People studying for the TAE40122 Certificate IV in Training and Assessment qualification will need to learn many new terms, such as, ‘entry requirements’ and ‘pre-requisites’. These two terms have a precise meaning when used in the context of the Australian VET system. The reference document that defines these terms is the Standards for Training Packages. [1]
Schools and universities may use the same terms but use them to mean different things.
What is entry requirement in the Australian VET system?
A VET qualification may specify a mandatory entry requirement. For example, entry into the CHC50121 Diploma of Early Childhood Education and Care qualification requires a person to hold the CHC30121 Certificate III in Early Childhood Education and Care qualification or its predecessor.
The qualification itself determines whether or not there is an entry requirement. The training provider does not set this requirement.
The following is an example of a qualification with an entry requirement.
And the following is an example of a qualification without an entry requirement.
Most qualifications do not have an entry requirement.
What is a pre-requisite in the Australian VET system?
A unit of competency may have pre-requisites. This means that the learner must be deemed competent in one or more other units before they can be assessed in this unit.
The following are some examples of units that specify pre-requisites The first three examples have one unit as a pre-requisite. The fourth example is an example of a unit that have many pre-requisite units.
The following shows how the pre-requisite is documented within a unit of competency.
Often, pre-requisite units relate to safety.
The unit itself determines whether or not there is a pre-requisite. The training provider does not set this requirement.
The majority of units do not have pre-requisites.
In conclusion
Qualifications specify entry requirements.
Units of competency specify pre-requisites.
It is the Training Package Developers, in consultation with industry and employers, that determine if a qualification has an entry requirement and if a unit of competency has pre-requisites.
The training provider does not set these requirements and should not use these terms to describe other requirements, such as, the language, literacy or numeracy skills required prior to enrolling into a training course.
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?
After much delay, the ‘draft’ revised Standards for RTOs were released to the public on the 1st of October 2024. The Department of Employment and Workplace Relations (DEWR) is seeking feedback via an online survey. This survey will close on the 20th of October 2024.
It feels like déjà vu. Haven’t we already released a draft and sought feedback? Anyway, we can do it again.
The exact wording of the revised Standards may change between now and when the ‘final’ revised Standards are released.
The final agreement by Commonwealth and state and territory Skills Ministers and the passing of legislation to enact the revised Standards for RTOs is expected by late 2024. This will enable the revised Standards to be implemented from January 2025. The aim is to have the revised Standards to come into full regulatory effect from 1 July 2025.
The following is an indicative timeline between now and when the revised Standards are planned be fully implemented by RTOs.
Is this the end of competency-based training?
The definition of ‘competency’ has been removed from the glossary for the revised Standards. Is this signalling the end of competency-based training system and the beginning of a non- competency-based training system?
I acknowledge that there still is a definition for ‘unit of competency’, but it is limited compared to the current definition of ‘competency’. For many years, there has been many people who have been lobbying for the end of Australia’s competency-based training system.
Is this the end of Australia’s training system?
The word ‘learner’ has been replaced by ‘VET student’. The term ‘student’ is aligned with the institutionalisation of VET, by strengthen the position of TAFE institutes and the continued removal of non-TAFE providers.
For many years, there has been many people who have been lobbying for VET to be an ‘education system’ rather than a ‘training system’. Education systems have students. Training systems have learners.
Are the changes in the revised Standards for RTOs signalling the end of ‘vocational education and training’ as we know it and the start of VET being a low-level part of ‘tertiary education’ in Australia? I don’t think we can expect universities to universally welcome VET as an equal partner in an Australian tertiary education system. Universities are higher education. VET will be lower education.
In conclusion
The preamble to the revised Standards for RTOs states that all Australian governments have agreed to build a high-performing and world-class VET sector – but I thought that was already agreed to in 1992 when the current VET system was implemented.
I suspect that the Australian VET system will significantly change over the next 2 years. And I suspect the quality of VET will continue to decline due to weak regulatory practices supported by vague descriptors in the revised Standards for RTOs.
What are your thoughts about the ‘draft’ revised Standards for RTOs?
This is an introductory article for people who are new to unpacking units of competency.
Units of Competency vary in size. Some units are big, and some are small.
But what do we mean by a big unit or small unit? The size of the unit may vary depending on what we are measuring, for example:
The time required to deliver the training to help someone, or a group learn the knowledge, skills and how to perform the task or tasks described by the unit
The time and effort required to learn the knowledge, skills and how to perform the task or tasks described by the unit, or
The time required to perform the task or tasks.
In this article, I am primarily focused on the time required to perform the task or tasks described by the unit. This can have an impact on the time and effort required to design, develop and deliver training or the time and effort required learn how to perform the task or tasks.
We may think that looking at the number of elements and performance criteria would tell us if it were a big or small unit. But the number of elements and performance criteria can be deceptive.
A unit with many elements and performance criteria may be a small unit, and a unit with few elements and performance criteria may be a big unit.
A big unit that looks small
Let’s look at the BSBCMM411 Make presentations unit of competency. This unit has 3 elements and a total of 10 performance criteria.
The time required to plan and prepare for a presentation can vary widely depending on several factors, including the complexity of the topic, the length of the presentation, the audience, and the presenter’s familiarity with the subject. Here are some general guidelines:
Simple presentations (with a duration of 10-15 minutes)
Research and content development: 2-4 hours
Creating visual aids (for example, PowerPoint slides): 1-2 hours
Rehearsal and practice: 1-2 hours
Total time: Approximately 4-8 hours
Moderate presentations (with a duration of 20-30 minutes)
Research and content development: 4-8 hours
Creating visual aids: 2-4 hours
Rehearsal and practice: 2-3 hours
Total time: Approximately 8-15 hours
Complex presentations (with a duration of 45 minutes or more)
Research and content development: 8-12 hours
Creating visual aids: 4-6 hours
Rehearsal and practice: 3-5 hours
Total time: Approximately 15-23 hours
The total time required to prepare, deliver and review a presentation is significant. Therefore, this may be considered as a ‘big’ unit of competency although it may look like a ‘small’ unit.
A small unit that looks big
Let’s look at the HLTDEN028 Provide effective oral hygiene instruction to patients with an oral health treatment plan unit of competency. This unit has 4 elements and a total of 19 performance criteria. That is nearly double the amount performance criteria that the BSBCMM411 Make presentations unit has.
I have been told by a dental assistant that the task of providing oral hygiene instruction to patients take approximately 5 to 15 minutes. Therefore, this may be considered as a ‘small’ unit of competency to perform. However, it would require considerable time and effort by someone to learn the required knowledge that underpins this unit.
In conclusion
The size of a unit is not solely determined by the number of elements and performance criteria.
People studying for their TAE40122 Certificate IV in Training and Assessment qualification will need to develop training plans for two units of competency. They will often be told to select small units. But it isn’t always obvious what is a small unit or a big unit. There is a range of factors that may determine the size of a unit, for example:
The number of elements and performance criteria
The number of foundation skills
The quantity of knowledge evidence
The depth and breadth of the knowledge evidence
The complexity of the task or tasks covered by the unit of competency
The time required to perform the task or tasks covered by the unit of competency.
Some units of competency focus on a single task, while others cover multiple tasks.
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?
Yesterday, I was tutoring someone who is currently doing their TAE40122 Certificate IV in Training and Assessment at a TAFE. This person was needing help to understand what was required to conduct a pre-assessment validation.
The TAE Trainer at the TAFE doesn’t seem to know how to explain the topic. And at the previous week’s training session, the TAE Students were set up in small groups to figure out how to conduct a pre-assessment validation by themselves. The TAE Trainer was absent during the small group work. It sounded a bit chaotic. It was not the fault of the TAE Students, but the training session involved the naïve leading the naïve. No learning was achieved.
The person seeking my help as a TAE Tutor wanted to understand the topic and believed that there had to be a method to conducting pre-assessment validation. This person was wanting a step-by-step procedure.
Here are the key points we covered during the tutoring session.
Terminology
First, I started with explaining and defining what assessment validation is.
We evaluate training. But we validate assessment.
Most people understand that training is evaluated. Most people have attended training when they have been asked to complete a feedback form that can be used to help evaluate the training so that future training can be improved.
The validation of assessment can be thought of as an evaluation of assessment.
Next, I went to the glossary from the Standards for RTOs 2015. This is where we can find the definition of validation, as it is used in the Australian VET system.
Validation is the quality review of the assessment process. Validation involves checking that the assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited courses are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, process and/or outcomes and acting upon such recommendations. [1]
Key points from the definition:
Quality review of the assessment process
Checking the assessment tool
Reviewing a statistically valid sample of the assessments
Making recommendations for future improvements.
Difference between pre-assessment validation and assessment validation
The TAEASS413 Participate in assessment validation unit of competency specifies that the TAE Student must:
participate in the pre-assessment validation of at least 3 assessment tools before they are first used with candidates
participate in the validation of the 3 assessment tools after they have been used to assess candidates.
The following table show the fundamental difference between pre-assessment validation and assessment validation.
Pre-assessment valuation will occur when an RTO has developed its own assessment tools or when the RTO purchases assessment tools to be used. The RTO must take responsibility for the quality of the assessment tools used, and this includes checking them before use.
Some TAE Students probably wish their RTO delivering the TAE40122 qualification had conducted a pre-assessment validation of the assessment tools being used to deliver the TAE40122 Certificate IV in Training and Assessment. Many TAE40122 assessment tools are dreadful.
A step-by-step procedure
The following is a step-by-step procedure for conducting a pre-assessment validation that I discussed and demonstrated during yesterday’s tutoring session.
Step 1. Unpack competency standard
‘Unpacking‘ means reading, analysing and understanding the requirements specified in the Unit of Competency and its Assessment Requirements.
RTO will most likely have a template or form to be used to guide the pre-assessment validation process, and report findings. For the purposes of this article, let’s call this document a ‘Pre-assessment Validation Report’ template.
This template is likely to include checking the assessment tool for following:
Compliance with the principles of assessment
Compliance with the rules of evidence
Readability and usability of the assessment tool.
Step 3. Review Unit Mapping document
Review the Unit Mapping document. This includes:
Check that Unit of Competency and its Assessment Requirements have been correctly and completed copied into the Unit Mapping document
Check that every row has been completed with at least one piece of evidence planned to be gathered
Check that the assessment method is appropriate.
Step 4. Cross-check the unit mapping with assessment instruments
Check details from the Unit Mapping document are found in the assessment instruments.
Step 5. Review assessment instructions and assessment instruments
Conduct a detailed review of assessment instructions and assessment instruments.
Complete the Pre-assessment Validation Report template. This includes documenting your finding, justification that supports your findings, and recommendations for improvement.
In conclusion
A pre-assessment valuation can be complex and time-consuming. A pre-assessment valuation meeting may require two hours or more, depending on the quantity and complexity of the assessment tool. Also, the time can depend on how prepared and how experienced the valuators are.
The TAEASS413 Participate in assessment validation unit of competency requires an experienced VET practitioner to lead validation activities. [2] Some RTOs delivering the TAE40122 qualification have rightly interpreted this to mean that the TAE Trainer leads the pre-assessment valuation meetings, and the TAE Students participate at these meetings. Some RTOs are not doing the right thing and are not providing an experienced VET practitioner to lead these meetings.
It is a shame that some RTOs delivering the TAE40122 qualification do not provide sufficient training, do not demonstrate good practice, and do not provided the level of support to help their TAE Students learn.
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?
In this article, the following shall be explained:
Nominal hours are used for reporting purposes
Nominal hours are used for funding purposes
Nominal hours are not the same as actual training hours
Nominal hours are used for reporting purposes
Nominal hours are nationally agreed hours that have been agreed to by all state and territory governments for use in national reporting of VET data only. [1]
RTOs use ‘nominal hours’ when reporting via AVETMISS.
AVETMISS stands for the Australian Vocational Education and Training Management Information Statistical Standard. It is a national data standard which ensures the consistency of VET information reported by RTOs.
Nominal hours are used for funding purposes
Nominal hours reflect the anticipated time taken to deliver and assess the outcomes of a unit of competency excluding unsupervised delivery or the time taken for repeated practical application of skills. Nominal hours are primarily developed for funding purposes. [2]
Each state or territory government can specify the dollar amount it will pay an RTO that has been contracted to deliver government-subsidised or government-funded training. For example, the following shows the funding paid to contracted RTOs by the Victorian government for the delivery of four different qualifications. [3]
Units of competency are the building blocks for qualifications. And each unit of competency is allocated a number of nominal hours. For example, the following shows the nominal hours for a BSB20120 Certificate II in Workplace Skills qualification. [4]
Nominal hours are used to calculate the amount of money the state or territory government will pay an RTO. If a contracted RTO delivered the BSB20120 Certificate II in Workplace Skills qualification with the above units of competency in Victoria, the RTO would claim $962.50 (275 nominal hours x $3.50).
Nominal hours are not the same as actual training hours
RTOs use nominal hours for reporting and funding purposes, not to determine the training duration.
While nominal hours might influence actual training time, most RTOs deliver fewer ‘actual training hours’ than ‘nominal hours’.
The reason? Supervised hours are expensive. They require trainer and assessor involvement, driving up costs. So, RTOs often look for ways to minimise supervised hours.
In conclusion
If you are a TAE40122 student, you may be required to develop a training plan covering an entire unit of competency with a duration equal to the nominal hours for that unit. This is unreal. Usually, an RTO will deliver less ‘supervised hours of training’ than the ‘nominal hours’.
Nominal hours = Dollars
Nominal hours ≠ Time
However, if you must do what your training provider wants, then you may like to select a unit with a smaller number of ‘nominal hours’.
For example:
The number of ‘training days’ will determine the amount of your time and effort that will be required to design the training plan. It will take a greater amount of time and effort to design 8.5 days of training compared with designing 2 or 3 days of training.
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 