The following has been announced by the Education IRC:

“The TAE Training Package was last reviewed in 2015 and uploaded in 2016. In the five years since, the VET teaching, training and assessment landscape has drastically changed. The IRC considers that the TAE Training Package is currently not fit for purpose and does not fully address the needs of the VET sector for the following reasons:

• TAE units of competency do not deliver the variety, nor depth, of skills and knowledge that are relevant in a modern VET teaching, training and assessment environment;
• The packaging rules of TAE40116 Certificate IV in Training and Assessment do not provide adequate flexibility for learners pursuing the variety of VET teaching, training and assessment job roles that exist in the modern labour market;
• The TAE Training Package does not make use of ‘stackable’ skill sets that allow for a ‘scaffolded’ approach to skill development and attainment of qualifications;
• The TAE Training Package is not structured to support the range, and diversity of career pathways available to workers in the VET industry, meaning that existing qualifications (beyond TAE40116 Certificate IV in Training and Assessment) are often underutilised;
• The structure and content of the TAE Training Package does not address the skills gaps of those working in other education sub-sectors such as VET for Secondary Students or enterprise training.

As a result, the Education Industry Reference Committee (IRC) is proposing a holistic review of the TAE Training Package to ensure it aligns with the current skills needs of the VET sector and provides greater pathways into the profession.”

Reference: https://www.skillsforaustralia.com/project-page/education-tae/ accessed 29 July 2021

How has the VET teaching, training and assessment landscape drastically changed?

I have identified three things that have changed:

1. More trainers and TAFE teachers have used web conferencing platforms, such as Zoom, to deliver training sessions. It has not been difficult to learn how to use this technology.
2. It has become common for a learning management system (LMS), such as Moodle, to be used for students to submit their evidence and assessors to assess online. Again, it has not been too difficult to learn how to use this technology.
3. Increased emphasis on gathering evidence for all performance criteria and specified assessment requirements. This has often increased the workload of conducting assessments.

Can you think of anything else that has changed?

I agree that the VET teaching, training and assessment landscape has changed but I feel that the word ‘drastically’ has been used for impact, making it sound more ‘dramatic’. From a VET practitioner’s perspective, I think the changes associated with technology has been acceptable and relatively easy to cope with, but the increased workload associated with doing administration and assessment tasks is unacceptable. Often more tasks must be done by trainers and assessors without an increase in remuneration.

TAE units of competency

The Education IRC says that the TAE units of competency do not deliver the variety, nor depth, of skills and knowledge. This may be true, however, many people are ignorant of the details within the TAE units of competency. And many people don’t know how to interpret and contextualise the TAE units of competency to ensure the breadth and width of skills and knowledge are delivered.

• What is the Education IRC proposing?
• What additional variety is proposed?
• What additional depth is proposed?

Often people unfairly condemn the TAE units of competency. Sometimes, the condemnation should be directed at how an RTO delivers the TAE training rather than thinking that the problem is with the units of competency.

TAE qualification packaging rules

The Education IRC say that the packaging rules of TAE40116 Certificate IV in Training and Assessment do not provide adequate flexibility for learners who will get employed by different types of RTO, such as:

• TAFE
• Private RTO
• Schools (VET in Schools)
• Community RTO
• Enterprise RTO.

Also, some TAE Graduates want the qualification to work in a non-VET training role. Many of these people do not need the ‘full qualification’. An appropriate skill set would usually be what’s needed.

Increase the number of qualifications

One solution is to develop several qualifications; one qualification for each different type of RTO.

• What does the Education IRC think the different tasks performed by trainers and assessors are when they work at the different types of RTOs?
• Let’s say a person gets a customised qualification for working at one type of RTO. What happen when this person moves jobs from one type to another type of RTO? Do they need to re-train? And what happens when this person works for multiple types of RTO? Do they need multiple qualifications?
• Many people do not know exactly what type of RTO they will work for after becoming qualified. If there are multiple qualifications to choose from, what qualification will they select?

Increase the number of elective units

Another solution is to increase the number of elective units. It is rare for TAE Student to select the elective units. It is usual for RTOs to offer a TAE program with elective unit or units already selected.

Some qualifications are designed to have a lot of flexibility, while other qualifications are designed to have very little flexibility. It seems that the more regulated a work environment is, the less flexibility there is.

Career pathways

The Education IRC says that the TAE Training Package is not structured to support the range, and diversity of career pathways. Currently, the Australian VET system has qualifications for the following job roles:

• LLN specialist or consultant
• Senior trainer/Senior TAFE teacher
• Course design and development
• Sales and customer service
• Compliance and auditing
• Administration
• Management.

What jobs in VET require new qualifications to be developed?

Also, the Education IRC says that the existing TAE qualifications (beyond TAE40116 Certificate IV in Training and Assessment) are often underutilised. This may be due to market demand rather than lack of relevant qualifications.

Gaps in the TAE Training Package

The Education IRC says that the TAE Training Package does not address the skills for:

• Secondary school teachers delivering VET in Schools programs
• Enterprise trainers, industry trainers and workplace trainers.

What are the skill gaps that have been identified by the Education IRC?

Have your say

I believe that critical thinking and pragmatic thinking needs to be applied during the review of the TAE Training Package. Are you a VET practitioners? Do you have something to contribute? Do you want to participate?

I encourage you to speak up if you have something to say.

The Australian VET Practitioners Alliance has been established to represent the collective view of individuals working in the VET sector.

• Join the conversation.
• Participate in polls and surveys.
• Consider joining the AVA Committee.

Go to the AVA LinkedIn Group and request to join: https://www.linkedin.com/groups/13987618/