Challenges facing VET – Do learning resources motivate learning?


Challenges facing VET

 

I was talking to a client yesterday about learning resources.  He is happy to write his own assessment resources (and prefers to do so because he can tailor them to the learner groups).  On the other hand, he says he doesn’t have time to write the learning material.  He has tried several approaches, and the last approach was to provide a textbook.  That didn’t work either.  It was a good textbook but the learners were resistant to reading so much information.

Then there is the dilemma Read more…

Challenges facing VET – Is it too radical to require a workplace?


Challenges facing VET

I ‘joined’ the VET sector back in 1999 in a local not-for-profit VET provider (remember Skillshares?).

We were running primarily ‘jobseeker’ style courses.

We had three key focus – get people skills; get people a job; get a contract in the next tender round. I’m pleased to say that they were almost always in that order.

I didn’t have much experience in VET at the time. My only exposure had been a wholly poor previous experience as a student at my local TAFE (Don’t fret – I have had many wonderful experiences with TAFE over the years since as both student and teacher – I am reliably informed that in my teenage years [at least] I was not a great student to teach). Read more…

Challenges facing VET – Just turning up is not enough.


Challenges facing VET

 

I train First Aid  specifically. I find that there is an expectation that students will be deemed competent just by attending a course. We train a one day course with E-Learning and whilst not mandatory many students consider it an imposition on their time. Workplaces often say their employees won’t do it. Read more…

Challenges Facing VET – What is it and where did it come from?


Challenges facing VET

Challenges facing VET is a response to what has become a difficult landscape for all training professionals.   There is much to discuss, digest and directions to determine.

As an industry, it is critical that we do this together.  Our strength lies in our ability to take the best ideas from each other and nurture from those ideas greater ideas. Read more…

Challenges facing VET – Expectations associated with Assessment


Challenges facing VET

There’s probably no surprise that sooner or later someone would bring up assessment as a challenge in VET.

Audit results show it as a number one issue, anecdotal evidence shows it as a number one issue, and the number of forums, webinars and other PD offerings available and dedicated to explaining assessment-related concepts, show it as a number one issue.

Why is this the case? A number of reasons, I’m sure. However, I’m not entirely sure that I agree assessment per se is the issue. Read more…

Challenges facing VET – Do we need to re-think the role of trainers and assessors?


Challenges facing VET

Over the years the Certificate IV in Training and Assessment has been revised several times:

The purpose (or justification) of each change was to improve the overall quality and reliability of training and assessment by improving the competencies of trainer/assessors. Read more…

Challenges facing VET – is there a place for Training Products in a Service Sector?


Challenges facing VET

 

A common complaint among TAE Cert IV students is that it has far too much jargon and terminology.  Many of those students find the qualification somewhat impenetrable because of that language, and this reduced the qualification’s effectiveness.

That is not new to anyone.

But what if the language used more broadly in VET was also reducing the effectiveness of qualifications?

I am referring here to one term in particular: Training ProductRead more…

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…

What can I research in TAERES501?


TAERES501 IdeasOf all the things that can freak people out, having too many choices has to be up there.

It is no different when we start to think about what sort of research we can undertake as part of TAERES501.  It is not surprising that many of the people who are thinking about this unit ask:  what can I research?   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…

Will the Dip VET replace the Cert IV TAE in the Standards for RTOs? It may not need to.


Wonderful TAE50116

Will the Dip VET TAE50116 replace the Cert IV TAE? It’s a question we at Fortress Learning are asked every day.  However, like many things in the world of VET, the answer is, “We really don’t know”.

So, what do we know?

The court of public opinion seems to suggest the answer will be “Yes”.  Even if the Standards do not require it, the winds of change seem to be blowing Trainers and Assessors to see the Dip VET as a professional must-have.  The outcome of that is that professional trainers and assessors will exceed the minimum TAE requirement of the Standards.  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…

Completing Your Qualification with Fortress: Robyn’s Experience


Every now and then, a graduating student writes a Review that we believe really captures what we try to do.  Instead of them ending up hidden among the others, we will share them with you, and try to explain why we think they are so appropriate.

Here is what Robyn said:

“In this day and age it is important to keep current in your competency (whatever that may be). More importantly it is vital to be able to prove that your competency is current.

With that desire, I enrolled with Fortress Learning to update my 2010 Diploma and complete the additional Units to achieve a double Diploma in Training (TAE50216 Design and Development and TAE50116 Vocational Education and Training).

On review of the Course Work and the associated requirements to complete, with a hectic work and personal life, I really did wonder how I was going to complete it all within the required timeframe. However, have you heard the expression ‘how do you eat an elephant’?

The answer is: one mouthful at a time. So following that analogy, I started the Course Work and uploaded each assignment as I completed them.

On each upload, Fortress acknowledged receipt of my work and provided encouraging feedback which helped spur me on to completion.

When I had issues, concerns or questions, Fortress were quick to respond and help me through.

I enjoyed the relationship with Fortress, the newfound learnings I acquired through researching and completing assignments. Learnings that I can apply at work and most of all I am very happy that I made the decision to update my qualification(s) with Fortress.” 

Read more…

Three Diploma Graduates share their experiences


 

When it comes to study (and life!), everyone’s experience is different. We all have different demands, priorities, routines, preferences and motivations, so it only makes sense that everyone has their own unique experience when it comes to online learning.

We interviewed three of our Diploma Graduates to find out about their own online learning experience.  While each experience was different, the end result remained the same: they all successfully completed their qualification!

Read more…