The Dual TAE50116 Diploma of Vocational Education & Training and TAE50216 Diploma of Training Design & Development makes the most of the overlap between the two TAE Diplomas and is designed for trainers already working in the Vocational Education & Training sector who are looking for a professional development opportunity.
About the Program
- Is this right for me?
- What does completing this course give me?
- RPL or Coursework? Probably both.
- Why not just RPL?
- What level of service can I expect?
- Will we be a good fit?
- What about TAERES501?
- How long will it take me?
- Can I get the Dip VET first?
- What will it cost?
- How do I get started?
- Download More Information
Fortress Learning’s Dual Diploma of VET/TDD program is intended for experienced VET professionals who hold or seek responsibility for the full range of activities associated with designing, conducting, assessing and evaluating training within an RTO.
We are noticing more and more people saying that they have to have the Dual Diploma to be taken seriously as a training professional, and many others who find that they are unable to progress without them. The Fortress Learning TAE Diploma program takes this one step further by being specifically designed for people who are seeking the opportunity to develop confidence by reflecting deeply on their professional practice.
Holding a TAE Diploma is key to attaining many Head Teacher and other promotional positions, and an increasing number of RTOs are paying Trainers more when they hold at least the Dip VET.
Quite simply, it will give you an edge.
At a time when lots of people are complaining about having to do a unit or two to meet the absolute minimum requirement, there is a need for people who are committed to professional growth and excellence. These people are the ones who are doing more than the minimum, and are reaping the rewards:
- higher rates of pay (eg, in Victoria, a Dip VET is worth about $6ooo a year extra)
- better promotional opportunities (eg, in NSW, a Dip VET is needed to be a Head Teacher)
- improved confidence and credibility arising from our program of structured professional reflection
The Dual Diploma of VET/TDD makes the most of the overlap between the Diploma of Vocational Education & Training (TAE50116) and latest Training Design & Development (TAE50216).
Fortress Learning’s Dual Diploma is designed for trainers already working in the Vocational Education & Training sector who recognise that the TAE Diplomas are quickly replacing the Cert IV TAE as the minimum standard required to be taken seriously as a professional trainer/assessor.
You will graduate with two qualifications and two records of results:
TAE50116 – Diploma of Vocational Education & Training, with a Record of Results showing its units
TAE50216 – Diploma of Training Design & Development, with a Record of Results showing the latest TAE diploma units.
By completing the program with Fortress Learning, you will not only gain the qualifications, you will gain the confidence that you do possess the knowledge and skills that those qualifications are meant to represent.
If you have experience at the coalface of training and assessment in an RTO, then our program is designed for you.
You can expect that there will be many parts of many units that align with many things that you have done in your work. We will tease out those things, and work out for you the best combination of assessment that reflects both what you have done before and what you will be doing while you are enrolled with us; our goal is to meet the Rules of Evidence, not limit ourselves to traditional definitions.
We do that when you get started, through what we call the Personal Learning Plan process. That plan will tell you how to approach each unit, in which order and over what time frame to help you succeed in your preferred length of time. (If you’d like to complete the Survey now, you can get hold of it from the Download More Information tab, below.)
Then, we begin.
And as we move forwards, we will together adjust the plan however we need to in response to new information and changed circumstances.
For many of our students, the process is viewed more as one of structured professional reflection rather than mindless hoop-jumping. And from that reflection comes a personal confidence in your own professional competence.
The simple truth is that very few people who seek to attain a TAE Diploma via RPL will end up doing it entirely via RPL.
We researched this. People do not know what they do not know and while many highly experienced professionals believed that they could get through entirely through RPL, very few did. There were always gaps.
That’s not to say that people aren’t capable at doing well what their jobs require. Rather, it is just a reality that very few people do or have done all the things that are required by all the units. It just doesn’t happen, and our research about that is currently being considered for publication in the International Journal of Training Research. (You will find preliminary findings here.)
So, instead of clawing your way alone through an RPL-Only process only to discover at the end that there are gaps to fill, we do it together as you go. It means you will be learning what you need to and right when you need to learn it, and progressing more smoothly.
Our approach to service is based on Courtesy.
Our students are very busy people with narrow windows of opportunity to study. If you are like them, then when one of those windows opens, you’ll want to make the most of it and you’ll rely on us to help with that. That’s why you can expect:
- emails: response within 8 business hours
- missed calls: response within 4 business hours
- marking your submissions: feedback provided within 4 business days
Actually, these are what we call ‘external measures’. Our ‘internal measures’ are even stricter (eg, 80% of marking is done within 2 business days…) and when we have trouble meeting our internal measures, we know it is time to slow new enrolments to make sure we maintain our promise to current students.
There’s a few others, but these seem to be the main ones that keep our students motivated rather than waiting and wondering.
We know from experience that we cannot be all things to all people.
What we do know is that we work best with people who:
- Want a training provider who walks the walk, has runs on the board in the VET sector, and is not driven just by short term profits
- Want to reflect on their own knowledge and skills, and make improvements to both
- Are open to being assessed fully, and in accordance with the requirements of the qualification in which they are enrolled
- Appreciate a training provider who can balance a rigorous program with dedicated support
- Value the windows of opportunity that open for them
- Are polite and courteous, and who choose to overcome challenges with grace and communication rather than with rude words and a big stick
- Have a sense of humour and an appreciation for others
- Strive to be true professionals in their chosen field
- Want to know that their qualification is more than just a piece of paper.
TAERES501 – Apply research to training & assessment practice is increasingly being sought after because doing it will show Studies in Applied Research that are linked to the Boyer framework of scholarship.
This is particularly relevant to Victorian TAFE Trainers/Assessors, whose Staff Teaching Agreement states that for either an AQF Level 5 or Level 6 teaching qualification to be approved for the purposes of determining salary, it must include (among other things):
- Studies in Applied Research (linked to the Boyer framework of scholarship).
This unit can be included as part of your TAE Diploma or as a standalone unit. More information is available from here: https://fortresslearning.com.au/courses/taeres501/
We allow 12 months from your Start Date to complete the program, although experience tells us that most experienced professionals usually take about 6 months to complete their personal program of blended RPL/Coursework Assessment. These people are usually working full-time and juggling families, pets, holidays and all the other things that seem to complicate our lives; they would usually take a night or two to work on their program during the week, and the occasional Saturday or Sunday……the lucky ones also get some time to do it at work!
This graph shows the percentage of our graduates who took different lengths of time to complete. The median duration sits between 5 and 6 months.
Those without substantial prior experience in delivery and assessment will likely require longer to fulfill all course requirements.
As part of the Personal Learning Plan process, we will ask how long you would ideally like to take to complete and provide guidance about what you would need to do and when in order to complete the course in that timeframe.
We’ll also ask if you would like to split your graduation to allow you to exit with the Dip VET as soon as possible, and then continue with the Dip TDD more leisurely. (The next tab will tell you more about that.)
How long is it meant to take?
The Australian Qualifications Framework publishes what they believe is a good indication of how long different courses should take. These are called the Volume of Learning Indicators, and they suggest that a Diploma level qualification should take 1200-2400 hours.
Does it really take that long?
Experience tells us that people entering our programs are not blank slates. They bring a range of knowledge and experience, and that includes the ability and desire to learn. Their experience usually allows them to avoid many of the practical components that would otherwise add considerably to the duration; this is largely why the above graph shows that the time it takes is closer to the lower end of the range.
You might be like many people who are keen to get the first Diploma squared away as quickly as possible, but are not in such a hurry to get the second one.
Maybe you just need the Dip VET for that new Head Teacher role, or to be reclassified into a higher pay scale.
Whatever the reason, we are able to structure your program so that you can split your program so you do not need to wait until you have completed both Diplomas in order to exit with one.
It goes like this:
1.You’ll likely attain two units via Credit Transfer from your TAE Cert IV. That leaves 8 to go.
2. You move through 6 TAE units as efficiently as you can. That leaves 2 to go.
3. We know that the Dip TDD has a couple of Core units that are only elective in the Dip VET that seem to take a bit longer to complete than others. So, we have a couple of ways to put them off for a while:
Option A: if you hold another Diploma or Advanced Diploma, we will see if we can bring in another 2 units via Credit Transfer from there.
Option B: If you don’t, then we know there are a couple of units in the Business Diploma program that align very well with the core TAE units, so they don’t take very long to complete via RPL.
4. At that time, you can exit with the Dip VET.
5. After graduating with the Dip VET, you continue to complete those last couple of Dip TDD units.
But, don’t get too overwhelmed by it. We will work all of this out together as part of developing your Personal Learning Plan and remember that we can adjust your Plan and unit selection at any time should you so choose (such as when life throws you another curve ball, or a new opportunity arises).
No conversation about fees can be separated from conversation about service. If you missed the following graphic from our Home Page then it shows the level of service we offer.
We think it is worth considering when thinking about fees.
The fee will depend on duration of enrolment, and payment plans are available.
You will find the current fees are on our Course Fees page.
You may select your preferred duration and payment option on the Enrolment Form.
These full qualification fees include up to 2 units via credit transfer. If you are able to gain more than 2 units via credit transfer, then units 3 onwards are rebated at $150 per unit. In the case of upfront payment, the rebated amount is deducted from the second payment. In the case of payment plan, the rebated amount is deducted from the final payments.
If your program requires the textbook, Professional Training & Assessment, then you may need to purchase this. This will be determined once the Personal Learning Plan process has been completed.
Experience tells us that students seeking the TAE Diplomas with us will possess a range of relevant experience and qualifications. That is why we offer the Diploma of VET/TDD through a blended pathway of RPL & Coursework Assessment based on your particular needs.
Because no two people are the same, making you jump through the same hoops as everyone else just doesn’t make sense.
That’s why our process often begins with a conversation, which you can make happen by calling us on 1300 141 994, or scheduling directly with Emma (HERE) or Bryan (HERE). It’s not a sales pitch; just us having a conversation so we can both discover if we are a good fit.
Would you like some more information?
If you would like to receive all the relevant information in one go, complete the following form.
Also, because experience tells us that most people don’t actually know what the Diploma units will involve, or what their particular program will need to include, we’ll provide you with the Personal Learning Plan Survey that will help you to discover what you are likely to be “in for”.
The Units of Study
The Dual Diploma program makes the most of the overlap between the two individual qualifications. When we combine the Packaging Rules for the two qualifications, we discover there are:
9 Core units, plus
1 Elective unit
While we encourage the committed professional to draw the Elective unit from the Elective Units tab on the left, the Elective unit may be selected from any currently endorsed Training Package or accredited course. Many students will choose to use TAELLN411 that they have completed as part of their Certificate IV studies; this can be awarded via credit transfer once evidence of completion is provided.
While there are limitations on the units that can be included in this Dual Diploma program, we will work out the best combination of units as part of the Personal Learning Plan process once you have started. You can change the combination of units through the course to reflect changes in your circumstance.
Important points to remember:
- There are no prerequisite requirements for individual Units of Competency.
- Where a unit is chosen from another currently endorsed Training Package or accredited course, it must be from a qualification or course at Diploma level or above.
- The Elective unit must be relevant to the work outcome, local industry requirements and the qualification level.
- All units are available via RPL. Some units are not available by Coursework – these are noted as “RPL Only” in the Elective Units tab located on the left.
|Code||Title||Summary of Requirements|
|TAEASS501||Provide advanced assessment practice||Assess at least 20 individual candidates from a total of at least 50 units of competency from training packages or accredited courses|
Lead assessment processes with and for at least 3 assessors
|TAEASS502||Design and develop assessment tools||Develop three assessment tools to assess at least three units of competency.|
Ensure your tools reflect the Principles of Assessment and Rules of Evidence
|TAEDEL502||Provide advanced facilitation practice||Conduct a minimum of 100 hours of group facilitation|
|TAEDES501||Design and develop learning strategies||Develop two learning programs and explain how they reflect the needs of your client and the training package.|
Review a learning strategy that you or someone else has implemented to make sure that it is improved
|TAEDES502||Design and develop learning resources||Research, design and develop two print resources to meet client needs|
Explain how your resources reflect learner and industry needs
|TAELLN501||Support the development of adult language literacy and numeracy skills||Use tools to identify the LLN skill requirements of the training specification and/or assessment process relevant to vocational delivery|
Use various sources to gather information on the current LLN skills of a group of learners, and list at least 5 learners whose LLN levels you have determined using tools based on the ACSF
Select, apply and review the effectiveness of language, literacy and numeracy support strategies relevant to each 5 learners’ context
Determine areas for improvement of own practice
Demonstrate your own continued learning in the topic, and support for other trainers/assessors in relation to LLN practice
|TAEPDD501||Maintain and enhance professional practice||Reviewing with your peers the feedback received from at least 10 hours of training that you have conducted|
Reviewing with your peers the assessment of 10 candidates
Maintain your professional currency in your chosen field
|TAEDES505||Evaluate a training program||Evaluate a training program against workforce performance needs and capability requirements|
Produce an evaluation report that addresses all phases of the evaluation process including recommendations on areas for improvement
Critically review the evaluation process and approaches taken and propose changes to improve the process.
|TAETAS501||Undertake organisational training needs analysis||Conduct at least two organisational training needs analyses, outlining the processes you followed, the outcomes and recommendations.|
|Code||Title||Summary of Requirements|
|TAEASS503||Lead assessment validation processes||Provide support to other assessors, including modelling good assessment and validation practice|
Contribute positively to the work of assessors and others involved in carrying out assessments and validation
Initiate, organise and facilitate assessment validation on at least three occasions
Use outcomes of validation and appeals to improve assessment practice.
|Facilitate e-learning||Develop an e-learning program|
Describe at least two e-learning activities that you have organized and facilitated, and explain how each catered for the needs of client and learner.
|Design and develop e-learning resources||Research, design and develop e-learning resources to meet client needs?|
Explain how your resources reflect learner and industry needs
|TAELLN411||Address adult language, literacy and numeracy skills||Address core LLN issues in training and assessment practice on at least two different occasions|
Cater for the LLN needs of a particular student
Use the ACSF to determine the level of a student and training demand
Select, apply and review the effectiveness of language, literacy and numeracy support strategies relevant to each 10 learners’ context
|TAERES501||Apply research to training & assessment practice||Find something in your RTO about training/assessment you think could be better understood|
Plan and then conduct some research to help to improve that understanding
Report on and review everything you did
Note: The Qualification Packaging Rules also allow for the import of Diploma or higher units:
- for a Single TAE Diploma, you can import 2 of them
- for a Dual TAE Diploma, you can import 1 of them
We will factor this in when we develop your Personal Learning Plan