40+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.
This article was originally written in 2020. Another article with more recent information was published in 2024. The title of this more recent article is:
Nominal hours are used for two different purposes:
Nominal hours are used for reporting purposes
Nominal hours are used for funding purposes.
Nominal hours are about money, not time
Nominal hours are used by State and Territory Governments to determine the amount of money paid to an RTO when they deliver government subsidised training. Each unit of competency is assigned ‘nominal hours’, and a dollar amount per hour is allocated for each qualification that the government is willing to subsidise.
The following formula is used to calculate the amount of money to be paid to an RTO for delivering government-subsidised training.
Nominal hours x Dollar amount per hour = Dollars paid to an RTO
Each State and Territory Government determines their own subsidy rate. Therefore, the subsidy rate for a particular qualification can vary in different jurisdictions. And a qualification may be subsidised by one State Government, but not by another.
Nationally agreed nominal hours
Victoria was the first State or Territory Government that implemented market-based pricing for government-subsidised training. It publishes nominal hours in Victorian Purchasing Guides.
In recent years, nationally agreed nominal hours have been established for RTOs when reporting ‘nominal hours’ in their AVETMISS submissions. [4]
Nominal hours and contact hours differ
Nominal hours are about money, not time because they are used to calculate how much money and RTO gets paid for delivering government-subsidised training.
Nominal hours have very little to do with the contact hours (the time allocated for contact between a learner and their trainer). Contact hours are determined by an RTO and they are usually less than the nominal hours, and can be substantially less.
This article was originally written in 2020. Another article with more recent information and examples was published in 2024. The title of this more recent article is: What are nominal hours?
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
Australia will have a national vocational education and training (VET) workforce strategy developed over the next 12 months. What will it cover? And will it improve quality? This article is the first of a series that will explore potential elements of a workforce strategy for the Australian VET sector, including:
Registration of VET trainers and assessors
Initial or entry-level qualification for VET practitioners
Further qualifications to support career pathways and specialisations.
In this article I will outline the background to why we are talking about a national VET workforce strategy.
What is driving the development of a national VET workforce strategy?
Every so often over the past decade or more, someone or a lobby group suggested that Australia needs a national workforce strategy for the VET sector. Stephen Joyce, an ex-politician from New Zealand, conducted a review of the entire Australian VET system. He gathered a variety of ideas – some good, some bad, and some truly ugly. The review had a short three-month duration and it resulted in a report titled, ‘Strengthening Skills: Expert Review of Australia’s Vocational Education and Training System‘; also known as the Joyce Report. [1]
Recommendations from the Joyce Report have been endorsed by the Australian Government and form the basis for the VET Reform Roadmap. One reform is for the development of a VET Workforce Strategy to be implemented during 2021 and 2022. [2]
The National Centre for Vocational Education Research (NCVER) is owned by the Commonwealth, state and territory ministers responsible for VET. It has been conducting research in preparation for the VET workforce strategy. Two recent NCVER publications have been:
Understanding the Australian vocational education and training workforce [3]
Building capability and quality in VET teaching: opportunities and challenges [4]
Before talking more about the workforce strategy, I want to acknowledge that the VET Reform Roadmap will pursue many initiatives. The entire VET system will be changed. The following illustrates the various layers being tackled by the VET Reforms.
The VET workforce strategy is focus on building the capability and quality of VET trainers and assessors. There is an implication that the current VET trainers and assessors are not good enough. And ASQA has implied that VET trainers and assessors haven’t been good enough for many years. This year’s ASQA Regulatory Strategy has identified ‘trainer and assessor capability’ as it’s number one strategic initiative. [5]
How will the VET Workforce Strategy build capability and quality of trainers and assessors?
The VET workforce strategy aims to build the capability and quality of trainers and assessors.
The NCVER’s Building capability and quality in VET teaching: opportunities and challenges research report explores a range of workforce strategies to improve the quality of training and assessment services. I have categorised these in the five areas:
Mandatory registration
Recruitment, selection and induction
Initial qualification (TAE40116 Certificate IV in Training and Assessment)
Further qualifications to support career progression and specialisation
Continuous professional development.
In conclusion
This article is brief and sets the scene for some future articles.
In the next article, I will do my best to convince you that mandatory registration of VET trainers and assessors is a really bad idea.
In the meantime, you may like to do your own reading and investigating about the VET workforce strategy. I have listed source documents as references below.
Prerequisite is a term that has a specific meaning in the Australian VET system.
The Standards for Training Packages defines a prerequisite unit as any unit or units in which the candidate [learner] must be deemed competent prior to the determination of competency in this unit. Therefore, the sequence of delivering a unit must comply with prerequisite requirements when specified.
Prerequisite requirements can be found in the units of competency. You may also find prerequisite information in Training Package Implementation Guides that are developed by the Training Package Developers. These documents are published on the VETNet.gov.au website.
This article is primarily aimed at helping TAE Students who are studying the TAEDES402 Use training packages and accredited courses to meet client needs unit. It is a follow on from a recently published article title, How to use training packages to meet client needs. However, this article may also be of interested to recently qualified or experienced VET practitioners to refresh their ability to use training packages.
A 5-step process shall illustrate my approach to ensuring a training program complies with prerequisite requirement.
Scenario
For this example, let’s say you work for an RTO and you have been asked to design a training program for food and beverage attendants.
The SIT20316 Certificate II in Hospitality qualification is applicable for this scenario. And the packaging rules for this qualification are:
12 units must be completed
6 core units
6 elective units, consisting of:
1 unit from Group A
3 units from Group B
2 units from Group B, elsewhere in the SIT Training Package, or any other current Training Package or accredited course.
Step 1. Create a table and insert core units
For this example, a table is created with 12 blank rows in preparation to insert the 12 units required by the SIT20316 Certificate II in Hospitality qualification packing rules. The 6 core units have been inserted. None of these units have a prerequisite.
Step 2. Start selecting elective units
The packaging rules for the SIT20316 Certificate II in Hospitality qualification requires one unit from Group A to be selected. In this example, SITXFSA001 Use hygienic practices for food safety unit has been selected and it does not have a prerequisite.
Step 3. Continue selecting elective units
Next, the SITHFAB007 Serve food and beverage unit has been selected.
The SITHFAB007 Serve food and beverage unit states that SITXFSA001 Use hygienic practices for food safety unit is a prerequisite.
In this case, the SITXFSA001 Use hygienic practices for food safety unit has already been selected as the Group A elective.
Step 4. Include prerequisite units
If a unit specifies a prerequisite that has not previously been selected, then include it and check that the qualification packaging rules are still being complied with.
In this case:
the SITXFSA001 Use hygienic practices for food safety unit has already been selected
the SITHFAB002 Provide responsible service of alcohol unit has not already been selected and it must be included.
The prerequisite sequence can be sorted in the next step. Also, this is an example showing that a unit may have more than one prerequisite.
Step 5. Give structure and sequence to the qualification
The delivery sequence of units can be decided, and the training program can be given structure.
Double-check for compliance:
Qualification packing rules
Prerequisite units
* The SITHFAB002 Provide responsible service of alcohol unit must be completed before the SITHFAB003 Operate a bar unit is commenced. This means integrated assessment of these two units is not permitted.
Note: In the above example, the sequence shows core units, followed by Group A unit, followed by Group B units. This sequence has not been deliberate and there are other ways that this qualification could be structured. For example, SITXCCS003 Interact with customers and SITHFAB007 Serve food and beverage units work together.
The Australian VET system can be extremely flexible and responsive to client needs. And this flexibility allows RTOs to be innovative in the way they deliver training and assessment services.
In conclusion
The sequence and structure for a qualification provides the essential starting point to design the training program. Prerequisite requirements must be complied with.
Do you find the 5-step process a useful guide?
Did you learn something from this article?
Australia’s VET system
Australia’s vocational education and training (VET) system is complex and forever changing. People studying for their TAE40122 Certificate IV in Training and Assessment qualification may find useful information on this website. Tap or click on the following ABC logo to find out more.
This article is primarily aimed at helping TAE Students who are studying the TAEDES402 Use training packages and accredited courses to meet client needs unit. However, it may also be of interested to recently qualified or experienced VET practitioners to refresh their ability to use training packages.
A 12-step process shall illustrate my approach to using a training package qualification to design a training program.
Step 1. Consult with client to understand their needs
For the purpose of this article I have created a scenario. This represents a synopsis of a client’s needs gathered from consultation.
Scenario
Let’s say, you work for an RTO that has been contracted by a community-based youth employment service to deliver some training. This client has been granted government funding to implement an innovative youth training and employment program.
Learners are early school leavers, typically with poor literacy skills, aged between 17 and 21.
The training program aims to prepare unemployed youth for basic office administration work. The client wants an emphasis on the development of computer skills.
A recent survey of local businesses identified that most use Microsoft Office applications.
The following photo can be considered as the type of learners expected to attend the training program.
Step 2. Select a relevant qualification
Consider option. For example:
22523VIC Certificate I in Employment Pathways
BSB10120 Certificate I in Workplace Skills
BSB20120 Certificate II in Workplace Skills
BSB30120 Certificate III in Business
Step 3. Download qualification packaging rules
Step 4. Create table
Create a table with 4 columns. The number of rows is determined by the total number of units required plus two. For example, the BSB20120 Certificate II in Workplace Skills qualification will need a 4 x 12 table.
The result is the following blank table.
Step 5. Format table
Note: The table has 10 rows to insert a total of 10 units that is specified by the BSB20120 Certificate II in Workplace Skills qualification packaging rules.
Step 6. Insert core units
Step 7. Select elective unit to meet the client needs
Step 8. Check compliance with qualification packaging rules
Step 9. Give structure and sequence to the qualification
Note: Some units of competency may have prerequisites specified. A prerequisite unit must be completed first. Therefore, they have an influence on the sequence.
Step 10. Present training program to client for approval
Initially, seek agreement with the ‘big picture’.
Outline the recommended units of competency after the ‘big picture’ has been agreed to.
Step 11. Determine duration for the training program
Step 12. Draft the training and assessment strategy
For example:
BSB20120 Certificate II in Workplace Skills (Release 1)
Qualification description
This qualification reflects the role of individuals in a variety of entry-level Business Services job roles.
This qualification also reflects the role of individuals who have not yet entered the workforce, and are developing the necessary skills in preparation for work.
These individuals carry out a range of basic procedural, clerical, administrative or operational tasks that require self-management and technology skills. They perform a range of mainly routine tasks using limited practical skills and fundamental operational knowledge in a defined context. Individuals in these roles generally work under direct supervision.
Licensing/Regulatory information
No licensing, legislative or certification requirements apply to this qualification.
Entry requirements
Nil
Client needs
The client is a community-based youth employment service. They want a training program to prepare unemployed youth for basic office administration work, with an emphasis on the development of computer skills.
A recent survey of local businesses identified that most use Microsoft Office applications.
Learner characteristics
Learners are early school leavers, typically with poor literacy skills, aged between 17 and 21.
Training program structure
The training program has a structured covering four themes:
Work safely
Work effectively
Work sustainably
Use technology.
Units of competency
The qualification shall be delivered with the following ten units of competency.
Training mode and duration
The training shall be group-based learning facilitated by a trainer. The group size may be up to 20 learners.
There is a total duration of 25 training days. Each day shall be consistent with ‘normal’ business hours:
9:00am start time
5:00pm finish time
The training program shall be delivered over a period of five weeks.
Training delivery schedule
The following is the delivery schedule for the entire training program.
Assessment approach
Evidence of competency shall be gather using a range of assessment methods.
Questioning (Q)
Observation of performance (OP)
Review of products (RP)
Third-party reports. (TPR)
Refer to assessment tools for details.
The following is an overview of the assessment schedule.
Note: Opportunities for re-assessment shall be arranged.
In conclusion
The above draft training and assessment strategy is incomplete. However, for the purpose of this article, it gives a clear example about how a training program can be designed to meet a client’s need.
Do you find the 12-step process a useful guide?
Did you learn something from this article?
Australia’s VET system
Australia’s vocational education and training (VET) system is complex and forever changing. People studying for their TAE40122 Certificate IV in Training and Assessment qualification may find useful information on this website. Tap or click on the following ABC logo to find out more.
I first started training trainer in 1986. After more than a 33 year association with vocational training, I think I have much information and many insights worthy of sharing. This article may be of interest for:
TAE trainers and their TAE learners,
Designers of VET programs, and
People who like a good diagram.
Brief history
In 1998, the first training package qualification to target the skills development of new trainers was the BSZ40198 Certificate IV in Assessment and Workplace Training. In the title of this qualification, the word ‘assessment’ preceded the word ‘training’. The order of ‘assessment’ and ‘training’ was reversed in 2004 when the TAA40104 Certificate IV in Training and Assessment qualification was released. Since then we have had the TAE10 and TAE training packages implemented; and the TAE40116 Certificate IV in Training and Assessment is the current qualification.
Sequence of delivery
The TAE40116 qualification that many RTOs deliver follow a pathway starting with the two core design (DES) units, followed by the two core delivery (DEL) units, and concludes with the four assessment (ASS) units. The core LLN unit is usually delivered with the DES units or as a stand-alone topic before the DEL units. The following illustrates the typical pathway delivered by RTOs.
This is not the only way of structuring the TAE40116 Certificate IV in Training and Assessment. The qualification title gives a sequence ‘training’ followed by ‘assessment’ but maybe it is better to reverse this order. I am working with a client who has decided to do exactly that; ‘assessment’ followed by ‘training’. The following shows training and assessment as a cycle. It is like the chicken or the egg; what comes first?
An obvious starting point for any training is to identify the learning need. If this is not done or poorly done, then training can be a waste of time and money. One method of conducting a training needs analysis is to check current performance (or competency) against desired performance (or competency). This can be accomplished by assessing competence. The following shows a sequence that favors ‘assessment’ before ‘training’. The numbers in red illustrates an alternative learning pathway for the TAE40116 qualification.
1. VET Framework
Before learning anything about training or assessment in the VET context, a person needs to learn:
What is Australia’s competency-based training and assessment system?
What are the various training package components? And how are they coded?
How can training packages and accredited courses be accessed and used?
The first unit covered in the TAE40116 program must be TAEDES402 Use training packages and accredited courses to meet client needs. The following shows how the TAEDES402 elements of competency flows effortlessly into the ASS units.
2. Design and develop assessment tool
‘Training’ is a process input (the process of learning). ‘Assessment’ is focused on an outcome. It is a good idea to start with the end in mind. The TAEASS502 Design and develop assessment tools unit gives the TAE learner a solid foundation for understanding assessment. Also, it help the TAE learner understand:
Structure of competency standards,
Training packages and accredited course, and
Australia’s competency-based training and assessment system.
Conducting assessments naturally follows the planning, designing and developing of assessments. From my experience, this is when the TAE learner truly and deeply understands competency-based training and assessment.
4. Identify learning need
Many methods can be used for the identification of learning needs. A basic method is to compare current performance against desired performance. This can be achieved through competency-based assessment using competency standards as a benchmark. Gap analysis is still required to determine appropriate training or non-training solutions to address performance discrepancies.
5. Address adult LLN skills
It is common for VET trainers and assessors to have learners who lack the LLN skills to perform work skills to a standard that would be expected in the workplace. The TAELLN411 Address adult language, literacy and numeracy skills unit covers a range of appropriate skills.
6. Design training program
The TAEDES401 Design and develop learning programs unit requires the TAE participant to learn how to produce a program covering training and assessment. They will produce a better training and assessment program if they have already deeply learnt about competency-based assessments. Also, the program they produce will be better if they have already learnt about addressing adult LLN skills.
There is a significant benefit of sequencing ‘assessment’ before ‘training’. TAE participants need a good understanding of VET assessments and LLN to develop a program. The TAEDES401 Design and develop learning programs unit specifies that a training program developer should do the following:
Identify language, literacy and numeracy requirements of the program (Performance criteria 1.3), and
Specify assessment requirements of the learning program (Performance criteria 3.3).
An early step, whenever I design a training program, is to understand the assessment requirements, assessment approach and assessment methods. ‘Assessment’ guides the ‘training’; therefore, performance outcomes are always the focus.
In summary
The following table shows a linear sequence of delivering the TAE40116 core competency standards.
Although topics may be sequentially delivered, it is important to help TAE participants see the interconnected relationship. An effective VET trainer and assessor will need to understand how all the pieces fit together.
The packaging rules for the TAE40116 qualification requires an elective unit to be selected to make a total of ten units. Common units selected are:
BSBCMM401 Make a presentation
TAEDEL301 Provide work skill instruction
TAEDEL404 Mentor in the workplace.
These three units are easily integrated into the delivery of the TAE40116 program without adding much value beyond what is covered by the core TAE units. Many RTOs use Moodle or other learning management system. I think the TAEDEL501 Facilitate e-learning is a worthy unit to be selected as the elective.
I place much importance on assessment. It is the gatekeeper of VET quality. By covering ‘assessment’ before ‘training’, it will give assessment an appropriate prominence in the TAE40116 program.
In conclusion
From my experience, it is during the delivery of the ASS units that most TAE participants truly and deeply learn about competency standards. Learning about competency-based training will be better if they have a good understanding of competency standards. I highly recommend delivering ‘assessment’ before ‘training’.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
On Target Work Skills 