TAE Training and Education Training Package

TA Training and ducation Training Package Case for ndorsement June 2015 Submitted by Innovation and Business Skills Australia Level 11, 176 Wellington Parade ast Melbourne VIC 3002

Contents 1. OVRVIW... 1 1.1 Components for endorsement... 1 1.2 Background to project... 2 1.3 Training package development process... 2 First draft consultation attendances... 3 Second draft consultations... 4 1.4 Content of TA Training and ducation Training Package... 4 Qualifications... 4 Skill Sets... 5 SCTION 2: RSPONSIVNSS & RCOGNITION QUALITY PRINCIPLS... 6 2.1 Reflects contemporary work organisation and job profiles... 6 2.2 Driven by industry s needs... 6 2.3 Respond to government broad policy initiatives... 6 2.4 Recognise convergence and connectivity of skills... 7 2.5 Support movement of skills within and across organisations and sectors... 7 2.6 Promote national and international portability... 7 2.7 Reflect licensing and regulatory requirements... 7 2.8 Report by exception... 7 SCTION 3: FLXIBILITY & FUNCTIONALITY QUALITY PRINCIPLS... 8 3.1 Meet the diversity of individual and enterprise needs... 8 3.2 Support equitable access and progression of learners... 8 3.3 Support learner transition between education sectors... 8 3.4 Support implementation across a range of settings... 8 3.5 Support sound assessment practice... 9 3.6 Compliance with National Register requirements... 9 SCTION 4: IMPACT OF CHANGS... 10 4.1 Implementation resources and professional development of VT workforce... 10 4.2 Regulators... 11 4.3 Licensing and regulatory environments... 11 4.4 Policy environment... 11 4.5 Systemic issues that need to be addressed to ensure successful implementation... 11 APPNDIX A: COMPONNTS FOR NDORSMNT... 12 Version modification history... 12 Qualifications... 12 Unit codes and titles... 13 Mapping of qualifications/units of competency... 15 Case for ndorsement: TA Training and ducation Training Package version 2

APPNDIX B: QUALITY RPORT... 19 Standards for... 20 Standard met yes or no... 20 Comments (including any relevant comments from the quity and ditorial Reports)... 20 APPNDIX C: DTAILS OF CHANGS... 26 APPNDIX D: GROUP MMBRSHIP... 31 National Project Reference Group... 31 Subject Matter xpert Group... 31 APPNDIX : NROLMNTS AND RGISTRD TRAINING ORGANISATIONS (RTOS) WITH SCOP IN DLIVRING TA QUALIFICATIONS... 32 Case for ndorsement: TA Training and ducation Training Package version 2

1. OVRVIW Innovation and Business Skills Australia (IBSA) works in partnership with industry and key stakeholders in the vocational education and training (VT) sector to develop the business and innovation skills that are critical to the success of Australian industries, enterprises and workforces. IBSA covers the following industry sectors: Business Services Cultural and Creative Industries ducation Financial Services Information and Communication Technologies Printing and Graphic Arts. The TA Training and ducation Training Package was developed in response to identified needs in the VT sector of the education industry. ach training product in this training package has been designed specifically for building VT workforce capacity. The TA Training and ducation Training Package was first endorsed in August 2013. This submission is about the transfer of reviewed qualifications and units of competency from the TA10 Training and ducation Training Package to the TA Training and ducation Training Package. Details are provided below. 1.1 Components for endorsement This Case for ndorsement adds the listed four qualifications to the TA Training and ducation Training Package. TA40115 TA50115 TA50215 TA80315 Certificate IV in Training and Assessment Diploma of Vocational ducation and Training Diploma of Training Design and Development Graduate Certificate in Digital ducation Appendix A lists the components being submitted for endorsement. These components have been verified as meeting the requirements of the Standards for and this has been confirmed by an independent Quality Report. Appendix B of this submission includes a copy of the independent Quality Report. Appendix C of this submission sets out the detail of the major changes to the TA Training and ducation Training Package. Appendix D of this submission sets out the membership of the National Project Reference Group and the Subject Matter xpert Group. Appendix provides information about enrolments in TA qualifications and registered training organisations (RTOs) with scope to deliver the qualifications. An Implementation Guide to support the TA Training and ducation Training Package has been developed and quality assured and is available on the IBSA website. Skill Sets (which are not for endorsement) are listed on page 5 of this Case for ndorsement. Case for ndorsement: TA Training and ducation Training Package version 2 1

1.2 Background to project IBSA developed the TA Training and ducation Training Package in 2013 when the specialist qualifications for language, literacy and numeracy (LLN) practitioners were updated. It was always IBSA s intention to review the remaining components of the TA10 Training and ducation Training Package to ensure they meet: current industry needs requirements of the Standards for. In addition, the National Foundation Skills Strategy for Adults endorsed a policy that all VT practitioners should have a prescribed level of skills and knowledge in LLN. Further details about the flow-on effects of the packaging rules for each qualification are provided in Section 1.4: Content of TA Training and ducation Training Package. 1.3 Training package development process In 2013, IBSA set up a National Project Reference Group (NPRG) with representation from key stakeholder groups to oversee the training package development process. IBSA also established a Subject Matter xpert Group (SMG) to provide specific advice about the content of some units of competency and qualifications. The first draft of the revised qualifications and units was developed with input from various reports and submissions to IBSA since the last review. A consultation paper was then developed and widely circulated late in 2013. The first draft was also developed using feedback on the Certificate IV in Training and Assessment received through audit reports and comments about training and assessment quality in the 2013 Australian Skills Quality Authority (ASQA) report, Training for aged and community care in Australia a national strategic review of registered training organisations offering aged and community care sector training. The first draft proposed the following key changes or considerations, which were used as the basis for consultative workshops: increase the number of core units of competency in the Certificate IV in Training and Assessment to eight and include TALLN411 Address adult language, literacy and numeracy skills, in line with the National Foundation Skills Strategy for Adults enhance the assessment requirements in some units of competency consider the need for entry requirements for any or all qualifications. Following the release of the first draft of revised units of competency and qualifications in early November 2013, webinars and face-to-face consultative workshops were held during November and December. The workshop attendance details are provided below. Case for ndorsement: TA Training and ducation Training Package version 2 2

First draft consultation attendances Workshop Registered Attended Perth 15 November AM 50 37 Perth PM 24 17 Adelaide 18 November AM 31 20 Adelaide PM 22 13 Canberra 21 November 39 24 Sydney 22 November AM 54 30 Sydney PM 46 13 Brisbane 25 November AM 39 16 Brisbane PM 33 18 Darwin 27 November 16 9 Hobart 2 December 23 14 Melbourne 4 December AM 42 22 Melbourne PM 37 11 Webinar 20 Nov 53 40 Webinar 29 Nov 90 68 Webinar 3 Dec 94 70 TOTAL 693 422 ach three-hour workshop focused on the proposed changes to the TA units and qualifications, including those required by the Standards for. The majority of participants in the face-to-face workshops were from RTOs directly involved in the delivery of the Certificate IV qualification. Additional feedback was received on the IBSA review and feedback register, and some submissions were sent directly to IBSA by email. Feedback received from the workshops focused heavily on the Certificate IV core units. Although not directly related to the review of the training package, the IBSA Board had also identified the Certificate IV in Training and Assessment as a critical qualification within its set of training packages. In December 2013, IBSA convened a roundtable of experienced decision-makers in the VT system to talk through issues relating to the Certificate IV in Training and Assessment. This included representation from ASQA, the Office of the National Skills Standards Council, TAF Directors Australia, the Australian Council for Private ducation and Training (ACPT) and others. After the six-week feedback period on the first draft, IBSA developed a second draft in January 2014, which was then reviewed and revised by the SMG and NPRG. Case for ndorsement: TA Training and ducation Training Package version 2 3

Second draft consultations The second draft of the revised TA units of competency and four qualifications were posted on the IBSA website on 17 February 2014. Webinars were conducted during March 2014. Attendance details are provided below. Webinar Registered Attended 5 March 98 78 6 March 97 86 12 March 31 24 12 March 16 9 12 March 40 26 TOTAL 282 223 ach 90-minute webinar presented the proposed changes to the TA units and qualifications. The facilitator used workshop presentation slides and answered questions posed by participants. All participants were encouraged to provide feedback to IBSA by email or through the website. In addition, teleconferences with state and territory training authority representatives were held on 19 March and 27 May just prior to a scheduled NPRG meeting. The purpose of the teleconferences was to inform the states and territories of the progress of the project and to invite them to encourage further participation, particularly from employers, in the consultation and feedback process. In response to feedback on the second draft, IBSA made further revisions to the units of competency and qualifications. The NPRG and SMG were again invited to comment and a final draft was developed and agreed to by the NPRG. 1.4 Content of TA Training and ducation Training Package 1.4.1 Qualifications The following qualifications from the TA10 Training and ducation Training Package are included in the TA Training and Assessment Training Package: TA40115 Certificate IV in Training and Assessment TA50115 Diploma of Vocational ducation and Training TA50215 Diploma of Training Design and Development TA80315 Graduate Certificate in Digital ducation. All qualifications were reviewed and revised to meet the Standards for. Other key changes to qualifications, together with rationale and feedback, are discussed below. It should be noted that the qualifications TA50310 Diploma of International ducation Services and TA70311 Graduate Certificate in International ducation Services, currently residing in the TA10 Training and ducation Training Package, will not be carried forward as they have attracted nil enrolments. Following consultations the qualifications TA70210 Graduate Certificate in Management (Learning) and TA80210 Graduate Diploma of Management (Learning), currently residing in the TA10 Training and ducation Training Package, have been migrated to the BSB Business Services Training Package. Case for ndorsement: TA Training and ducation Training Package version 2 4

1.4.2 TA40115 Certificate IV in Training and Assessment Summary of proposed changes Addition of TALLN411 Address adult language, literacy and numeracy skills to the core Addition of entry requirement Group defined as 8 in unit of competency TADL401 Plan, organise and deliver group based learning Holding the Diploma of VT to deliver the qualification TA40115 Certificate IV in Training and Assessment Degree of stakeholder support Substantial Substantial Varying* Substantial *A consensus agreement on group size could not be reached. While there was no pedagogical research to show that eight was an appropriate number, a group of eight was proposed based on the advice of experienced trainers. They suggested that a group of eight was large enough to enable candidates to demonstrate that they could competently interact with, and provide feedback to, a group of sufficiently diverse learners. This group size also enables candidates to demonstrate competence in terms of managing their time effectively with a large enough group. These changes, which are detailed in Appendix C, include: the unit of competency TALLN411 Address adult language, literacy and numeracy skills incorporated into the core of TA40115 Certificate IV in Training and Assessment an entry requirement for candidates to demonstrate vocational competency in their proposed teaching and assessing area a requirement that a graduate of the TA40115 Certificate IV in Training and Assessment be competent in facilitating a group of at least eight individuals for those delivering the TA40115 Certificate IV in Training and Assessment to hold either TA50111 Diploma of Vocational ducation and Training or TA50115 Diploma of Vocational ducation and Training. 1.4.3 TA50115 Diploma of Vocational ducation and Training, TA50215 Diploma of Training Design and Development and TA80315 Graduate Certificate in Digital ducation The major change to the TA50115 Diploma of Vocational ducation and Training is that the unit of competency TALLN501 Support the development of adult language, literacy and numeracy skills has been moved from an elective into the core of the TA50115 Diploma of Vocational ducation and Training. In addition, all units in all three qualifications have been updated to meet the Standards for Training Packages. Details of changes to all qualifications are at Appendix C. 1.4.4 Skill Sets Skill Sets remain as they were in the TA10 Training and ducation Training Package with the addition of a new Advanced Assessor Skill Set and the Address Foundation Skills in Vocational Practice Skill Set, which already reside in the TA Training and ducation Training Package Version 1. The Skill Sets in the new Training Package are listed below: TASS00009 Address Foundation Skills in Vocational Practice Skill Set TASS00010 Advanced Assessor Skill Set TASS00011 Assessor Skill Set TASS00012 nterprise and Industry ngagement Skill Set TASS00013 nterprise Trainer-Mentoring Skill Set TASS00014 nterprise Trainer-Presenting Skill Set Case for ndorsement: TA Training and ducation Training Package version 2 5

TASS00015 nterprise Trainer and Assessor Skill Set TASS00016 Sustainable Practice Skill Set TASS00017 Workplace Supervisor Skill Set. SCTION 2: RSPONSIVNSS & RCOGNITION QUALITY PRINCIPLS 2.1 Reflects contemporary work organisation and job profiles IBSA has conducted consultations with relevant stakeholders across Australia to ensure that the development of the revised units of competency and qualifications were informed by industry input. Stakeholders views were sought on key issues impacting the structure and content of the TA Training and ducation Training Package. These views have been used to inform the development of the training package, Implementation Guide and other resources that will support the implementation of the training package. Section 1.3: Training package development process in the Overview details the consultation processes used to inform development of the TA Training and ducation Training Package. 2.2 Driven by industry s needs IBSA developed the revised units of competency and qualifications to meet industry needs, as summarised below and detailed in Appendix C. nhanced LLN skills: The VT sector needs teachers and assessors who have a greater understanding of the LLN skills required in their vocational areas. This has been achieved by placing the unit of competency TALLN411 Address adult language, literacy and numeracy skills into the core of TA40115 Certificate IV in Training and Assessment. Ability to work with groups of learners: Significant numbers of stakeholders indicated their expectation that all graduates with a Certificate IV in Training and Assessment have the competency required to work with a learner group of at least eight individuals. Skilled trainers: Industry expects that those who teach the teachers should have a higher qualification that focuses on training and assessing within a competency based system, or be able to show equivalent vocational competency. As the assessment requirements of both the TA50111 and TA50115 Diploma of Vocational ducation and Training require evidence of having undertaken multiple assessments and significant numbers of hours of facilitating training, it was decided that this qualification should be the requirement for those delivering the TA40115 Certificate IV in Training and Assessment. Assessment requirements have now been amended in the TA40115 Certificate IV in Training and Assessment core units of competency to reflect the new requirements. As well as meeting the relevant requirements for assessors in applicable VT legislation, frameworks and/or standards, assessors must hold the TA50115 Diploma of Vocational ducation and Training, or the TA50111 Diploma of Vocational ducation and Training, or be able to demonstrate equivalence of competencies. This new entry requirement also supports industry s expectation that teachers have demonstrated vocational competency in their proposed teaching and assessing area. 2.3 Respond to government broad policy initiatives This training package has been updated to include government policy initiatives, including the requirement for all training packages to meet the Standards for by the end of 2015 and compliance with the National Foundation Skills Strategy for Adults. Case for ndorsement: TA Training and ducation Training Package version 2 6

2.4 Recognise convergence and connectivity of skills The qualifications in the TA Training and ducation Training Package include imported units of competency from the BSB Business Services Training Package. Flexible packaging arrangements also allow the use of elective units of competency from other training packages or accredited courses. 2.5 Support movement of skills within and across organisations and sectors The TA units of competency provide training and assessment skills which can and are applied across all industries. Most other training packages allow for the inclusion of one or more TA units of competency or Skill Sets. In particular the Assessor Skill Set and the two enterprise trainer Skill Sets have been designed to meet the needs of people working in a vocational area who have some responsibility for training and assessing the workforce in their own organisations. 2.6 Promote national and international portability The TA Training and ducation Training Package is nationally portable and provides national consistency for users by enabling national recognition of qualifications and unit of competency attainment. The qualification outcomes align with the Australian Qualifications Framework (AQF) and the relevant descriptors and the structures of the qualifications are clearly set out. As mentioned above, the Skill Sets also encourage portability as they can be applied in any industry context. 2.7 Reflect licensing and regulatory requirements The Standards for Registered Training Organisations (RTOs) 2015 require trainers and assessors of nationally endorsed qualifications to hold the TA40110 Certificate IV in Training and Assessment or its successor. The new TA40115 Certificate IV in Training and Assessment will replace this qualification. 2.8 Report by exception As indicated above there was no consensus on the proposal to require that a graduate of the TA40115 Certificate IV in Training and Assessment be competent in facilitating a group of at least eight people. See sections 3.4, 4.1 and Appendix C for detailed discussion of this proposal. Case for ndorsement: TA Training and ducation Training Package version 2 7

SCTION 3: FLXIBILITY & FUNCTIONALITY QUALITY PRINCIPLS 3.1 Meet the diversity of individual and enterprise needs Qualifications within the TA Training and ducation Training Package have been developed to enable flexible use. ach qualification contains clear and consistent packaging rules in line with the flexible packaging policy. ach qualification also includes a core and elective structure that allows selection of units of competency that address specific individual and enterprise needs. The Skill Sets enable enterprise trainers and assessors in particular to choose only the units of competency that meet their needs. 3.2 Support equitable access and progression of learners The TA Training and ducation Training Package recognises that there are many entry pathways into the qualifications. One point for noting is that the TA40115 Certificate IV in Training and Assessment now includes an entry requirement: TA40115 Certificate IV in Training and Assessment ntry requirement: The TA40115 Certificate IV in Training and Assessment is the only qualification in the training package with an entry requirement. This ensures that people wishing to become trainers have a vocational area in which to train. The requirement is broadly phrased to ensure it can be applied equitably. Applicants do not need to hold a specific unit of competency or qualification, but must demonstrate vocational competency (defined as broad industry knowledge and experience) in the proposed teaching and assessing area. No entry requirement applies to individual units of competency or Skill Sets within the Training Package. 3.3 Support learner transition between education sectors The qualifications in the TA Training and ducation Training Package primarily prepare people to work in a VT environment. Pathways advice is included in the Implementation Guide in line with AQF pathways policy requirements. 3.4 Support implementation across a range of settings The training package does not include undue restrictions on assessment methods or processes. Units of competency from the TA Training and ducation Training Package can be delivered and assessed in a range of settings, ensuring that people are able to demonstrate their skills and knowledge in their own work contexts. IBSA has also developed a range of materials to support the implementation of the TA Training and ducation Training Package. One point that does require noting is that RTOs will need to be able to gather a group of eight people across three sessions to deliver the unit TADL401A Plan, organise and deliver group-based learning, which is a core unit of competency in the TA40115 Certificate IV in Training and Assessment. TADL401A Plan, organise and deliver group-based learning: The performance evidence in the relevant unit of competency now requires candidates to facilitate group-based learning by preparing and delivering at least three training sessions, including: o at least two consecutive sessions of at least 40 minutes duration, that follow one of the learning program designs, to a learner group of at least eight individuals o at least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed. To meet this requirement, some RTOs may need to change their delivery and assessment strategies for this unit of competency. RTOs unable to provide candidates with the opportunity to practise the skill with a group of eight over three sessions may need to form partnerships with other RTOs and encourage learners to gather evidence for assessment in different ways. For example, candidates could deliver to other learners or to external groups, such as in the candidate s workplace. Case for ndorsement: TA Training and ducation Training Package version 2 8

3.5 Support sound assessment practice The TA Training and ducation Training Package has been developed according to the requirements of the Standards for. ach unit of competency has an associated Assessment Requirements document which articulates the performance and knowledge evidence required to demonstrate competency and the conditions for assessment. One point that requires noting relates to assessors of the Certificate IV in Training and Assessment: Assessors of the TA40115 Certificate IV in Training and Assessment must possess high level assessment skills, as they must hold either the TA50115 Diploma of Vocational ducation and Training or the TA50111 Diploma of Vocational ducation and Training or be able to demonstrate equivalence of competencies with either of these qualifications. 3.6 Compliance with National Register requirements The TA Training and ducation Training Package has been developed according to the requirements of the policy and guidelines for the development and endorsement of training packages. The qualifications, units of competency and Implementation Guide have been developed in accordance with the Standards for. The TA Training and ducation Training Package complies with the TGA/National Register standards for loading and publication. Case for ndorsement: TA Training and ducation Training Package version 2 9

SCTION 4: IMPACT OF CHANGS 4.1 Implementation resources and professional development of VT workforce As previously noted, IBSA is developing support materials to address the need for clear user guidance and advice. In relation to the impact of the key proposed changes to the units of competency and qualifications, IBSA notes the following. Introduction of LLN unit into the core of the Certificate IV IBSA has determined that the proposed TA40115 Certificate IV in Training and Assessment is not equivalent to the TA40110 Certificate IV in Training and Assessment because of the addition of TALLN411 Address language, literacy and numeracy skills to the core of the qualification. The vocational outcome of the qualification now includes the competence to address adult LLN skills in a practitioner s vocational area. This was not a required outcome of the previous qualification. The Companion Volume Implementation Guide will make it clear that someone who holds the TA40110 Certificate IV in Training and Assessment with either TALLN401A Address language, literacy and numeracy skills or TALLN411 Address language, literacy and numeracy skills will have equivalent vocational outcomes to someone holding the TA40115 Certificate IV in Training and Assessment. ntry requirement There has been concern raised by some RTOs that the entry requirement for the Certificate IV (demonstrating a broadly defined vocational background or experience) will limit the audience for the qualification to those already in employment within RTOs or wishing to enter that role. Many claimed that significant numbers of people undertook the program to develop skills in training for a broader range of training roles, many of which were outside the VT sector. Some RTOs have indicated that the qualification is needed for people who do not have an intention to work within the VT sector and may not have a subject area in which to train. As part of the implementation of this change, RTOs will need to apply judgment to determine whether or not an individual applicant meets the entry requirements. IBSA will include information about the determination of vocational competency in the companion volumes for this training package. Specification of minimum group size of eight RTOs delivering the TA40115 Certificate IV in Training and Assessment will need to provide opportunities for each candidate to prepare and deliver three sessions to a minimum group size of eight. Some RTOs may need to change their delivery and assessment strategies for this unit. RTOs unable to provide candidates with the opportunity to practise the skill with a group of eight over three sessions could form partnerships with other RTOs and encourage learners to gather evidence for assessment in different ways. If the RTO mainly targets people who will only work with smaller groups or individuals, they may wish to consider using one of the Skill Sets instead. Requirement to hold the Diploma of Vocational ducation and Training to deliver the Certificate IV in Training and Assessment As indicated there was very strong support for this proposed change, which was anticipated by key VT stakeholders. The TA50111 Diploma of Vocational ducation and Training was endorsed in 2011 and since then a number of practitioners have gained the qualification. Key stakeholders and VT practitioners were also aware of IBSA s intention to make this change. Note also that the requirement is to either hold the Diploma level qualification or be able to demonstrate equivalent competencies. IBSA will provide detailed advice on this matter through provision of a user guide. For these reasons IBSA does not believe that the requirement will constitute a significant negative Case for ndorsement: TA Training and ducation Training Package version 2 10

impact on the VT sector. The introduction of the Standards for required IBSA to write the units of competency in a different format. The increased specificity of the assessment requirements means that all training organisations need to review and redevelop learning and assessment materials. The general reaction to this change was positive as the new format is clearer and in most cases easier for RTOs to determine what is required to comply. General information about the new format is provided on the IBSA website. 4.2 Regulators IBSA will write to the VT regulators, making it clear that it has published the above advice. 4.3 Licensing and regulatory environments Not applicable. 4.4 Policy environment The TA Training and ducation Training Package was developed as a direct result of changes to the VT policy environment. Influential policy developments have included: new Standards for a revised AQF the National Foundation Skills Strategy for Adults. 4.5 Systemic issues that need to be addressed to ensure successful implementation At the time of writing there are approximately 800 RTOs with the Certificate IV in Training and Assessment on their scope of registration. It will be essential that all RTOs are aware of the changes in the training package and the consequences for them. To support this awareness IBSA has developed a range of documents, in addition to the regular website updates, to ensure that the changes are fully communicated and explained. Case for ndorsement: TA Training and ducation Training Package version 2 11

APPNDIX A: COMPONNTS FOR NDORSMNT Version modification history Training Package Code: TA Training Package Name: Training and ducation Print Version Number: 1 ndorsed Date: 15 August 2013 Copyright Year: 2013 ISC Name: Innovation and Business Skills Australia ISC Website URL: www.ibsa.org.au Modification History Version Release Date Comments 2 TBC Second release of Training Package Qualifications Qualification Code TA40115 TA50115 TA50215 TA80315 TA80113 TA80213 Title Certificate IV in Training and Assessment Diploma of Vocational ducation and Training Diploma of Training Design and Development Graduate Certificate in Digital ducation Graduate Diploma of Adult Language, Literacy and Numeracy Practice Graduate Diploma of Adult Language, Literacy and Numeracy Leadership Case for ndorsement: TA Training and ducation Training Package version 2 12

Unit codes and titles Unit Code TAASS301 TAASS401 TAASS402 TAASS403 TAASS501 TAASS502 TAASS503 TAASS504 TAASS505 TAASS801 TADL301 TADL401 TADL402 TADL403 TADL404 TADL501 TADL502 TADL801 TADL802 TADS401 TADS402 TADS501 TADS502 TADS503 TADS504 TADS505 TAICR501 TALD803 TALD804 TALD801 TALD802 TALLN411 TALLN412 TALLN413 TALLN501 TALLN801 TALLN802 Contribute to assessment Title Plan assessment activities and processes Assess competence Participate in assessment validation Provide advanced assessment practice Design and develop assessment tools Lead assessment validation process Develop and implement recognition strategies Lead and coordinate assessment systems and services Analyse, implement and evaluate e-assessment Provide work skill instruction Plan, organise and deliver group-based learning Plan, organise and facilitate learning in the workplace Coordinate and facilitate distance-based learning Mentor in the workplace Facilitate e-learning Provide advanced facilitation practice valuate, implement and use ICT-based educational platforms Use e-learning with social media Design and develop learning programs Use training packages and accredited courses to meet client needs Design and develop learning strategies Design and develop learning resources Design and develop e-learning resources Research and develop units of competency valuate a training program Work in partnership with industry, enterprises and community groups Implement improved learning practice Review enterprise e-learning systems and solutions implementation Design pedagogy for e-learning Investigate the application of ICT content knowledge Address adult language, literacy and numeracy skills Access resources and support to address foundation skills in vocational practice Integrate foundation skills into vocational training delivery Support the development of adult language, literacy and numeracy skills Analyse and apply adult literacy teaching practices Analyse and apply adult numeracy teaching practices Case for ndorsement: TA Training and ducation Training Package version 2 13

TALLN803 TALLN804 TALLN805 TALLN806 TALLN811 TALLN812 TALLN813 TALLN814 TALLN815 TALLN816 TALLN817 TAPDD501 TARS501 TASUS501 TASUS502 TATAS401 TATAS501 Develop nglish language skills of adult learners Implement and evaluate delivery of adult language, literacy and numeracy skills Design and conduct pre-training assessment of adult language, literacy and numeracy skills Lead the delivery of adult language, literacy and numeracy support services Analyse policy and formulate strategic language, literacy and numeracy response Research and implement new adult language, literacy and numeracy practices Formulate workplace strategy for adult language, literacy and numeracy skill development Design programs to develop adult language, literacy and numeracy skills Develop strategy for adult language, literacy and numeracy skill development in a community program Initiate, develop and evaluate adult language, literacy and numeracy resources Design, implement and evaluate a language, literacy and numeracy professional development program Maintain and enhance professional practice Apply research to training and assessment practice Analyse and apply sustainability skills to learning programs Identify and apply current sustainability education principles and practice to learning programs Maintain training and assessment information Undertake organisational training needs analysis Case for ndorsement: TA Training and ducation Training Package version 2 14

Mapping of qualifications/units of competency Key: = equivalent, N = not equivalent, N/A = not applicable Mapping of qualifications to previous version of the training package TA10 Training and ducation V.3.4 TA40110 Certificate IV in Training and Assessment TA50111 Diploma of Vocational ducation and Training TA50211 Diploma of Training Design and Development TA80312 Graduate Certificate in Digital ducation TA50310 Diploma of International ducation Services TA70311 Vocational Graduate Certificate in International ducation Services TA Training and ducation V.2 TA40115 Certificate IV in Training and Assessment TA50115 Diploma of Vocational ducation and Training TA50215 Diploma of Training Design and Development TA80315 Graduate Certificate in Digital ducation Comments Inclusion of TALLN411 into Core, now 8 core and 2 electives, previously 7 core and 3 electives Units revised to meet new Standards for Units revised to meet new Standards for Units revised to meet new Standards for /N N/A Deleted due to lack of uptake N/A N/A Deleted due to lack of uptake N/A Mapping of qualifications to previous version of the training package TA Training and ducation V.1 TA Training and ducation V.2 Comments TA80113 Graduate Diploma of Adult Language, Literacy and Numeracy Practice (Release 1) TA80213 Graduate Diploma of Adult Language, Literacy and Numeracy Leadership (Release 1) TA80113 Graduate Diploma of Adult Language, Literacy and Numeracy Practice (Release 2) TA80213 Graduate Diploma of Adult Language, Literacy and Numeracy Leadership (Release 2) Unit TAASS505 updated to meet Standards for Training Packages Unit TALD704 updated to meet Standards for Training Packages, including change to code to TALD804 Imported unit codes updated N /N Mapping of units of competency to previous version of the training package TA10 Training and ducation V3.4 TA Training and ducation V.2 Comments TAASS301 Contribute to assessment TAASS301 Contribute to assessment /N Case for ndorsement: TA Training and ducation Training Package version 2 15

Mapping of units of competency to previous version of the training package TA10 Training and ducation V3.4 TAASS401B Plan assessment activities and processes TAASS402B Assess competence TAASS403B Participate in assessment validation TAASS501A Provide advanced assessment practice TAASS502B Design and develop assessment tools TAASS503A Lead assessment validation process TAASS504A Develop and implement recognition strategies TAASS505A Lead and coordinate assessment systems and services TAASS801A Analyse, implement and evaluate e- assessment TADL301B Provide work skill instruction TADL401A Plan, organise and deliver group-based learning TADL402A Plan, organise and facilitate learning in the workplace TADL403A Coordinate and facilitate distancebased learning TADL404A Mentor in the workplace TA Training and ducation V.2 TAASS401 Plan assessment activities and processes TAASS402 Assess competence TAASS403 Participate in assessment validation TAASS501 Provide advanced assessment practice TAASS502 Design and develop assessment tools TAASS503 Lead assessment validation process TAASS504 Develop and implement recognition strategies TAASS505 Lead and coordinate assessment systems and services TAASS801 Analyse, implement and evaluate e- assessment TADL301 Provide work skill instruction TADL401 Plan, organise and deliver group-based learning TADL402 Plan, organise and facilitate learning in the workplace TADL403 Coordinate and facilitate distancebased learning TADL404 Mentor in the workplace Comments Incorporates changes to meet current recognition practices of training organisations and lead assessors Minor edit to performance criteria for element 3 to clarify meaning. AR specify a group size of 8 /N Case for ndorsement: TA Training and ducation Training Package version 2 16

Mapping of units of competency to previous version of the training package TA10 Training and ducation V3.4 TADL501A Facilitate e-learning TADL502A Provide advanced facilitation practice TADL801A valuate, implement and use ICT-based educational platforms TADL802A Use e-learning with social media TADS401A Design and develop learning programs TADS402A Use training packages and accredited courses to meet client needs TADS501A Design and develop learning strategies TADS502A Design and develop learning resources TADS503A Design and develop e- learning resources TADS504A Research and develop units of competency TADS505A valuate a training program TAICR501A Work in partnership with industry, enterprises and community groups TALD703A Implement improved learning practice TALD704A Review enterprise e-learning systems and solutions implementation TA Training and ducation V.2 TADL501 Facilitate e- learning TADL502 Provide advanced facilitation practice TADL801 valuate, implement and use ICT-based educational platforms TADL802 Use e-learning with social media TADS401 Design and develop learning programs TADS402 Use training packages and accredited courses to meet client needs TADS501 Design and develop learning strategies TADS502 Design and develop learning resources TADS503 Design and develop e-learning resources TADS504 Research and develop units of competency TADS505 valuate a training program TAICR501 Work in partnership with industry, enterprises and community groups TADL803 Implement improved learning practice TADL804 Review enterprise e-learning systems and solutions implementation Comments /N Case for ndorsement: TA Training and ducation Training Package version 2 17

Mapping of units of competency to previous version of the training package TA10 Training and ducation V3.4 TALD801A Design pedagogy for e-learning TALD802A Investigate the application of ICT content knowledge TALLN501B Support the development of adult language, literacy and numeracy skills TAPDD501A Maintain and enhance professional practice TARS501A Apply research to training and assessment practice TASUS501A Analyse and apply sustainability skills to learning programs TASUS502A Identify and apply current sustainability education principles and practice to learning programs TATAS401A Maintain training and assessment information TATAS501B Undertake organisational training needs analysis TA Training and ducation V.2 TALD801 Design pedagogy for e- learning TALD802 Investigate the application of ICT content knowledge TALLN501 Support the development of adult language, literacy and numeracy skills TAPDD501 Maintain and enhance professional practice TARS501A Apply research to training and assessment practice TASUS501 Analyse and apply sustainability skills to learning programs TASUS502 Identify and apply current sustainability education principles and practice to learning programs TATAS401 Maintain training and assessment information TATAS501 Undertake organisational training needs analysis Comments /N Case for ndorsement: TA Training and ducation Training Package version 2 18

APPNDIX B: QUALITY RPORT SCTION 1 DTAILS OF DRAFT TRAINING PACKAG COMPONNTS INFORMATION RQUIRD DTAIL Training Package title and code Training and ducation (TA) Training Package Release 2 Number of new or revised 6 qualifications qualifications Number of new or revised units 54 units of competency. 8 Skill Sets. Confirmation that the draft endorsed The draft endorsed components of the Training and ducation (TA) components meet the Standards for Training Package meet the requirements of the Standards for Training Packages Panel member completing Quality Report Statement that the reviewer is independent of development and/or validation activities associated with the Case for ndorsement, has not undertaken the quity and/or ditorial Report, and (if an ISC staff member), is from an ISC independent of the Training Package or Training Package components being reviewed. Date completed 9 September 2014 Sue Hamilton Focus on Skills Pty Ltd Member of Training Package Quality Assurance Panel In reviewing the TA Training Package I declare that I have not been involved in any development and/or validation activities associated with this Training Package, the Case for ndorsement, or the quity and ditorial Reports. I am not an ISC staff member and operate independently from IBSA and Training Package being reviewed. Case for ndorsement: TA Training and ducation Training Package version 2 19

SCTION 2 COMPLIANC WITH TH STANDARDS FOR TRAINING PACKAGS Standards for Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Standard 9 consist of the following: 1. NSSC endorsed components: units of competency; assessment requirements (associated with each unit of competency); qualifications; and credit arrangements. 2. One or more quality assured companion volumes. Training Package developers comply with the NSSC Training Package Products Policy. Training Package developers comply with the NSSC Training Package Development and ndorsement Process Policy. Units of competency specify the standards of performance required in the workplace. The structure of units of competency complies with the unit of competency template. Assessment requirements specify the evidence and required conditions for assessment. very unit of competency has associated assessment requirements. The structure of assessment requirements complies with the assessment requirements template. Qualifications comply with the Australian Qualifications Framework specification for that qualification type. The structure of the information for the Australian Qualifications Framework qualification complies with the qualification template. Standard met yes or no YS YS YS YS YS YS YS YS YS Comments (including any relevant comments from the quity and ditorial Reports) TA Training Package meets requirements and comprises: 54 units of competency and associated assessment requirements 6 qualifications 8 Skill Sets 1 Implementation Guide, Companion Volume quality assured by the ISC. o 6 additional resources (user guides and assessment tools / advice) are referenced in the Implementation Guide. TA Training Package meets requirements relating to: training package coding and titling access and equity foundation skills units of competency qualifications Skill Sets. Detailed evidence of widespread consultation and validation is provided in the Case for ndorsement. All units specify standards required in the workplace. All units of competency comply with the unit of competency template. All units include performance evidence (outlining volume and frequency), knowledge evidence and assessment conditions. All units of competency have associated assessment requirements which comply with the assessment requirements template. The TA Training Package includes qualifications at Australian Qualifications Framework (AQF) 4, 5 and 8. The ditorial Report confirms the qualifications comply with the AQF specifications for qualification type. All information included in the AQF qualifications complies with the qualification template. Case for ndorsement: TA Training and ducation Training Package version 2 20

Standard 10 Credit arrangements existing between Training Package qualifications and Higher ducation qualifications are listed in a format that complies with the credit arrangements template. Standard 11 A quality assured companion volume implementation guide produced by the Training Package developer is available at the time of endorsement and complies with the companion volume implementation guide template. Standard 12 Training Package developers produce other quality assured companion volumes to meet the needs of their stakeholders as required. YS YS YS No credit arrangements apply at the time of this review. The Implementation Guide was available and complies with the template for Companion Volume Implementation Guide. The ISC also provided an overview of the quality assurance process for the companion volume. The Implementation Guide refers to and outlines six additional resources available to support the implementation of the TA Training Package. These include: User Guide: TA40115 Certificate IV in Training and Assessment User Guide: Diplomas of VT and Training Design and Development User Guide: Graduate Diplomas of Language, Literacy and Numeracy User Guide: Address Foundation Skills Skill Set Holistic assessment for TA50115 RPL Portfolio Builder for TA40115 Case for ndorsement: TA Training and ducation Training Package version 2 21

SCTION 3 COMMNTS ON HOW TH DRAFT TRAINING PACKAG COMPONNTS MT TH QUALITY PRINCIPLS QUALITY PRINCIPLS nsures RSPONSIVNSS to the needs of contemporary industry and its workforce KY FATURS 1. Reflect contemporary work organisation and job profiles incorporating a futures orientation XAMPLS OF VIDNC 1.1 Open and inclusive consultation and validation commensurate with scope and impact is conducted MT YS OR NO YS COMMNTS/ OTHR VIDNC DMONSTRATD Provide brief commentary on how the draft endorsed components meet the Quality Principles with specific reference to the evidence provided, including any evidence provided by the quity and ditorial Reports Both the Case for ndorsement and the ditorial and quity Reports provide evidence of open and inclusive consultation and validation undertaken in the review and restructuring of relevant TA units and qualifications to meet the Standards for Training Packages. 2. Be driven by industry s needs 2.1 Changes demonstrate a clear link back to the drivers for skills identified in the nvironmental Scan and the key elements of the Continuous Improvement Plan or demonstrate other evidence of industry needs YS The Case for ndorsement details the extent of the consultation and validation process. A high level round table meeting with experienced VT system decision makers, a National Project Reference Group and a subject matter expert (SM) group provided advice and oversight of the process. Well over 400 individuals participated in the consultation and validation process which included a mix of face to face meetings and workshops as well as online communications and webinars. Due to the significance of the TA qualifications in the delivery and assessment of VT programs and in response to government reports about training and assessment quality, considerable detail was provided in the Case for ndorsement about the areas of focus and the drivers for the changes made. Case for ndorsement: TA Training and ducation Training Package version 2 22

QUALITY PRINCIPLS nables RCOGNITION of an individual s competence across industries and occupations KY FATURS 3. Respond to government broad policy initiatives 4. Recognise convergence and connectivity of skills 5. Support movement of skills within and across organisations and sectors XAMPLS OF VIDNC 3.1 vidence of clear linkage between broad policy initiatives and proposed changes in the Training Package 4.1 Incorporation of cross industry units and qualifications 5.1 Packaging rules, qualifications framework, and pathways support movement within and across sectors 5.2 Identification of Skill Sets that respond to client needs MT YS OR NO YS YS YS YS COMMNTS/ OTHR VIDNC DMONSTRATD Provide brief commentary on how the draft endorsed components meet the Quality Principles with specific reference to the evidence provided, including any evidence provided by the quity and ditorial Reports The Case for ndorsement outlines government initiatives relevant to the TA Training Package including the National Foundation Skills Strategy for Adults and the inclusion of additional language, literacy and numeracy (LLN) requirements for VT practitioners. nhancing assessment requirements, adding entry requirements to the TA40115 Certificate IV qualification and strengthening assessor requirements for some units of competency were also undertaken in response to government initiatives and feedback via audit reports and reviews. The Implementation Guide provides a list of 10 units used within the TA Training Package which have been imported from two IBSA managed training packages. The Implementation Guide provides guidance on the packaging rules for TA qualifications. The qualifications clearly specify core and electives allowing additional units from other Training Packages and accredited courses to be selected. There are multiple entry points and pathways, enabling progression from Certificate IV to Diploma and through to Graduate Diploma level. The quity Report and Case for ndorsement outline the rationale for introducing an entry requirement for the TA40115 Certificate IV qualification (refer to 8.1). Three Skill Sets have been designed to meet the needs of individuals working in organisations to undertake training and assessment of workforce participants. There are 8 Skill Sets included in the TA Training Package covering a broad range of specialist skills. The Implementation Guide provides a clear explanation as to how Skill Sets enable practitioners to continue developing their professional knowledge and skills in a range of general and specialist areas. Case for ndorsement: TA Training and ducation Training Package version 2 23

QUALITY PRINCIPLS KY FATURS 6. Promote national and international portability XAMPLS OF VIDNC 6.1 Other national and international standards for skills are considered MT YS OR NO YS COMMNTS/ OTHR VIDNC DMONSTRATD Provide brief commentary on how the draft endorsed components meet the Quality Principles with specific reference to the evidence provided, including any evidence provided by the quity and ditorial Reports The Case for ndorsement states that the qualifications within the TA Training Package are nationally recognised and portable. They align with the AQF which is recognised internationally. Provides FLXIBILITY to meet individual enterprise and learner needs 7. Reflect licensing and regulatory requirements 8. Meet the diversity of individual and enterprise needs 9. Support equitable access and progression of learners 7.1 Solutions to incorporate licensing and regulatory requirements are brokered and there is clear evidence of support from licensing and industry regulatory bodies 8.1 Provide flexible qualifications that enable application in different contexts 9.1 Provide multiple entry and exit points YS YS YS There are no licensing, legislative or certification requirements that apply to the TA Training Package. However, the Case for ndorsement acknowledges that the Certificate IV in Training and Assessment and some of the Skill Sets in the training package are listed within the Standards for RTOs. The quity Report and the Implementation Guide provide clear information on the flexibility of the TA qualifications including: Packaging rules which allow the selection of elective units and the importation of units from other training packages. Introduction of an entry requirement for TA40115 Certificate IV in Training and Assessment to ensure that learners are adequately prepared for the requirements of the qualification and any associated job roles. The entry requirement is flexible and is specified as broad industry knowledge and experience. The Implementation Guide provides an overview of TA career pathways in a table that incorporates IBSA s VT Practitioner Capability Framework. This includes links between qualifications and Skill Sets and options available over 3 levels of the Framework. Case for ndorsement: TA Training and ducation Training Package version 2 24

QUALITY PRINCIPLS nsures FUNCTIONALITY through ease of understanding, clever design and consistency with policy and publication requirements KY FATURS 10. Support learner transition between education sectors 11. Support implementation across a range of settings XAMPLS OF VIDNC 9.2 Pre -requisite units of competency are minimised 10.1 Provide pathways from entry and preparatory level as appropriate to facilitate movement between schools and VT, from entry level into work, and between VT and higher education qualifications 11.1 Advice is provided on implementation via a Companion Volume Implementation Guide ready for publication at the same time as the Training Package MT YS OR NO YS YS YS COMMNTS/ OTHR VIDNC DMONSTRATD Provide brief commentary on how the draft endorsed components meet the Quality Principles with specific reference to the evidence provided, including any evidence provided by the quity and ditorial Reports There no units of competency with prerequisite requirements. The TA qualifications are structured to enable progression from Certificate IV to Diploma through to Graduate Diploma level. VTiS is not an appropriate pathway for this qualification. Advice is provided in the Implementation Guide on Skill Sets and qualification pathways. Advice is provided to support implementation of the TA Training Package via a quality assured Companion Volume Implementation Guide. The Implementation Guide is ready for publication at the same time as the TA Training Package. As noted previously, the Implementation Guide lists six other resources to support the implementation of the TA Training Package. Case for ndorsement: TA Training and ducation Training Package version 2 25

APPNDIX C: DTAILS OF CHANGS 1. Addition of LLN unit into the core of the qualification (TA40115 Certificate IV in Training and Assessment) leading to 8 core and 2 elective units, rather than 7 core and 3 elective units The TA40110 Certificate IV in Training and Assessment qualification contains TALLN401A Address adult language, literacy and numeracy skills as an elective unit. In 2013, a revised elective unit TALLN411 Address adult language, literacy and numeracy skills was endorsed in the new TA Training and ducation Training Package. On the basis of the following rationale, IBSA now proposes the inclusion of this elective unit into the core of the qualification. In November 2011, the COAG Standing Council on Tertiary ducation, Skills and mployment (SCOTS) agreed to a National Foundation Skills Strategy for Adults (the National Strategy). The National Strategy focuses on improving outcomes for working age Australians (aged 15-64 years), with a view to moving more people to higher levels, but particularly focusing on those with low levels of foundation skill proficiency. All states and territories agreed on the actions outlined in the strategy. One of the areas in the National Strategy seeks to build the capacity of the education and training workforces to deliver foundation skills, and says in part: By 2014, Australian governments agree that all new VT practitioners will be required to complete the adult LLN unit (TALLN401A Address adult language literacy and numeracy skills) as part of their Certificate IV in Training and ducation. From 2015, Australian governments agree that all existing VT practitioners will be required to complete the adult LLN unit (TALLN401A Address adult language, literacy and numeracy skills). Australian governments agree that from July 2014, all VT practitioners who undertake the Diploma of Vocational ducation and Training (TA50111) will be required to undertake the adult LLN units TALLN401A Address adult LLN skills and TALLN501B Support the development of adult language, literacy and numeracy skills. In response to the National Strategy, and its acceptance by all Australian states and territories, IBSA proposes to incorporate the TALLN411 Address adult language, literacy and numeracy skills into the core of the TA40115 Certificate IV in Training and Assessment. To retain the ten-unit qualification, it is proposed that the qualification comprise eight core units and two electives. Those consulted on the proposal were generally supportive of the change to include the LLN unit in the core of the Certificate IV qualification. A few stakeholders argued that the unit was not needed and/or that practitioners already had the required skills. When asked about the implications of this change for the number of electives in the qualification, most feedback supported the reduction of the elective units from three to two, so that the total number of units within the qualification remained at ten. 2. Addition of an entry requirement for the Certificate IV in Training and Assessment so that those entering have something to teach The current TA40110 Certificate IV in Training and Assessment has no formal entry requirements. However, in light of the following rationale, IBSA now proposes the addition of an entry requirement to the Certificate IV in Training and Assessment. In 2010, the Transition Guide (produced to help implement the TA10 Training and ducation Training Package) contained the following statement about entry into the Certificate IV. The Certificate IV in Training and Assessment (TA40110) qualification assumes that the learner is engaged in a training and education environment or has a vocational skill at a level Case for ndorsement: TA Training and ducation Training Package version 2 26

that supports training and education in the subject area in which it is intended to teach. It is not suitable as a standalone entry level qualification to the VT sector. In more recent years, a number of reports have focused on the quality of teaching and assessment in the VT system and the role of the Certificate IV in improving quality in the system: appropriate qualifications and standards for VT teachers, trainers and assessors are key to the future success of VT in meeting industry and individual needs. This issue has been highlighted in recent reports by the Productivity Commission (2011), Skills Australia (2010, 2011) and the Australian Workforce and Productivity Agency (2013). Guthrie, H. & very, P. (2013) A roundtable of industry experts, convened by IBSA in December 2013, proposed a number of changes to TA including the proposal to strengthen the entry requirements to TA programs and for candidates to have industry currency. Further supporting this view, the Standards for RTOs now state the following requirements for trainers and assessors: 1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO s training and assessment is delivered only by persons who have: a) vocational competencies at least to the level being delivered and assessed; b) current industry skills directly relevant to the training and assessment being provided; and c) current knowledge and skills in vocational training and learning that informs their training and assessment. Industry experts may also be involved in the assessment judgement, working alongside the trainer and/or assessor to conduct the assessment. Given the focus on improving the quality of teaching and assessment in the VT system and the expectation that learners undertaking the Certificate IV are either engaged in a training and education environment or have a vocational skill at a level that supports training and education in the subject area in which it is intended to teach, IBSA proposes the addition of a formal entry requirement. This requirement has been added to the ntry Requirements section of the TA40115 Certificate IV in Training and Assessment, which reads: Those entering this program must be able to demonstrate vocational competency in their proposed teaching and assessing area. Vocational competency is defined as broad industry knowledge and experience, and may include, but is not limited to, holding a relevant unit of competency or qualification. It should be noted that the entry requirement only applies to the Certificate IV, not any individual unit or Skill Set. In relation to stakeholder feedback, some RTOs raised concern that the entry requirement for the Certificate IV (demonstrating a broadly defined vocational background or experience) will limit the audience for the qualification to those who are already employed by RTOs or wish to enter that role. Many noted that significant numbers of people undertook the program to develop skills in training for a broader range of training roles, many of which were outside the VT sector. Although IBSA acknowledges these concerns, there was substantial support for the proposal. It is also noted that the entry requirement does not require the individual to hold a specific unit or qualification, but to be able to demonstrate vocational competency (defined as broad industry knowledge and experience) in the proposed teaching and assessing area. Further discussion on the implementation of this entry requirement is outlined in section 3, below. Case for ndorsement: TA Training and ducation Training Package version 2 27

3. Requirement that a graduate of the Certificate IV in Training and Assessment be competent in facilitating a group of at least eight people The current unit TADL401A Plan, organise and deliver group-based learning was added to the core of the Certificate IV in 2010. It was created by combining two earlier units and was placed in the core because, by that time, industry considered that all graduates should have the skills to facilitate groups of learners. However, this unit did not specify the required size for group-based learning. During 2011 and 2012, when it became clear that providers were interpreting the concept of a group in different ways, IBSA asked for feedback on an appropriate group size. The issue has again been brought up in the current review of the TA Training and ducation Training Package. IBSA s current proposal is that the unit TADL401A Plan, organise and deliver group-based learning specify a minimum group size of eight. The specification of eight makes explicit what was implied by the term group-based learning in the TA10 Training Package version of this unit. This change is achieved by specifying a minimum group size as part of the assessment requirements for the group facilitation unit TADL401 Plan, organise and deliver group-based learning, which is a core unit in the TA40115 Certificate IV in Training and Assessment. The Standards for mandate that frequency and/or volume of performance evidence is included. The performance evidence in the relevant unit now requires candidates to facilitate groupbased learning by preparing and delivering at least three training sessions, including: at least two consecutive sessions of at least 40 minutes duration, that follow one of the learning program designs, to a learner group of at least eight individuals at least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed. While it is important that the design of the qualification should facilitate ease of delivery, it is more important that candidates wishing to work in the VT system are competent in delivering to a group which it is proposed will comprise a minimum of eight individuals. The core of this qualification also includes a unit TADL402 Plan, organise and facilitate learning in the workplace, which develops competence in working with individuals and very small groups. When IBSA developed the first draft of the units, it proposed this minimum group size for feedback. Many key stakeholders argued that all graduates of the Certificate IV, listed as the key qualification in the Standards for RTOs, must be able to confidently deliver a learning program to a group size of at least eight. Others suggested that having a minimum group size of eight would create a range of challenges and issues for delivery and assessment practices. Overall, IBSA received varying feedback on this proposal, with some recommending larger group sizes (12 to 15) and some recommending smaller group sizes. IBSA notes that consensus agreement on group size could not be reached. While there was no pedagogical research to show that eight was an appropriate number, a group of eight was proposed based on the advice of experienced trainers. They suggested that a group of eight was large enough to enable candidates to demonstrate that they could competently interact with, and provide feedback to, a group of sufficiently diverse learners. This group size also enables candidates to demonstrate competence in terms of managing their time effectively with a large enough group. As part of the feedback, it was also acknowledged that the specification of a minimum group size will impact RTOs delivering this qualification as they will need to provide opportunities for each candidate to prepare and deliver three sessions to a minimum of eight people. To meet this requirement, some RTOs may need to change their delivery and assessment strategies for Case for ndorsement: TA Training and ducation Training Package version 2 28

this unit. RTOs unable to provide candidates with the opportunity to practise the skill with a group of eight over three sessions may need to form partnerships with other RTOs and encourage candidates to gather evidence for assessment in different ways. For example, they could deliver to other candidates or to external groups, such as in their workplace. It is noted that if the main target group of the RTO are people who will only work with smaller groups or individuals, they may wish to consider using one of the Skill Sets instead of the qualification. 4. Holding the Diploma of Vocational ducation and Training in order to deliver the Certificate IV in Training and Assessment Currently, practitioners need to hold the Certificate IV qualification or be able to demonstrate equivalence in order to deliver the Certificate IV in Training and Assessment. In view of the following rationale, IBSA is proposing that the assessor of core units of the TA40115 Certificate IV in Training and Assessment must hold the TA50115 Diploma of Vocational ducation and Training, or equivalent competency. This proposal is aimed at ensuring that those who deliver and assess the Certificate IV have high level skills. This idea has been promoted by IBSA since 2011, when the Diploma of VT was initially endorsed. IBSA did so on the basis that those holding the Diploma would be experienced and able to demonstrate the skills of training and assessment at a high level and that this would improve the quality of the delivery and assessment of the Certificate IV. To avoid confusion about which diploma is required, the final text from the Assessment Requirements in the Certificate IV core units of competency is as follows: Assessors of this unit must hold the TA50115 Diploma of Vocational ducation and Training or the TA50111 Diploma of Vocational ducation and Training or be able to demonstrate equivalence of competencies. This proposal has very substantial support, including from key stakeholders and the overwhelming majority of VT practitioners. Notably, a similar proposal is incorporated in the Standards for RTOs. The only issue raised in discussions and consultations relates to the demonstration of equivalence. IBSA will provide detailed advice on this issue and ensure that this advice is referred to ASQA. 5. TA50115 Diploma of Vocational ducation and Training The following key changes have been made: updating all units to meet the Standards for replacing the unit TALLN401A Address adult language, literacy and numeracy skills in the core of the qualification with the unit TALLN501 Support the development of adult language, literacy and numeracy skills, in line with the National Strategy for Foundation Skills for Adults. Note that the National Strategy is seeking to ensure that those delivering the TA40115 Certificate IV in Training and Assessment must hold a level 4 and level 5 LLN unit. This is achieved by making thetalln411 Address language, literacy and numeracy skills and TALLN501 Support the development of language, literacy and numeracy skills core units in the TA40115 Certificate IV in Training and Assessment and the TA50115 Diploma of Vocational ducation and Training respectively adding a requirement into the Assessment Requirements of each core unit that assessors of this unit must hold the TA50115 Diploma of Vocational ducation and Training or the TA50111 Diploma of Vocational ducation and Training or be able to demonstrate equivalence of competencies (as for the Certificate IV), as discussed above. Case for ndorsement: TA Training and ducation Training Package version 2 29

6. TA50215 Diploma of Training Design and Development & TA80315 Graduate Certificate in Digital ducation The key changes to these qualifications were the updating of all units to meet the Standards for Training Packages. Case for ndorsement: TA Training and ducation Training Package version 2 30

APPNDIX D: GROUP MMBRSHIP National Project Reference Group Name Rosalie Staggard (Chair) Jenny Fitzgibbon Janet Nicholds Nadia Casarotto Lesley Wemyss Margaret Thornton Jane Watts Keri Bailey Judy Roberts Mitch Cleary Robert Bluer Organisation IBSA General Manager Industry Jenard (Tasmanian RTO) VT Development Centre Victoria University Representing ACPT vocca College DFST South Australia Department of Industry - Commonwealth Representing TDA - Swinburne University Box Hill Institute of TAF Precision Consultancy IBSA Industry Manager ducation Subject Matter xpert Group Name Maria Borrello Ian Reid Jo Bradford Jenny Fitzgibbon Leah Burnheim Julie Zappa Jamie Griffiths Mitch Cleary Robert Bluer Organisation SA State Training Authority Blended Learning RMIT University Jenard TAF NSW TAF WA TAF Qld Precision Consultancy IBSA Industry Manager ducation Case for ndorsement: TA Training and ducation Training Package version 2 31

APPNDIX : NROLMNTS AND RGISTRD TRAINING ORGANISATIONS (RTOS) WITH SCOP IN DLIVRING TA QUALIFICATIONS TA qualifications nrolments 2013 Name RTOs with scope (June 2015) TA40110 Certificate IV in 36,422 800 Training and Assessment TA50111 Diploma of 1,630 143 Vocational Training and Assessment TA50211 Diploma of 497 121 Training Design and Development TA80113 Graduate Diploma 295 18 of Adult Language, Literacy and Numeracy Practice TA80213 Graduate Diploma 7 4 of Adult Language, Literacy and Numeracy Leadership TA80312 Graduate Certificate in Digital ducation 8 Case for ndorsement: TA Training and ducation Training Package version 2 32