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VOCATIONAL EDUCATION AND TRAINING

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VOCATIONAL EDUCATION AND TRAINING CURRICULUM TRAINING ASSESSING CURRICULUM TRAINING PACKAGES Business Information Technology Furnishing Hospitality Manufacturing ... – PowerPoint PPT presentation

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Title: VOCATIONAL EDUCATION AND TRAINING


1
VOCATIONAL EDUCATION AND TRAINING
  • CURRICULUM
  • TRAINING
  • ASSESSING

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

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/c
    ert.html
  • http//employabilityskills.training.com.au
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