With 6 combinations from 3 Diplomas, and 31 subjects to choose from, our Business program will give you the competitive edge in your chosen profession.
Whether the single Diploma of Business or the very popular Triple Diploma of Business, Business Administration and Leadership & Management, your program will put your goals first.
Whether you are an experienced training professional, or just starting out in the training industry, Fortress Learning offers nationally accredited Training & Assessment and Business courses for people who are serious about more than the piece of paper.
We look at each person individually and take the time to work out where you are now, where you want to be and what you need to bridge the gap. As a result, our training plans are highly tailored. We have a refreshingly progressive approach to recognition of prior learning (RPL) and all of our materials are delivered online. You will be partnered with an experienced trainer who will walk with you and who wants you to succeed. Since 2009, Fortress Learning has supported more than 3500 people through nationally accredited training programs aimed at training professionals.
Our programs are designed especially for people who need an affordable and flexible training program that does not compromise on quality.
The snapshots below introduce our programs.
We invite you to explore them further, and to be in touch when you would like to explore a possible fit between what you seek and what we offer.
You can call us on 1300 141 994 or fill out the Contact Form.
Diploma of Vocational Education & Training (TAE50111)
Diploma of Training Design & Development (TAE50216)
Dual TAE Diplomas (TAE50111/TAE50216)
This dual qualification makes the most of the overlap between the two courses and is designed for trainers already working in the Vocational Education and Training Sector looking for a professional development opportunity. It includes TAE50111 Diploma of Vocational Education & Training and TAE50216 Diploma of Training Design & Development.
TAE40110 Certificate IV in Training & Assessment
TAELLN411 Address Adult Language, Literacy & Numeracy Skills
TAEASS502 Design & Develop Assessment Tools
Quality assessment is the hallmark of a strong VET sector. As a professional you understand the need to create tools for a range of purposes and be able to review and refine them. This is the very latest version of this unit which is a core unit in TAE40116 Certificate IV in Training & Assessment, and is already part of the TAE50111 Diploma in Vocational Education & Training.
TAELLN501 Support the Development of Adult LLN Skills
Business Upgrade Program
BSB50215 Diploma of Business
BSB50415 Diploma of Business Administration
BSB51915 Diploma of Leadership & Management
The BSB51915 Diploma of Leadership and Management is an exciting new qualification, developed in response to the many challenges faced by Managers in today’s rapidly changing business environment. Developed from and superseding the BSB51107 Diploma of Management it now includes a number of interesting new areas of study, providing you with up to the minute skills which will distinguish you from your peers.
Dual BSB50215 Diploma of Business/BSB51915 Diploma of Leadership & Management
Dual BSB50215 Diploma of Business/BSB51915 Diploma of Business Administration
Dual BSB50415 Diploma of Business Administration/BSB51915 Diploma of Leadership & Management (BSB50415/BSB51915)
Triple BSB50215 Diploma of Business/BSB51915 Diploma of Leadership & Management/BSB50415 Business Administration
We can offer a variety of combination programs to suit your needs, making the most of the Qualification Packaging Rules to reduce the total number of units needed.
Two examples are:
TAE50111 Diploma of Vocational Education & Training and BSB51915 Diploma of Leadership & Management
TAE50216 Diploma of Training Design & Development and BSB50215 Diploma of Business
Speak with us to see how we can help you achieve your particular goals.
How does Fortress Learning respond to the challenges of online learning?
Let’s face it, learning online can be rewarding, affordable and convenient. But if not managed well it can be a lonely path filled with anxiety and uncertainty. So, how will Fortress help you have a great experience learning online?
Personal Learning Plans
No two people are the same.
For us, making you jump through the same hoops as everyone else just doesn’t make sense.
That’s why we collect a bit more information from you before you start, and use it to tailor your own Personal Learning Plan.
Quite simply, every student who enrols has a course of study put together just for them.
Your Personal Learning Plan becomes your unique roadmap for how you can make your way through the course. It reflects your unique set of knowledge and skills, and allows us both to move forward with confidence.
It will tell you three things:
1. where you might be eligible for Recognition
2. which items of evidence you need to provide to support this Recognition
3. which tasks you need to do to fulfil any remaining course requirements.
Your Personal Learning Plan has a single goal: to ensure that your course best suits your situation. Experience tells us that this focuses us both on just those hoops that matter for you, saving both time and reducing frustration.
Your FREE Personal Learning Plan
To help you make an informed decision about your Cert IV TAE, we are happy to develop a FREE Personal Learning Plan for you. Just send an email to firstname.lastname@example.org and Amy will look after it for you.
Case Study 1 – GARY – ADMINISTRATION MANAGER
- Gary has been working for about 15 years, with the last 7 years in a supervisory role. In this role, Gary has to manage the performance of other staff, and provide them with any necessary training.
- Gary also does some voluntary work with the local Rural Fire Brigade, and this has involved him in putting together and conducting a training program for other volunteers
- More recently, Gary has attended some training offered by the Rural Fire Brigade in the area of assessment, specifically covering three units: TAEASS301B, TAEASS401A and TAEASS402A.
- Gary has a Diploma in Business. According to the Fortress Learning learning inventory, he is an Activist.
Based on the details provided, Gary could be eligible for a number of units by Recognition of Prior Learning, some by Direct Credit and some others through the completion of coursework.
To fulfil course requirements, Gary will need to provide a range of items, including:
- Other Evidence – such as Diploma of Business, CV and current position description
- Third Party Reports – to be completed for each unit for which Gary is seeking recognition of prior learning, using the templates that we provide
- Coursework – short answer questions related to the Design and Delivery Fields and A project to develop a training program that addresses fully the requirements of two units of competency
Putting it all together
- Gary will gain Direct Credit for the TAE units that he has already completed, as well as for one of the units completed as part of his Diploma in Business.
- Other evidence will demonstrate his ability with respect to the underpinning skills component of one Design unit and all Delivery units, which means he will not need to do the corresponding projects.
- His evidence does not extend to include the underpinning knowledge for these units, and so he can demonstrate those parts of the course by completing Short Answer Questions 1 and 2. The practical skills of the other Design unit can be demonstrated through completion of Project 1a.
- The Third Party Reports enable judgement of the currency of Gary’s skills.
Case Study 2 – SUSAN – ADMINISTRATION MANAGER
- Susan is new to her current role. Prior to re-entering the workforce, she cared for her three children for 3 years.
- Her work experience is limited to sales-type roles in retail stores, with no formal qualifications completed in the past 7 years.
- Susan has indicated that even if she is eligible for Recognition of Prior Learning, she would prefer to do the whole course.
Based on the details provided, Susan would be required to complete the full course of study through coursework. Our advice to Susan is that she should do the course in the following way:
- Do one set of Short Answer Questions at a time, then complete the corresponding projects.
- Start with the Short Answer Questions for the Design Field, then move to Deliver and conclude with Assess.
- Whenever she gets bored with a set of Short Answer Questions, we advise that she jump into a corresponding Project and do as much of it until she gets stuck, then return to the Short Answer Questions.
Repeating this process will enable Susan to complete the course in line with her preferred learning style.
Case Study 3 – ELAINE – DISABILITY SERVICES WORKER/PART TIME TAFE TEACHER
- Elaine has worked in disability support for 8 years. She has received lots of training for that role, and has recently accepted the role of part-time teacher at TAFE to share her experience.
- Elaine is keen to get as much of her studies completed before the term starts in 3 weeks. Her Disability Services Worker role involves supporting people with disabilities to live within the community.
- She has qualifications at the Certificate IV and Diploma level in Aged Care, as well as completing 3 years of a 4 year Bachelor of Education degree.
Based on the details provided, Elaine is advised to plan her studies in line with her TAFE calendar. Further conversations reveal that TAFE will be providing a mentor for Elaine for the first 6 months of her work with TAFE. As a part-time staff member she is not required to attend departmental meetings where validation and moderation occurs.
Elaine completes all Short Answer Questions prior to commencing the next term.
Projects related to the Design, Deliver and Assess components of the course are renegotiated with Elaine to allow them to more closely align with the work she is doing. Instead of separate projects, the new task takes the form of a portfolio of items that Elaine develops as she moves through her first term of teaching. This includes:
- Term planning documents.
- Session planning documents.
- Term planning documents.
- Session planning documents.
- Sample resources.
- Feedback from students.
Assessment instruments, including completed ones showing feedback to the student.
Elaine negotiates with her mentor and current employer to attend the TAFE departmental meetings, during which time she participates in the two validation meetings required.
A Third Party Report from Elaine’s mentor is also obtained, to offer further evidence of her currency of competency.