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VOCATIONAL EDUCATION AND TRAINING

VOCATIONAL EDUCATION AND TRAINING. CURRICULUM TRAINING ASSESSING. TRAINING PACKAGES Business Information Technology Furnishing Hospitality Manufacturing Horticulture Sports and Recreation. ACCREDITED COURSES Work Readiness Work Education Workplace Practices. CURRICULUM.

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VOCATIONAL EDUCATION AND TRAINING

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  1. VOCATIONAL EDUCATION AND TRAINING CURRICULUM TRAINING ASSESSING

  2. TRAINING PACKAGES Business Information Technology Furnishing Hospitality Manufacturing Horticulture Sports and Recreation ACCREDITED COURSES Work Readiness Work Education Workplace Practices CURRICULUM

  3. TRAINING PACKAGES • Within each training package there are a range of qualifications at different AQF levels eg Certificate I, II, III etc • Each qualification identifies requirements such as the number of core units of competency and the number of elective units • Training Packages are developed with and by industry through Industry Skills Councils

  4. ACCREDITED COURSES • Accredited courses are developed to meet specific needs not being met by industry qualifications eg literacy, work education, Christian ministry. • Courses are developed, owned and accredited by organisations and permission or a licence to use them is required • Information relating to Training Packages and Accredited Courses can be found at www.ntis.gov.au

  5. AQFAustralian Qualifications Framework CERTIFICATE I: An individual would be able to- • Demonstrate knowledge by recall in a narrow range of areas • Demonstrate basic practical skills, such as relevant tools • Perform a sequence of routine tasks given clear directions • Receive and pass on messages and information

  6. UNITS OF COMPETENCYKEY FEATURES • Elements and performance criteria • Required skills and knowledge • Range statement • Critical evidence • Assessment methods • Any specific context or resources

  7. TRAINING • Plan an activity that will provide an opportunity to gain the required knowledge and practise the required skills including employability skills • Map activity to unit/s of competency or specific elements • Determine resources required • Identify the evidence to gather ensuring that critical evidence requirements are met

  8. ASSESSMENT • Assessment is the process of collecting evidence and making judgements about competency • Competency is being able to demonstrate the identified knowledge and skills to the standard required

  9. PRINCIPLES OF ASSESSMENT • VALIDITY • RELIABILITY • FLEXIBILITY • FAIRNESS

  10. ASSESSMENT METHODS DIRECT OBSERVATION QUESTIONING THIRD PARTY EVIDENCE EVIDENCE FROM THE LEARNER STRUCTURED ACTIVITIES

  11. REASONABLE ADJUSTMENT Providing reasonable adjustment for learners is based on legislative and regulatory requirements. Reasonable adjustment in the context of the legislative responsibilities of trainers and assessors, is generally associated with: • personal support services • assistive technology • the format of assessment materials • adjustment of the physical environment

  12. YOUR SCHOOL AS AN RTO • What qualifications are offered? • What assessment methods are used? • How are special learning needs addressed? • What is your role in the RTO? • Do you assist in adjusting assessments? • Do teachers have a clear understanding of literacy and numeracy requirements of certificates level 1 and 2?

  13. USEFUL WEBSITES • www.ntis.gov.au • www.aqf.edu.au • www.qtac.edu.au • www.deewr.gov.au • www.natinfo.com.au • www.vetnetwork.org.au • www.qsa.qld.edu.au • www.training.qld.gov.au • www.cis.qsa.qld.edu.au • www.education.qld.gov.au/students/placement/work/cert.html • http://employabilityskills.training.com.au

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