The vocational education and training (VET) sector is responsible for developing the competence of individuals in areas of work required by industry, enterprises and organisations as well as providing general education for the community. It includes vocational education and training undertaken in industries, enterprises, government agencies, and community and school settings. The sector encompasses both recognised training leading to a qualification or Statement/s of Attainment under the AQF, and non-recognised training, such as in-house, product-based training.
The training package that details competency standards and nationally recognised qualifications for the VET sector is the Training and Education Training Package TAE10. This replaces the current TAA04 Training and Assessment Training Package which was itself a replacement for the BSZ98 Assessment and Workplace Training Package.
This version of the Training Package represents the qualifications environment for training and education in the vocational education and training (VET) environment, and reflects a growing appreciation of the wider context for VET trainers and educators. It responds to the escalating needs of the economy for a highly skilled workforce, as well as recognising that VET has, and has had for some considerable time, a wider remit than training. Additionally, many teachers in the schools sector particularly and higher education, are increasingly accessing the skills required in the VET sector. A broader conceptual basis reflecting the training and education continuum, as is present in this package, is seen as increasingly important in bridging the interface between these differing elements of the wider education environment.
In particular, placing an emphasis on the wider educational aspects of VET education is identified as a key element in raising standards in the sector, as well as providing a basis for individuals to develop a wider career perspective. The introduction of additional components that place training and education qualifications within a business perspective is seen as being a logical extension for this training package for the future.
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| Refer to the Training Package here for a detailed overview of the content of the TAE10 Training and Education Training package. |
The progression pathways
The package now offers a distinct pathway for those wishing to participate in the VET environment with multiple entry points depending upon the experience, background and qualifications held by the candidate. There is additionally, through the provision of currently informal linkages, the potential for pathways into higher education programs.
The chart above provides an overview of this progression capability now provided by the Training Package.
Key elements in professional development
There are very clear target levels in this progression route, these are characterised as:
- Introduction to training and assessment in a workplace environment
- Entry into the VET environment through the attainment of a Certificate IV in Training and Assessment
- Progression to advanced practice, through the attainment of a Diploma
- Focus in specialised areas of interest at Graduate Certificate or Diploma level (e.g. Language, literacy and numeracy; International education)
- Further professional development either into undergraduate or post graduate higher education.
Professional practice in VET
The IBSA Board have made a very public statement in its submission to the Productivity Commission that it has formed a view that the point of professional recognition in VET practice should be established at Diploma level. This has particular relevance in the context of the delivery of the Certificate IV in Training and Assessment. IBSA is specifically of the view that the minimum qualification of those delivering the Certificate IV in Training and Assessment is the Diploma of Vocational Education and Training. While the Skills Council is not in the position to mandate this, we will continue to represent this view in all the forum in which we engage, with a view to encouraging the industry to embrace this standard as the preferred position.
Education Sector Advisory Committee
IBSA's Sector Advisory Committees (SACs) are a pivotal component of our overarching Stakeholder Engagement strategy which also includes and National Project Reference Groups (NPRG). They provide an ideal forum for contemporary industry input and dialogue on industry matters as a means of informing the Board's decisions in important labour market and training areas.
Click here to view the membership of the Education Sector Advisory Committee.
Education National Project Reference Groups and Project Advisory Committees
National Project Reference Groups (NPRGs) and Project Advisory Committees (PACs) are developed on a needs-basis and are responsible for providing advice and feedback to IBSA around specific projects. These groups/committees provide input to the development of project reports, units of competencies and other deliverables, and promote the project and its outcomes to other relevant stakeholders. Regular meetings provide a forum for targeted project guidance and industry content expertise; enabling the exchange of ideas, identification of issues, gathering of information, and the development of appropriate solutions.
The vocational education and training (VET) sector is responsible for developing the competence of individuals in areas of work required by industry, enterprises and organisations as well as providing general education for the community. It includes vocational education and training undertaken in industries, enterprises, government agencies, and community and school settings. The sector encompasses both recognised training leading to a qualification or Statement/s of Attainment under the AQF, and non-recognised training, such as in-house, product-based training.
The training package that details competency standards and nationally recognised qualifications for the VET sector is the Training and Education Training Package TAE10. This replaces the current TAA04 Training and Assessment Training Package which was itself a replacement for the BSZ98 Assessment and Workplace Training Package.
This version of the Training Package represents the qualifications environment for training and education in the vocational education and training (VET) environment, and reflects a growing appreciation of the wider context for VET trainers and educators. It responds to the escalating needs of the economy for a highly skilled workforce, as well as recognising that VET has, and has had for some considerable time, a wider remit than training. Additionally, many teachers in the schools sector particularly and higher education, are increasingly accessing the skills required in the VET sector. A broader conceptual basis reflecting the training and education continuum, as is present in this package, is seen as increasingly important in bridging the interface between these differing elements of the wider education environment.
In particular, placing an emphasis on the wider educational aspects of VET education is identified as a key element in raising standards in the sector, as well as providing a basis for individuals to develop a wider career perspective. The introduction of additional components that place training and education qualifications within a business perspective is seen as being a logical extension for this training package for the future.
|
| Refer to the Training Package here for a detailed overview of the content of the TAE10 Training and Education Training package. |
The progression pathways
The package now offers a distinct pathway for those wishing to participate in the VET environment with multiple entry points depending upon the experience, background and qualifications held by the candidate. There is additionally, through the provision of currently informal linkages, the potential for pathways into higher education programs.
The chart above provides an overview of this progression capability now provided by the Training Package.
Key elements in professional development
There are very clear target levels in this progression route, these are characterised as:
- Introduction to training and assessment in a workplace environment
- Entry into the VET environment through the attainment of a Certificate IV in Training and Assessment
- Progression to advanced practice, through the attainment of a Diploma
- Focus in specialised areas of interest at Graduate Certificate or Diploma level (e.g. Language, literacy and numeracy; International education)
- Further professional development either into undergraduate or post graduate higher education.
Professional practice in VET
The IBSA Board have made a very public statement in its submission to the Productivity Commission that it has formed a view that the point of professional recognition in VET practice should be established at Diploma level. This has particular relevance in the context of the delivery of the Certificate IV in Training and Assessment. IBSA is specifically of the view that the minimum qualification of those delivering the Certificate IV in Training and Assessment is the Diploma of Vocational Education and Training. While the Skills Council is not in the position to mandate this, we will continue to represent this view in all the forum in which we engage, with a view to encouraging the industry to embrace this standard as the preferred position.
Education Sector Advisory Committee
IBSA's Sector Advisory Committees (SACs) are a pivotal component of our overarching Stakeholder Engagement strategy which also includes and National Project Reference Groups (NPRG). They provide an ideal forum for contemporary industry input and dialogue on industry matters as a means of informing the Board's decisions in important labour market and training areas.
Click here to view the membership of the Education Sector Advisory Committee.
Education National Project Reference Groups and Project Advisory Committees
National Project Reference Groups (NPRGs) and Project Advisory Committees (PACs) are developed on a needs-basis and are responsible for providing advice and feedback to IBSA around specific projects. These groups/committees provide input to the development of project reports, units of competencies and other deliverables, and promote the project and its outcomes to other relevant stakeholders. Regular meetings provide a forum for targeted project guidance and industry content expertise; enabling the exchange of ideas, identification of issues, gathering of information, and the development of appropriate solutions.