE assessors have significant responsibilities. Their judgement certifies that TAE candidates have demonstrated TAE10 Training and Education Training Package competency standards to the standard required in the workplace. Once qualified in this, candidates can use this recognition to work in a variety of training and/or assessment contexts and industries, including delivery and assessment of TAE10 Training and Education Training Package. In making the judgement of competence against TAE10 units of competency, TAE assessors must evaluate the evidence and assess the risks. Constraints and pressures are widespread - time, cost, the demand for a quick outcome - but compromise and diminution of TAE10Training and Education Training Package unit requirements are not viable options. Faithful adherence to the content and intent of the Training Package in the assessment process is critical to ensuring the VET system is staffed by competent trainers, assessors and practitioners. Code of practice for assessors The code of practice detailed below is included in these Assessment Guidelines to support professionally responsible and ethical assessment practice and to guide TAE10 assessors in the responsibilities of their work.
10 This code is loosely based on an international code developed by the US-based National Council for Measurement in Education. The code reinforces the performance outcomes of assessment units in TAE10 Training and Education Training Package. The differing needs and requirements of the candidates, the local enterprises and/or industry are identified and handled with sensitivity. Potential forms of conflict of interest in the assessment process and/or outcomes are identified, and appropriate referrals are made, if necessary. All forms of harassment are avoided throughout the assessment process and in the review and reporting of assessment outcomes. The rights of candidates are protected during and after the assessment process. Candidates are made aware of their rights and processes of appeal. Personal or interpersonal factors that are irrelevant to the assessment of competence must not influence the assessment outcomes. Evidence is verified against the rules of evidence. Assessment decisions are based on available evidence that can be produced and verified by another assessor. Assessments are conducted within the boundaries of the assessment system policies and procedures. Formal agreement is obtained from candidates and the assessor that the assessment was carried out in accordance with agreed procedures. Assessment systems and tools are consistent with equal opportunity legislation. Candidates are informed of all assessment reporting processes prior to the assessment. Candidates are informed of all known potential consequences of assessment decisions, prior to the assessment. Confidentiality is maintained regarding assessment decisions/outcomes and records of individual assessment outcomes which identify personal details and are only released with the written permission of the candidate/s. Assessment outcomes are used consistently with the purposes explained to candidates. Self-assessments are periodically conducted to ensure current competence against TAE10 Training and Education Training Package competency standards. Professional development opportunities are identified and sought. Opportunities for networking amongst assessors are created and maintained. Opportunities are created for technical assistance in planning, conducting and reviewing assessment practice and participating in validation. What is competency? The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.
11 Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself. Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications. Vocational Competence TAE10 candidates generally undertake this Training Package because they possess vocational competence in a specific industry, subject or technical area and they need to develop or extend competence in training and assessment to teach, train or facilitate the learning of other individuals in their area of vocational expertise. In some instances the TAE10 candidate may be acquiring vocational competence concurrently with their TAE10 Training and Education Training Package competencies. English language, literacy and other skill requirements candidates are expected to read and interpret training packages, develop and document learning programs and assessment tools, present information, facilitate in a number of contexts using a range of skills, and prepare various records and documents. effective language, communications and interpersonal skills and the ability to write a range of documentation. For example, TAE10 candidates are expected to read and interpret training packages, develop and document learning programs and assessment tools, present information, facilitate in a number of contexts using a range of skills, and prepare various records and documents. Technology applications are also required as part of the competency specifications of some units. Further, complex cognitive skills in planning, research, interpretation, analysis and synthesis form part of the skills requirements of many units.
12 Recognition of Prior Learning Pathways The competencies in this Training Package may be attained in a number of ways including through: formal or informal education and training experiences in the workplace general life experience, and/or any combination of the above. Assessment-Only or Recognition of Prior Learning Pathway Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved. In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF 2007 must be met (Standard 1). As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:
13 authentic (the candidate"s own work) valid (directly related to the current version of the relevant endorsed unit of competency) reliable (shows that the candidate consistently meets the endorsed unit of competency) current (reflects the candidate"s current capacity to perform the aspect of the work covered by the endorsed unit of competency), and sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills). The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios: candidates enrolling in qualifications who want recognition for prior learning or current competencies existing workers individuals with overseas qualifications recent migrants with established work histories people returning to the workplace, and people with disabilities or injuries requiring a change in career.
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