The Effectiveness of Upgrading Certificate IV in Training & Assessment. Insights from a Survey of Candidates.


The following Abstract is based on research conducted by Fortress Learning’s Nik Bogduk and Bryan West.  It has been accepted for presentation at the Australian Deans of Education Vocational Education Group (ACDEVEG), 2019, Conference, to be held at Charles Sturt University in December.  The Conference website is here. 

Access to “quality and capable VET teachers” is a global concern (Rasmusssen, 2016) Recent changes in Vocational Education and Training have required Trainers to upgrade their Certificate IV.  While the intention was an effort to improve standards (Australian Skills Quality Authority, 2015), relying on upgrading the Certificate IV is dissonant with the recommendations of earlier (Simons & Smith, 2008; Smith & Grace, 2011; Smith & Yasukawa, 2017) and subsequent researchers (Rasmussen, 2016; Smith & Yasukawa, 2017). Read more…

Reflecting on your TAE Cert IV Upgrade: A research project by Fortress Learning


There are lots of strong opinions about the Upgrade to the Cert IV TAE.  We have undertaken some preliminary investigations with people who graduated with Fortress Learning’s own Upgrade, and would like to expand that further to include people who completed their program with other RTOs.

We invite you to complete this 6 item/2 minute survey to share your opinion on the Cert IV TAE Upgrade program that you undertook.   Read more…

Who was Boyer and what has he got to do with me?


Boyer TAERES501

The name Boyer (and, no, that is not him above!) is probably unfamiliar to most professional trainers and assessors in Australia, but his model of scholarship is bound to be affecting the work that they do.  This article will explore that a little more, and share just why research among VET professionals is so important. Read more…

Why is research – and TAERES501 – so important for VET Professionals?


TAERES501 for Trainers

(Source: https://startwithwhy.com/find-your-why/)

We will talk about research and TAERES501 in a moment.

First, let’s look at how things happen in most places on most days:

  1. Person sees something silly. Wonders why that happened.
  2. Person sees something silly again. Wonders why it still happens.
  3. Person sees something silly again. Doesn’t notice it because it is what always happens.

This or something like it is pretty close the reality of what happens in the VET sector.  Read more…

In defense of TAEASS502 – the single unit that might help the VET industry regain its confidence.


regOn the surface, it would seem that the majority opinion is that TAEASS502 does not belong in the TAE40116 Certificate IV in Training & Assessment.  We do not need to look far to find some very assertive – and often very aggressive – comments that lambast the decision to include it as a Core in the new Cert IV TAE.

We disagree.  And it is not because of the effect on people doing the whole TAE40116 qualification, who are starting from scratch.  Rather, it is because it of the effect on people who have done the old one.  It is quite possible that this effect will help the VET sector as a whole regain some confidence. Read more…

Investigating the Dip VET Unknown Unknowns: TAEDES501


 

Unknown Unknowns

If you missed the background, we have decided to take a look at what experienced training professionals do, and compare that with what the TAE50116 Dip VET says they should be doing.  You can read more about that HERE.  Following on from our first articles about four core units (TAEASS501, TAEDEL502, TAEASS502TAELLN501 and TAEPDD501), we have now collected some descriptive data related to the final core unit from within the TAE Dip VET, TAEDES501 – Design and develop learning strategies.

The following table shows the summary of assessment outcomes in this unit.  Read more…

Investigating the Dip VET Unknown Unknowns: TAEPDD501


 

Unknown Unknowns

If you missed the background, we have decided to take a look at what experienced training professionals do, and compare that with what the TAE50116 Dip VET says they should be doing.  You can read more about that HERE.  Following on from our first articles about four core units (TAEASS501, TAEDEL502, TAEASS502, TAELLN501), we have now collected some descriptive data related to another core unit from within the TAE Diplomas, TAEPDD501 – Maintain and enhance professional practice .

The following table shows the summary of assessment outcomes in this unit.  Read more…

Investigating the Dip VET Unknown Unknowns: TAELLN501


 

Unknown Unknowns

If you missed the background, we have decided to take a look at what experienced training professionals do, and compare that with what the TAE50116 Dip VET says they should be doing.  You can read more about that HERE.  Following on from our first article about three core units (TAEASS501, TAEDEL502, TAEASS502), we have now collected some descriptive data related to a new core unit from within the TAE Diplomas, TAELLN501 – Support the development of adult language, literacy & numeracy skills.

The following table shows the summary of assessment outcomes in this unit.  Read more…

Investigating Dip VET RPL outcomes to unearth the “unknown unknowns” in trainer/assessor practice.


 

Unknown Unknowns

We have decided to take a look at what experienced training professionals do, and compare that with what the TAE50116 Dip VET says they should be doing.

The knowledge and skills required to function competently within the VET sector are packaged in the TAE Training Package.   Whereas the somewhat ubiquitous Certificate IV in Training & Assessment may have become somewhat accepted as an entry-level qualification, the Diploma of Vocational Education & Training is rapidly being recognised as essential for anyone involved in the administration, management or leadership of VET.

As with all qualifications, the Dip VET is limited by the Packaging Rules.  Of the 10 units in total, 6 are Core.  From this, we can confidently presume that within those 6 units can be found the essence of a productively functioning VET professional.

That is the idea, anyway. Read more…

Research Roundup – March 2018


Focus

This month we have focused on drawing strategic plans to broaden our research and publications.  Our plan stems from our belief in the significant impact that this research will have on the development of the vocational education sector. The next months will focus on composing a variety of research papers, such as occasional papers, working papers and research reports, which will then be published in refereed and non-refereed journals.

Thank you to our research partners

We are very grateful to our research partners – Professor Stephen Billet and Dr Sonal Nakar from Griffith University, Mr Chris Jones from TAFE Papua New Guinea, Mr Avito Hendriques from Timor Hopeseller and staff of Colombo Plan Staff College in the Philippines, for sending their consent to work with us collaboratively in future research programmes.  Dr Olivia Wang from China has also agreed to publish articles on the Fortress Learning website that will reflect her firsthand experience of Australian VET TAE. This will include a comparison of Chinese and Australian VET TAE as well.

Research Interviews

We recently conducted research interviews with Fortress Learning students in order to gather data for a research that focused on students’ perceptions of their experience and identity formation in vocational education including their views on employability development. Read more…

Research Roundup – February 2018


Hello everyone.  We are continuing to conduct research into vocational education & training, and have experienced a lot of exciting moments during February.  I will share some of them in this month’s Research Roundup.

Conference Presentations

We are very happy to announce that we have been invited to present at two VET conferences this year.  They are the Australian Vocational Education Training Research Association (AVETRA) conference and National VET Conference – VELG Training. Read more…

Why is Fortress Learning investing in VET research?


When we advertised the role of Research Coordinator we expected some people to ask about the job and see whether it might fit with them.  What we didn’t expect was the level of interest in why we are wanting to conduct research in VET in the first place.

This idea is one that has been discussed in Fortress Learning for some years, but it was only recently that the commitment was made to explore it further.  During a 2017 visit to China, our Manager, Bryan Read more…