AQTF

=AQTF / NVR=

Standards for NVR Registered Training Organisations 2011 http://www.comlaw.gov.au/Details/F2011L01356/Download

[] The Australian Skills Quality Authority

VET gossary []

Can learning outcomes be divorced from processes of learning? Or why training packages make very bad curriculum at this link TAE10 Don't need TAA nice quote at this link and rules

Full list of AQTF publications [|at this link]

AQF 2011 at this link

AQTF 2010 Essential Standards for Continuing Registration []


 * 1) AQTF Essential Standards for Registration 2007>
 * 2) AQTF 2007 Users Guide to the Essential Standards for Registration>
 * 3) AQF Implementation handbook (2007)> >
 * 4) Tra[|ining Package Development Handbook]

National Quality Council Publications

The National Quality Council (NQC) approved a new Training Packages Glossary at its meeting on 25 June 2009. The NQC agreed that the Glossary will be made available and maintained as part of the online TPDH, and that the Glossary’s definitions will be reflected in all other key VET documents. Version 2.1 (March 2010) of the glossary has minor changes regarding the removal of the Ministerial agreement step for Training Packages.
 * Training Packages Glossary [|at this link]**


 * Professional Judgment in VET** [|at this link]


 * RPL - Done Well** [|at this link]

**E-assessment and the AQTF:** Bridging the divide between practitioners and auditors at this link
Guidelines for assessing competence in VET (2nd Ed) 2008 at this link **Principles of assessment **

Assessments The baics

Unpacking a unit of competency

Unpacking a Training Package

AQTF Melbourne Uni

Rod's VET links =__Training Packages__= **T** **raining packages do not prescribe how an individual should be trained.** **Trainers and supervisors develop learning and assessment strategies—the ‘how’—to support an individual learners’ needs, abilities and circumstances**. Page 12 Read at this link **Training packages are not curricula** page 13 Read at this link More quotes at

.

Training Package Assessment Guides
The below 10 guides aim to provide assessors and managers of assessment processes within the vocational education and training (VET) sector with a range of practical tools and resources for improving assessment practices in both on – and off-the-job situations.
 * 1) Training Package assessment materials kit
 * 2) Assessing competencies in higher qualifications
 * 3) Recognition resource
 * 4) Kit to support assessor training
 * 5) Candidate's Kit: Guide to assessment in Australian Apprenticeships
 * 6) Assessment approaches for small workplaces
 * 7) Assessment using partnership arrangements
 * 8) Strategies for ensuring consistency in assessment
 * 9) Networking for assessors
 * 10) Quality assurance guide for assessment.

NOTE : To access each below link / chapter, you will need to register

at [|this link]
=1. Training Package assessment materials kit=
 * [|Chapter 1: Vocational education and training competency based assessment]
 * [|Chapter 2: Visualising competence]
 * [|Chapter 3: Collaboration]
 * [|Chapter 4: Targeting evidence]
 * [|Chapter 5: Gathering evidence]
 * [|Chapter 6: Evaluating evidence]
 * [|Chapter 7: Records and feedback]
 * [|Appendix A: Key competencies within Training Packages]
 * [|Appendix B: Sample assessment 1]
 * [|Appendix C: Sample assessment 2]
 * [|Appendix D: Templates]
 * [|Glossary]

=**2. Assessing competencies in higher qualifications**=

=**3. Recognition resource**=
 * [|Chapter 1: Overview of this resource]
 * [|Chapter 2: What is recognition?]
 * [|Chapter 3: What is a quality Recognition process?]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 4: Planning the process]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 5: Implementing the process]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 6: Reviewing the process]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 7: Some issues associated with Recognition]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix A: Case studies]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix B: Exemplar materials]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Glossary]

=**4. Kit to support assessor training**=
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 1: Introduction]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 2: Holistic assessment]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 3: Interpreting competency standards]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 4: Establishing a quality assessment process]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 5: Gathering evidence]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 6: Reasonable adjustment]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Glossary]


 * 5. Candidate's Kit: Guide to assessment in Australian Apprenticeships**
 * 6. Assessment approaches for small workplaces**
 * 7. Assessment using partnership arrangements**

=**8. Strategies for ensuring consistency in assessment**=
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 1: Consistency in assessment - setting the scene]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 2: Strategies for ensuring consistency in assessment]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Chapter 3: Determining your strategy]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Glossary]


 * 9. Networking for assessors**

=**10. Quality assurance guide for assessment.**=
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Part 1: Introduction to this guide]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Part 2: The context of quality assuring assessment]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Part 3: Choosing quality assurance strategies]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Part 4: Quality assurance strategies]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|List of appendices]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix A(1): Planning proforma for evaluating quality assurance strategies]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix A(2): Planning proforma for evaluating quality assurance strategies template]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix B: Quality assurance strategies - evaluation outcomes template]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix C: Assessment plan template]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix D: Assessment plan checklist]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix E: Assessment policy outline]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix F: Peer review checklist for assessment tools]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix G: Assessment tools, processes and evidence checklist]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix H: Third party evidence form]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix I: Information for assessors outline]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix J: Information for candidates outline]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix K: Model plan - internal audit planning process]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix L: Internal audit checklist template]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix M: Self-assessment checklist to determine current competence]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Appendix N: Guidelines for simulated assessment]
 * <span style="color: #0000cc; display: block; font-family: 'verdana','sans-serif'; font-size: 7pt; text-decoration: none; textunderline: none;">[|Glossary]

<span style="color: #051f2c; display: block; font-family: 'arial','sans-serif'; font-size: 12pt; line-height: 115%;">Implementing innovative approaches to learning and assessment through training packages



[]

It is important to note that the new policy includes provision for trainers and assessors to ‘demonstrate equivalent competencies’. **In other words, it is not the NQC’s intention to require trainers and assessors to upgrade their formal qualifications if they are able to demonstrate they have gained the required competencies through continued professional practice**.

4.4 I have Certificate IV from BSZ98 or TAA04 —do I need to update my qualification? If so, how long do I have? The NQC secretariat notified stakeholders on July 7th the NQC determination on benchmarks for AQTF trainer and assessor competencies. Full details of the announcement may be downloaded from here.

RTOs and VET practitioners should note in particular that the NQC guidance outlines that “the Council has agreed to a transition period of two years to allow providers time to adopt a planned approach to ensuring all their trainers/assessors meet the new requirements”. Organisations and individuals should feel no immediate need to change practice to meet AQTF requirements.

IBSA would further like to draw the attention of all RTOs and current holders of TAA04 and BSZ98 qualifications to the guidance provided in the bulletin:

It is important to note that the new policy includes provision for trainers and assessors to ‘demonstrate equivalent competencies’. In other words, it is not the NQC’s intention to require trainers and assessors to upgrade their formal qualifications if they are able to demonstrate they have gained the required competencies through continued professional practice.


 * In particular the Industry Skills Council would like to draw the attention of stakeholders to the emphasis in the guidance shown above. The promotion of requirements for current holders of a Certificate IV in Training and Assessment to ‘upgrade’ qualifications is __firstly not a requirement of the NQC determination__** and secondly not in the interest of either the VET sector at large or individual VET practitioners. We would encourage practitioners considering upgrading qualifications to consider undertaking a Diploma in Training and Assessment or some other suitable professional development intended to advance their professional skill set rather than needlessly updating existing qualifications.

By way of example, were you to have a part-time carpentry trainer and assessor on staff who also worked three days a week as a carpenter, would there be any question in your mind that they met the ‘demonstrate equivalent competence’ test when the Certificate III in General Construction (Carpentry - Framework, Formwork, Finishing) is reviewed? You certainly wouldn’t for a moment suggest that they return to ‘upgrade’ their Certificate III!

[]

=Professional Development Resources [|https://vetinfonet-staging.det.wa.edu.au/progdev/resources.aspx#framework]= The WA Department of Training and Workforce Development permits the publications below to be reproduced in whole or part for educational purposes, within an educational institution and on condition that it is not offered for sale.
 * [|A guide to continuous improvement of assessment in VET - 2nd edition (2008)]
 * [|Apprenticeships and traineeships - good practice guide for Registered Training Organisations - 2nd edition (2010)]
 * [|Clustering units of competence: A guide on how to cluster units of competence for delivery and assessment - 1st Edition (2009)]
 * [|Designing assessment tools for quality outcomes in VET (2008)]
 * [|Guidelines for assessing competence in VET - 3rd edition (2010)]
 * [|Professional development framework for vocational skills of VET practitioners: A guide on how to maintain and enhance the vocational skills of VET practitioners - 1st edition (2009)]
 * [|Reasonable adjustment - A practical guide to reasonable adjustment in assessment of candidates with disability in VET - 1st edition (2008)]
 * [|Recognition of Prior Learning: An assessment resource for VET practitioners - 3rd edition (2009)]
 * [|Troubleshooting guide: Assessment in VET - 3rd edition (2010)]


 * [|Partnership arrangements between schools and registered training providers - 2nd edition (2010)]

[|www.3Darticulation.com.au]

Issue 9 | March 2012 Page 4

The VET Quality Framework, the Standards for NVR RTOs, and the AQTF

Registered training organisations have contacted ASQA requesting clarification on the relationship between the VET Quality Framework, the Standards for NVR RTOs, and the Australian Quality Training Framework (AQTF). Some clarification on this, and links to the relevant information on ASQA’s website, is provided below.

What is the VET Quality Framework?

ASQA-registered training organisations must meet the requirements for registration, including the requirements in the VET Quality Framework. This requirement is set out in the NVR Act 2011.

The VET Quality Framework is a set of standards and conditions that ASQA uses to assess whether an RTO meets the requirements for registration.

The VET Quality Framework comprises:

• the Standards for NVR Registered Training Organisations • the Fit and Proper Person Requirements • the Financial Viability Risk Assessment Requirements • [|the Data Provision Requirements, and] • the Australian Qualifications Framework.

How are the ‘NVR Standards’ different from the AQTF? Prior to the establishment of the national VET regulator, ASQA, the standards that applied to an RTO's or applicant's registration were found within the AQTF. The Standards for NVR Registered Training Organisations:

• are part of the VET Quality Framework • replace the former AQTF standards for ASQA RTOs and those applying to become ASQA RTOs, and • are now the standards guiding nationally consistent, high-quality training and assessment services in the vocational education and training system.


 * It is important to note that while some of the terminology and layout is new, the actual standards remain largely unchanged from those in the AQTF. ||