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Review of TAE Training Package

Review of TAE Training Package

The AISC has now approved a complete review of the TAE Training Package. The details and time-frame for the review can be found on PwC’s website at this link: https://www.skillsforaustralia.com/project-page/education-tae/.

This time, I am hopeful that we will have qualifications and skill sets that are actually fit-for-purpose. If you have read my research report dated November 2019, I argued that TAE40116 was not fit-for-purpose.

My colleagues Nancy Pavlovic (Pavlov Group), Chemène Sinson (Blackwater Projects), Douwlene Burdett (Healthy Business Academy) and Carolyn Fletcher (ITTA) have had a number of meetings and put together our main recommendations, which we have presented to Andrew Shea, Chair of the Education IRC and to PwC’s Skills for Australia.

At the moment, the Education IRC is concentrating on the new e-learning skill set which will comprise 2 new units, one for e-learning and one for e-assessment. This is in response to an AISC request to consider how the Covid pandemic has changed the way we work. My colleagues and I are not sure that’s the best way to go, but it looks like the decision is made. We are expecting these 2 new units to be endorsed around February and, needless to say, once they are endorsed, I will be developing resources for them. At the moment I’m considering the same clustered approach that I used for TAELLN412 / TAELLN413.

Our main concern is the Cert IV qualification as a whole. It seems that there’s consensus everywhere to remove TAEASS502 from the core so that’s one battle we don’t have to fight. I was able to attend a PwC focus group meeting recently and was the only representative of a private RTO. All the other RTO representatives were from various TAFEs. Overall, I was surprised at the amount of consensus in the meeting.

I would urge everyone who has a vested interest in this training package to make submissions to PwC or directly to the IRC members if you can. There is a survey you can access on PwC’s website.

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

Changes to Training Packages

Changes to Training Packages

The major revision of BSB Business Services Training Package last October has been very disruptive.
For me personally, it means a complete revision of all my resources which is a major and time-consuming project. That’s why I haven’t been near my website for so long. I’ve been flat out and am still nowhere near finished.

In my other role as a lead trainer/assessor for International Teacher Training Academy (ITTA) I have well over 100 remote TAE students current at any one time and supporting them takes up most of my time.
In between, I have to find the time somehow to do a complete review and revision of all of my resources. This includes TAE40116 because I have used BSB qualifications, units of competency in quite a few of the assessment tasks and as examples in some of the learning resources.

It was most frustrating that PwC decided to revise the Diploma of Leadership and Management only one year after they had previously revised it.
BSB50420 – Diploma of Leadership and Management was my first priority. It is stated as equivalent to BSB51918 – Diploma of Leadership and Management. I don’t quite know why it’s stated as equivalent, because there is a brand-new unit added to the core: BSBCRT511 Develop critical thinking in others.

Most of the units are stated as equivalent, so it should have been a simple process to re-map the existing resources to the current units. Unfortunately, it didn’t work out like that, because PwC, in their wisdom, also re-worded the unit content. In some cases, the re-wording actually affected the context and focus of the unit – even though it was stated as equivalent. I still don’t know whether the re-wording was deliberate or just a cosmetic exercise, as I have found the new wording quite vague in many places.

Anyway, I am happy to say that I have completed the development of 12 units for BSB50420. I still need to update the resources for BSBWHS501 Ensure a safe workplace to BSBWHS521 Ensure a safe workplace for a work area.

This has also impacted on the resources for BSB41419 – Certificate IV in Work Health and Safety, because although the WHS coded units have not changed, the electives have. To add insult to injury, some of the WHS coded units refer to the AS/NZS Standards and they have changed since I wrote these resources. This means I need to review and make the necessary revisions to all of the units in the qualification.
I will try and keep you all up-to-date on my progress.

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

Revising TAE Resources

A New Year – Revising TAE Resources Yet Again

The problem with writing resources for TAE40116 is that the tasks and learning materials need something specific to refer to and use. This means that they contain references to qualifications and units of competency from www.training.gov.au,

Whenever a qualification is superseded, the TAE40116 resources need to be revised so as to remain current. Because I also deliver training in TAE40116 for International Teacher Training Academy, I am seeing the tasks every day – so it jumps out and hits me when something has been revised.

I’ve been storing up the revision work, waiting for some quiet time, and this holiday period has provided it.
The revisions just completed are for:
• TAEASS401 Plan assessment activities and processes
• TAEASS502 Design and develop assessment tools
• TAEDES401 Design and develop learning programs
• TAEDES402 Use training packages and accredited courses to meet client needs
At the same time, this gave me an opportunity to make improvements, based on my experience of training and assessing TAE40116.

The most extensive changes were to TAEASS502. In fact, I am now on Version 5.0 of this unit. This is a difficult unit for the student. I think I have now managed to create a structure for the assessment tasks which gives excellent guidance. For each of the 3 assessment tools the candidate is required to complete, I have a 3-part task.

Part A is to plan the tool, and here I have provided very detailed instructions in a step-by-step approach. The candidate must submit Part A for feedback before continuing. This is so that they don’t compound any errors by moving on – and then have to waste time going back.

Part B is the Assessor Guide. A template is provided and, provided Part A was satisfactory, it’s just a matter of copying and pasting from Part A to the Assessor Guide. Again, the candidate should seek feedback before continuing. Part C is the Candidate Guide, which is a case of copying from the Assessor Guide and deleting the information for the assessor.

I really think I have nailed it this time.

Wishing everybody a very happy and successful 2020.

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

Resources for BSB41419 WHS

Resources for BSB41419 Certificate IV in Work Health and Safety

Go to Resources Page (Click Here)

I wasn’t going to update my BSB41415 resources to this new qualification because I was concerned about the selection of Group A units.

The packaging rules require a minimum of 3 units from Group A, and only two of these were sufficiently generic and appropriate for the role of a WHS Coordinator.

This is a BSB Business Services qualification and should be generic, but the unit selection leads me to think PwC must have consulted only with representatives of mining and high-risk industries. I tried to get PwC to change this, but was not successful.

Nevertheless, for some of my RTO clients, BSB41419 Certificate IV in Work Health and Safety is core business for them, so they have to find a way to make it work. After discussion with my clients we came to a decision as follows:
Group A
• BSBRES411 Analyse and present research information – generic
• BSBWHS417 Assist with managing WHS implications of return to work – generic
• BSBWHS418 Assist with managing WHS compliance of contractors – not generic but possible
• BSBWHS419 Contribute to implementing WHS monitoring processes – not generic – very specific and high-risk
• BSBWHS431 Develop processes and procedures for controlling hazardous chemicals in the workplace – not generic – very specific and high-risk
• BSBWRT401 Write complex documents – generic but far too academic for the work role and target group

Therefore, I have undertaken a review, and in most cases a complete re-write of my previous resources. I have also created resources for BSBWHS418 Assist with managing WHS compliance of contractors.

The resources still use the same structure, which has proved very successful. The course is based upon the candidate being one of the WHS Coordinators for a civil construction company called Australia-Wide Construction. Since most people at least know what construction looks like, this gives me sufficient scope to design simulated workplace tasks.

The course is still best delivered and assessed in face-to-face workshops, but will work well with a blended approach, incorporating on-line learning and assessment.

Go to Resources Page (Click Here)

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

Quality of VET Training

We have seen many changes in the past few years, but very little actual improvement. It was hoped with ASQA taking a national role in policing quality of training that they would target and de-register those RTOs who are only interested in making money. I have just attended the ASQA briefing and it was interesting that, in spite of talking for nearly 2 hours, David Garner didn’t address the “elephant in the room”.

The quality of VET training depends upon two things: the expertise and quality of the trainers and ASQA’s role in ensuring poor quality RTOs are targeted and either de-registered or rectify their practices.

It was said (but not by me) that TAE40110 was to blame for poor training and assessment practices. When it was replaced with TAE40116, all RTOs were required to undertake a complex and time-consuming application for scope. ASQA couldn’t cope with this and, as a result, many months went by before any RTOs were awarded scope.

Despite this, there are now RTOs with scope for TAE40116 who are well-known to be focused on making money rather than providing quality training. We know who they are but for some reason it appears ASQA doesn’t. How could they have been approved for scope? Most RTOs want to do the right thing, but they can’t compete with RTOs who are advertising TAE40116 for less than $1,000. There is no way the qualification can be delivered at this price.

I decided to take on some training for TAE Cert IV and Diploma and at the moment have over 100 students enrolled with International Teacher Training Academy. My reason was to discover how my resources (and the evidence requirements of the qualification) worked in practice. Clearly, this qualification is not fit for purpose. It is an entry-level qualification which permits a trainer to work in an RTO delivering and assessing nationally recognised qualifications and skill sets but the requirements are well above entry-level.

There are also some ridiculous evidence requirements. Imagine you are not yet employed by an RTO. You have been offered a job but first you need TAE40116. It will take you a year in most cases and by that time the job has gone. Also, some evidence requirements cannot be achieved unless you are working in an RTO. Take TAEASS402. It requires you to conduct 5 assessments of a full unit of competency under the supervision of a qualified trainer/assessor. The candidates for assessment must be “real VET learners”. This is Catch-22. You can’t provide the evidence except in an RTO. You can’t work in an RTO unless you hold TAE40116.

The other main problem is that TAEASS502 Design and Develop Assessment Tools is now a core unit. This is a Diploma level unit. If you are working in an RTO and hold TAE40110 then, as at 1 July this year you are out of a job unless you also hold TAEASS502 and TAELLN411. Let’s assume you train apprentices in carpentry at TAFE. You don’t use computers to create complex documents. Nor are you an academic. Nevertheless, somehow or other you need to plan, design, develop, trial and review 3 different assessment tools for 3 full units of competency – one being RPL.

I have spoken to my local MP who promises that the Minister for VET will contact me directly. Hopefully this will happen, because so far, every letter I have written to the numerous VET Ministers in the past has been answered by a bureaucrat. I doubt the letter was even read by the Minister.

Hope springs eternal. I’m not giving up.

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

Changes to the BSB Training Package

BSB Training Package Changes

PwC has made changes to a number of qualifications in the BSB Business Services Training Package.  These have come out of the blue.  I know that PwC asked for submissions and consultation earlier in the year but in the past the ISCs used to release the draft qualification and units prior to actually putting them up for endorsement, so that RTOs had time to prepare for the change.

This didn’t happen.  The first I knew was today when I received the notification from training.gov.au.  So now it will be a mad scramble to revise everything.

 

My concern is with 2 qualifications in particular:

BSB51915 Diploma of Leadership and Management – now BSB51918 (Release 1).  An equivalent qualification and the main changes are to:

  • Develop and use emotional intelligence (now BSBLDR511) and
  • Communicate with influence (now BSBLDR513).

These 2 units will be my priority to update.  There is also a Release 2.0 of BSBCUS501 but it’s just a minor change to the assessment conditions.  With the other units, PwC still has the old assessment conditions which is probably an oversight.

 

BSB41415 Certificate IV in Work Health and Safety (Release 3).  Again equivalent to the previous release.

  • Analyse and present research information (now BSBRES411) has been changed, so that will be my next step.

The only other change is to update the codes for TAEASS301 and TAEDEL301 so that they are current.  I already have these 2 units.

 

Sandy Welton

sandytrainer@dodo.com.au

0407 131 075

My Submission to PwC

My Feedback to PwC on TAE40116 Package

This document is in response to PwC’s request for feedback on the TAE Training Package.

I am an instructional designer with several RTOs who use my resources for TAE40116 and TAE50116. I am also a trainer/assessor for International Teacher Training Academy (ITTA), supporting over 50 students undertaking TAE qualifications. This gives me valuable information on the practicalities of delivery and assessment of TAE40116.

Firstly, we should look at the intent of the qualification, as stated in its description, namely:
This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector.
This qualification (or the skill sets derived from units of competency within it) is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program.

Therefore, this is an entry level qualification, designed for those who have vocational qualifications and expertise and wish to become trainer/assessors either in an RTO or an enterprise.

We must therefore bear in mind, when considering the evidence requirements in the units of competency, that the candidate for assessment will not currently be working in an RTO. This means that the evidence requirements must be designed to be practical and achievable – which currently is not the case.

Trainer/assessors in the VET sector (an RTO)

Tasks they perform
An entry level trainer/assessor in an RTO performs the following tasks:
• Planning to deliver training and developing session plans.
• Delivering training:
This may be group training, individual coaching or (more frequently) training of remote learners through an on-line portal with electronic interaction and support.
• Reviewing learning resources provided to them and, in some cases, supplementing these. Learning resources are normally provided by the RTO. They are either developed in-house by experienced personnel or purchased                             (as with my resources).
• Conducting formative assessment to confirm that the learner is ready to move to the next phase in their learning pathway. Formative assessment resources are normally provided by the RTO and align with the learning resources.
• Conducting assessment through a learning and assessment pathway, providing feedback and support to candidates and complying with the Principles of Assessment in the process of conducting the assessment.
• Making the assessment judgement and ensuring that evidence is recorded and reported which meets the Rules of Evidence.
• Participating in validation of assessment tools and assessment judgements.
• Collaborating in moderation of assessment judgements, knowing when to seek the opinion of a lead assessor where they may have a borderline case.
• Participating, with the support of an experienced lead assessor, in conducting RPL evidence gathering and assessment.

Tasks they do not perform
An entry-level trainer/assessor does not perform the following tasks:
• Designing learning programs, delivery plans and assessment plans.
These are provided by the RTO. They must understand what these are and follow them – not create them.
• Designing assessment instruments and assessment tools.
These are provided by the RTO. They must understand what constitutes a valid assessment tool and they must be able to evaluate whether a tool which is provided to them meets the requirements of the unit of
competency or cluster.
If a trainer/assessor has the knowledge and skills to validate an assessment tool (TAEASS403) this is sufficient.

Enterprise trainers and assessors
TAE40116 is inappropriate for this cohort. There should be a separate qualification (not a skill set of units from TAE40116) which is designed specifically for this type of trainer/assessor, using industry consultation to identify exactly what skills and knowledge they require.

Background to issues with TAE40116
This qualification was intended to overcome issues related to “tick and flick” qualifications being issued by some RTOs for TAE40110. It does not follow that there was anything seriously wrong with the qualification TAE40110. The issue was, in fact, the failure to “police” the system through audit processes.

The introduction of TAE40116 was used as an opportunity to require all RTOs who needed scope to complete a new scope application, rather than the usual automatic approval if they held scope for the superseded qualification. Although the application process was extremely detailed, it is now clear that the problem has not been resolved. There are RTOs who have been granted scope for TAE40116 who are not providing quality training and assessment. Complaints to ASQA have been made. However, these RTOs continue to have scope.

Several of my client RTOs have received complaints from trainees about training received elsewhere. I have personally received calls from trainees who located me via my own website about one RTO which is registered in Australia but actually operates out of the Philippines. These people are always encouraged to make a formal complaint to ASQA.

TAE40116 as a “licence to practice”
The RTO Standards require all trainer/assessors in an RTO to hold this qualification (or, currently, TAE40110). It is possible to employ an unqualified trainer/assessor, provided they work under supervision. However, most RTOs are not prepared to do so for fear of non-compliance at audit. There is no clear definition of the term “under supervision” and is therefore open to interpretation at audit. This is too much of a risk.

For this reason, the TAE Certificate IV is, in effect, a licence to practice as a trainer/assessor in an RTO. For other licenced outcome qualifications, there are usually nationally adopted assessment tools that must be used. This does not apply to TAE40116.

Therefore, it would be valuable to develop a set of national assessment tools that must be used for the qualification. I have offered to assist with this development and so have a number of my colleagues who are highly experienced in this area.

Reviewing the current units of competency

TAEDES402 Use training packages and accredited courses to meet client needs
This unit is equivalent to TAEDES402A and the evidence requirements are practical. The unit should be the first in the learning pathway, as it introduces the learner to the VET system, training packages, qualifications, units of competency and the AQF.

This unit is not relevant for an enterprise trainer/assessor, as they are not delivering nationally recognised qualifications.

Recommendation: Retain this unit but clarify the wording of the PE so that it is clear exactly what “analysing” means in this context. Change the code to TAEDES401.

TAEDES401 – Design and develop learning programs
Trainer/assessors do not design and develop learning programs. In fact, RTOs do not use learning programs at all. They develop a Training and Assessment Strategy and this needs to be done at a higher level within the RTO.

There is no need for this unit. Some of the knowledge and performance requirements could be incorporated into TAEDES402.

Recommendation: Delete this unit

TAEASS401 Plan assessment activities and processes
Trainer/assessors do not design assessment plans. In fact, RTOs do not use assessment plans. They are incorporated into the Training and Assessment Strategy. However, it is useful to know how to plan assessment to ensure there is a range of activities which will meet all of the unit requirements.

Trainer/assessors at the entry level do not design assessment instruments. Nevertheless, they should know how to do so, as they will need this knowledge as they become more experienced.

Therefore, this unit should be retained.

Performance evidence:
   • planning and organising the assessment process on a minimum of five separate occasions

Five separate occasions is overkill. Note also that this PE is not clearly stated. The candidate can document assessment plans. The candidate can develop and document assessment instruments. The candidate cannot organise an assessment process because they do not work in an RTO.

Recommendation: re-word this PE.

• planning and organising two Recognition of Prior Learning (RPL) assessments (which may be two of the five assessment processes above.)
We don’t create assessment plans for RPL. It takes as long as it takes and happens in different ways. This is the reason that RPL is so much more difficult than a learning and assessment pathway because there is less structure.
The candidate therefore cannot plan and organise an RPL assessment. They do not work in an RTO.
The candidate can develop and document an assessment instrument for RPL – but not a plan.

Recommendation: re-word this PE.

TAEASS402 Assess competence
This is the unit which is most unrealistic in its assessment requirements:

Performance evidence
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
   • assessment of at least five candidates within the vocational education and training (VET) context against at least one endorsed or accredited unit of competency according to the organisation’s assessment processes and practices.

This has been interpreted by ASQA as “real VET candidates”. The only “real VET candidates” that can be assessed are those who are undertaking a qualification with an RTO. To repeat the point yet again the candidate is not working in an RTO.

They cannot therefore conduct assessment on 5 “real VET candidates”.

   • using recognition of prior learning (RPL) processes in the assessment of at least one candidate (which may be one of the five candidates above)
    • making reasonable adjustments in the assessment of at least one candidate.
The assessments must be undertaken under the supervision of a qualified assessor and cover an entire unit of competency for each candidate, including:
   • the application of different assessment methods and instruments involving a range of activities and events
   • using two-way communication and feedback with the candidate
   • exercising judgement in making the assessment decision
   • recording and reporting assessment outcomes in accordance with the assessment system and organisational, legal and ethical requirements
   • reviewing the assessment process.

To make the point yet again – how can a candidate conduct the assessment under the supervision of a qualified assessor if they are not working in an RTO? This can be achieved in a workshop group training environment where the trainer/assessor acts in the role of the qualified assessor but not otherwise. Most TAE candidates are undertaking the course remotely. Very few are in a position to attend workshops.

In relation to using two-way communication and feedback with the candidate, this has been interpreted by ASQA as oral communication. This simply doesn’t reflect the reality. Assessments are submitted. The candidate is not present when the assessor conducts the assessment. The assessor then responds in writing. The problem here is with the interpretation. As assessors we do have two-way communication with our candidates but it is usually by email or handing back the marked assessment, with the odd telephone conversation if necessary.

ASQA is demanding direct observation of the 5 assessments demonstrating “interact with others” and “oral communication”. Unless the assessment is face to face (which is the exception) this can only be achieved with a video. We are already encountering situations where a video is not permitted by the employer or a video would contravene the Privacy Principles.

Recommendations:
• Delete the requirement for “real VET learners” and allow for simulated assessments, which allow us to truly test the candidate’s ability to conduct assessment because we can design the tasks to trap common errors made during
assessment. It also allows us to properly benchmark the assessment tasks.
• Change the requirement to writing detailed, supportive and accurate feedback to the candidate (instead of two-way communication) or make it clear in another way that two-way communication is not necessarily face to face oral
communication.
• Delete “under the supervision of a qualified assessor” as this can only occur in an RTO. The assessment which the candidate submits is already assessed by a qualified assessor.

TAEASS403 Participate in assessment validation
This unit was a definite improvement, in that the candidate is now required to map the tools – which is essential to validation.

I think it’s unfortunate that the unit only relates to validation of assessment tools. Trainer/assessors must also validate assessment judgements. This is a requirement of the Standards.

TAEASS502 Design and develop assessment tools
This unit should never have been made a core in the Certificate IV. It is at Diploma level and needs to be. In the previous iterations of the Cert IV, this unit was an elective – which is appropriate.

Note also – Many people are slipping through the net. They already hold TAEASS502B and are therefore entitled to Credit Transfer. However, their original qualification was a tick and flick and they have no more idea of how to develop an assessment tool than my pet cat.

Recommendations:
• Return to making this unit an elective.
• Change the unit requirements so that it is NOT equivalent to TAEASS502 – in the same way TAEASS401 and 403 required further learning and assessment for upgrade. That way we will be able to identify those who already hold
the unit but don’t have the skills and knowledge and we can build them into the upgrade.

TAEDEL401 Plan, organise and deliver group-based learning
There is an argument for making this unit an elective. Group-based learning is declining in favour of remote learning. My personal preference is to retain this unit as a core, as it provides opportunities to develop overall training delivery skills, whether the person will end up training groups or not.

Performance evidence
facilitating group-based learning by preparing and delivering at least three training sessions, including:
   • at least two consecutive sessions of at least 40 minutes duration, that follow one of the learning program designs, to a learner group of at least eight individuals
   • at least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed
   • identifying and responding to individual needs
   • accessing and using documented resources, and any support personnel required to guide inclusive practices.

This is completely impractical. It is not always (or even usually) possible to get a group of 8 individuals together for training.

Assuming TAE40116 is being delivered face to face in a workshop and the deliveries are observed during the workshop, then a minimum of 9 is required. This has effectively precluded RTOs from offering workshops for less than 9 participants.

If, as is usually the case, the candidate is self-paced working remotely – but not in an RTO – it is unconscionable to require them to gather together a group of 8 individuals for 2 group training sessions, one following from the other.

Note the last two PE. These are vague. Is the third session supposed to include some sort of reasonable adjustment for a disability or LLN need? What “documented resources” are supposed to be used and for what purpose? It says “any support personnel required”. What if no support personnel are required in the circumstances? Does that mean we can ignore this?

It would be unusual to have a real situation where the candidate can deliver training to a group of 8 where there is one or more participant with a special need. Therefore this is an unrealistic requirement. It would be far better to enhance the knowledge evidence in this area, so that the candidate demonstrates that they know what they should do if the situation occurs.

In reality, this third session with “special needs” is usually a role play if done in a workshop. For instance, one person may pretend to be blind and put on dark glasses. Everyone has a laugh but it doesn’t demonstrate any kind of competency in performance.

If the candidate is delivering this group training remotely to a person with special needs (assuming this might be possible) we run foul of privacy legislation

What do we really need to see, remembering that many trainer/assessors won’t deliver group training face to face and that group training on-line will become more and more frequent?

Recommendations:
• Remove the requirement for 8 learners.
• Make it clear in the PE that group delivery may be face to face or via electronic means such as a webinar.
• Enhance the KE to cover addressing special needs and inclusivity in detail, as it relates to group delivery
• Reduce to 2 deliveries following on from one another, 30 minutes in duration.

TAEDEL402 Plan, organise and facilitate learning in the workplace
There is even more of an argument to make this unit an elective. This is an excellent unit for an enterprise trainer but hardly relevant for an RTO trainer/assessor.

This unit focuses on apprenticeships and traineeships from the point of view of supporting learning in the workplace. While a number of RTO trainer/assessors support learning for apprentices and trainees and need to understand how this works, this is only a proportion of the total.

Not every RTO trainer/assessor will be in a position to use the skills and knowledge comprised in this unit.

Recommendations:
• Make this an elective in TAE40116
• Make it a core in the new qualification Cert IV in Enterprise Training

TAELLN411 Address adult language, literacy and numeracy skills
The VET sector is coming to terms with the fact that they must also address LLN at the same time as providing vocational training. Why this is necessary is another issue, and begs further investigation of the education system as a whole.

My main concern with this unit is the requirement in several places to seek the advice of a “qualified LLN practitioner”. Unfortunately there is no such thing. This presents TAE trainees with a real problem. I know of one RTO who advises their trainees to “Google it”. I have received several calls from such trainees because their own RTO was singularly unhelpful. (Incidentally, this is the same RTO which is based in the Philippines.)

We could overcome this problem quite easily. We now have a skill set comprising TAELLN411, 412 and 413. I have already recommended to PwC that this skill set could state in its description that attainment of the full skill set constitutes qualification as an LLN practitioner.

Sandy Welton
sandytrainer@dodo.com.au
tel: 0407 131 075

Accredited versus Non-Accredited Training

Option of Non-Accredited Training

Where does the time go? I haven’t done a blog since last May so it’s definitely time.

I have been slow on the development front because I am now providing TAE training and assessment for International Teacher Training Academy as well as my normal work. I’m really enjoying this, as it gives me lots of interaction with the trainees as well as all the girls at ITTA.

My other project is to focus on non-accredited training – one-day workshops for employers in my area (which is Toowoomba). So far this is in its early stages but being very well-received. It’s also fun for me because I get to deliver face to face training. I’ve also been setting up and facilitating Action Learning sets and am really impressed by the difference Action Learning can make for an organisation.

My reason for focusing on non-accredited training has a lot to do with the problems RTOs are facing trying to operate in this increasingly complex and convoluted system, where the goalposts keep moving and nobody actually knows where the goalposts are. Add the negative media reports and the government attitude that it’s all somebody else’s fault and nothing to do with them, and many RTOs are thinking about other options.

So this is why I’m trying out a new approach in my own back-yard. If it proves successful in such a small area, then it’s something that my clients in other areas may wish to try too. In that case, I might add another page to my website with resources for non-accredited training.

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

TAESS00009 Foundation Skills

TAESS00009 – Address Foundation Skills in Vocational Practice Skill Set

I have now completed the development of resources for this skill set. The units required are:
• TAELLN411 Address adult language, literacy and numeracy skills
• TAELLN412 Access resources and support to address foundation skills in vocational practice
• TAELLN413 Integrate foundation skills into vocational training delivery

The resources for TAELLN411 are stand-alone. This is a core unit in TAE40116.

For TAELLN412 and TAELLN413, I have clustered the learning and assessment pathway resources. I can’t imagine a situation when a learner would do one of these units without wanting to also do the other.

This makes the learner guide somewhat larger than I normally like. It is 50 pages whereas normally I prefer a learner guide to be no more than 30 pages. I have always worked on the basis that “less is more”. Rather than swamp the learner with reading, I like to give them just enough. That way, learning is consolidated through activities in the assessment tasks.

There are 6 detailed assessment tasks and 2 final assessment tasks. TAELLN412 and 413 have quite a number of overlaps, so the assessment tasks are designed to address the requirements of both units. So instead of one mapping summary at the back of the assessor guide, we have two.
I decided not to cluster the RPL tools, so as to allow for more options and versatility. The way they are written, the assessment process can be easily clustered when required.

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

The Search For Specialist LLN Practitioners

Skill Set for LLN Practitioners?

I must admit I hadn’t even noticed there was an LLN skill set until a client told me.

It is TAESS00009 – Address Foundation Skills in Vocational Practice Skill Set, with 3 units:
• TAELLN411 Address adult language, literacy and numeracy skills
• TAELLN412 Access resources and support to address foundation skills in vocational practice
• TAELLN413 Integrate foundation skills into vocational training delivery

So this is my current project and I am finding it challenging but will get there. About half way through so far.
Of course I already have resources for TAELLN411 because it’s a core unit in TAE40116, so I only need to develop the other two units.

The first thought was to cluster all three units together, but it’s very likely people will already hold TAELLN411, so it makes sense to leave this unit out of the cluster.
TAELLN412 and TAELLN413 really do need to be clustered though. There’s an awful lot of overlap – a lot more than I’ve seen in other units of competency.

Incidentally, these units both require the candidate to demonstrate consulting / collaborating with “specialist LLN practitioners” – so I went looking for definitions and discovered there aren’t any.

The advice I received from PwC is:
“In short, because there is no single definition of a specialist LLN practitioner, foundation skills delivery requires a diversity of practitioners from multiple fields of expertise and many niche areas of specialisation. Adult language, literacy and numeracy skills development is provided by a range of training organisations in vocational education settings, workplaces and the community.”
Apart from a couple of advanced diplomas, there’s no specialist LLN qualification, so I have suggested to PwC that they consider whether this skill set may fulfil that role.

Sandy Welton
sandytrainer@dodo.com.au
0407 131 075

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