The TAE40122 Certificate IV in Training and Assessment qualification was released on the 8th of December 2022. There are six core units of competency:

• TAEASS412 Assess competence
• TAEASS413 Participate in assessment validation
• TAEDEL411 Facilitate vocational training
• TAEDES411 Use nationally recognised training products to meet vocational training needs
• TAEDES412 Design and develop plans for vocational training
• TAEPDD401 Work effectively in the VET sector.

About this article

This article focuses on the TAEPDD401 Work effectively in the VET sector unit of competency. I am primarily writing this article for TAE Students who are studying for their TAE40122 Certificate in Training and Assessment qualification.

Elements of competency

The TAEPDD401 Work effectively in the VET sector unit of competency unit has four elements:

• Interpret VET policy context
• Operate within VET delivery and compliance framework
• Work effectively with vocational learners
• Plan to improve own professional practice.

Element 1. Interpret VET policy context

The title of this element of competency is an example of how difficult it can be to understand the terminology used in VET. What is meant by ‘policy context’? How do you demonstrate that have ‘interpreted’ it?

Basically, you will need to where to find the following information. And you will need to have a basic understand about what the information is and how the information relates to you.

• Standards for RTOs
• Users’ guide to the Standards for RTOs
• Australian Qualifications Framework (AQF)
• VET policy published by the Australian Government and State/Territory Governments.

As an entry-level trainer and assessor working for an RTO, you should only need to know the basics. You shouldn’t need to know the technical complexity of compliance.

Element 2. Operate within VET delivery and compliance framework

When working for an RTO, you will be asked to comply with the RTO’s policies and procedures that will have been developed to ensure compliance with legislation and regulations. Theses policies and procedures will usually include:

• Workplace health and safety
• Diversity and inclusion
• Anti-discrimination
• Privacy and confidentiality
• Copyright and plagiarism
• Service delivery
• Support services
• Records management
• Complaints and appeals
• Continuous improvement.

This element of competency requires you to understand your role as a trainer and assessor. A position description or job description will usually outline the functions, activities and tasks that you would be expected to perform when working for an RTO. These functions, activities and tasks will usually include:

• Ensure safety of learners and others
• Deliver training
• Conduct assessments
• Maintain training and assessment records
• Contribute to continuous improvement
• Engage in professional development activities.

The following diagram shows the relationship between your role, an RTO’s policies and procedures, and legislation and regulations.

Element 3. Work effectively with vocational learners

This element of competency focuses on the learner, including:

Needs and expectations of learners

This element of competency focuses on the learner. Different learners can have different needs and expectations. The following are some different types of learners:

• Learners who have recently completed secondary school with no or limited work experience
• Adult learners with some or extensive work experience
• Learners with a disability
• Learners with low-level language, literacy or numeracy skills
• Learners with English as their second language
• Secondary school students doing a VET in Schools program or a School-Based Apprenticeship
• Learners at a correctional centre.

Can you think how the needs and expectations could be different for each of the above learners? How might their needs and expectation impact on how, when, and where the training get delivered? What will motivate and keep the learner engaged? What support services may be required?

Individual learner needs

As a trainer and assessor, you may be required to identify and address individual learner needs. An RTO will attempt to identify the needs of learners at the time of enrolment. However, it is common for issues to arise during the delivery of training.

You are likely to have learners experiencing difficulties with learning, and you will need to address the needs of those individual learners. This may include activating support services. These situations will often need to be handled with sensitivity and compliance with an RTO’s policies and procedures, including anti-discrimination, privacy and confidentiality.

Learner feedback

As a trainer and assessor, you are likely to be encouraged to seek and act on feedback from learners. Feedback can be informal, such as a comment or conversation. And feedback can be formal, such as using a feedback form or evaluation form to gather feedback from learners. Also, complaints can be considered as a valuable source of feedback.

An RTO is likely to have policies and procedures that describe the processes for gathering and acting on feedback from learners. Feedback from learners can be used to improve the quality of the training and assessment service that we provide.

Element 4. Plan and improve own professional practice

If you work for an RTO, you will be required to participate in the planning of your own ongoing professional development. This is a requirement specified by the Standards for RTOs. The following diagram shows four areas of development that you may need to include in your professional development plan.

Assessment requirements for the TAEPDD401 unit

Knowledge evidence

An assessment task will be required to gather the specified Knowledge Evidence. A TAE Student must demonstrate they have the following knowledge:

• Purpose of the VET Quality Framework and key content relevant to VET teachers, trainers and assessors
• VET sector structure and roles and responsibilities of key stakeholders
• Legislative and VET regulatory requirements relevant to VET teachers, trainers and assessors
• Organisational requirements and procedures relating to working as a VET teacher, trainer and assessor at an RTO
• Key components of plan to improve own professional practice
• Features of the competency-based VET system
• Diversity of learners in VET, their needs and expectations, and implications for own inclusive work practices
• Current authorised Australian foundation skill frameworks used to analyse the foundation skill demands of training products and levels of learners and candidates
• VET sector terminology, including terminology used in nationally recognised training products.

Performance evidence

The performance evidence will require the TAE Student to develop a plan for own future development as a VET trainer and assessor.

The TAEPDD401 Work effectively in the VET sector unit of competency would be best completed at the end of the TAE40122 Certificate IV in Training and Assessment training program.

Assessment conditions

An RTO that plans to deliver the TAEPDD401 Work effectively in the VET sector unit of competency should provide the TAE Student with the following:

• RTO policies and procedure relating to continuous professional development
• Job or role description for a VET trainer and assessor.

In addition, it would be useful for the TAE Student to be given:

• A self-assessment checklist to identify potential areas for future development as a VET trainer and assessor
• A template for documenting a professional development plan.

Do you need help with your TAE studies?

Are you a doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE40116 or TAE40122 studies?

Ring Alan Maguire on 0493 065 396 to discuss.

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