I am regularly being asked, “should I upgrade to the new TAE40122 qualification?”
My initial response is, “it would be a very brave person to directly answer this question, and I am unsure if I am that brave”. I cannot give a short and direct answer, but I am happy to provide the following information so that people can make an informed decision.
Background
The TAE40122 Certificate IV in Training and Assessment qualification has replaced the TAE40116 Certificate IV in Training and Assessment qualification. Thankfully, the TAE40122 qualification has been deemed ‘equivalent to’ and the ‘successor of’ the TAE40116 qualification.
Qualifications are equivalent but units are not
The purpose of declaring the TAE40122 qualification as ‘equivalent to’ and the ‘successor of’ the TAE40116 qualification was to avoid creating a situation that would automatically require another TAE upgrade (like the upgrade from the TAE40110 qualification to the TAE40116 qualification).
The TAE40116 qualification required ten units of competency. The following chart compares the nine core units for the TAE40116 qualification with units for the TAE40122 qualification.
Only one unit of competency is equivalent (and it is not listed as a core unit for the TAE40122 qualification). This means that most TAE units of competency that people have attained are not equivalent.
It can get complicated for a person who wants to upgrade from the TAE40116 qualification to the TAE40122 qualification. There are several extra units required and many gaps because units from their TAE40116 qualification have been declared as ‘non-equivalent’. This means the opportunity for credit transfer is extremely limited. People may be able to apply for recognition of prior learning (RPL), but that will be dependent upon the person’s experience working for an RTO.
It will get more complicated for people wanting to upgrade from a TAE40110 qualification, and there are still some people who may want to upgrade from their TAA40104 qualification or BSZ40198 qualification.
What might create a situation that forces an upgrade?
The Standards for RTOs are the regulations that specify the credentials to be held by people delivering training and assessment services. Currently, the ‘TAE40116 Certificate IV in Training and Assessment or its successor’ is the specified credential.
The following is an extract from the Standards for RTOs, Schedule 1 that shows the details, and it shows the additional complexity for people who have the TAE40110 qualification instead of the TAE40116 qualification.
Upgrade is not required just because the qualification has changed
The change of qualification, from TAE40116 to TAE40122, does not automatically require a trainer or assessor working for an RTO to upgrade. This is because the TAE40122 qualification has been deemed the successor of the TAE40116 qualification.
What happens when the Standards for RTOs get changed?
The Standards for RTOs are being reviewed, and new Standards for RTOs are likely to be released during 2023. Currently, there are no details regarding the credentials that will be specified for trainers and assessors working for an RTO.
It is the Standards for RTOs that will determine if trainers or assessors will be required to upgrade their TAE qualification. We need to wait for the details.
Should I upgrade?
At the time when this article was written, 5th of December 2022, it is unnecessary to upgrade because the TAE40116 qualification is still the credential that is specified in current Standards for RTOs. Therefore, upgrading from the TAE40116 qualification to the TAE40122 qualification is discretionary, not mandatory if you want to continue working as a trainer or assessor for an RTO. However, some people may still want to explore if they should upgrade.
What will it cost to upgrade? And how much time and effort will it take to upgrade?
Will it be worth the time and money to upgrade?
Answers to these questions may vary for each individual, and the amount and type of experience they have had working for an RTO. A person may be able to apply for recognition of prior learning (RPL). A person may need to do ‘gap training’ to cover non-equivalent units and ‘full training’ to cover new units.
The process to determine the upgrade pathway is likely to be complex. The time and effort needed will depend on the amount of RPL and the number of gap units that an individual has. And the cost is likely to depend on the amount of training cover the number of new units and the number of gap units required by the individual.
As an exercise, you might like to try mapping the non-equivalent TAE units to identify the gaps. (Then again, you may not like to try this!)
Is a TAE40122 qualified trainer better than a TAE40116 qualified trainer?
Will you be a better trainer and assessor if you upgrade to the TAE40122 qualification? Probably not!
And when will the TAE40122 qualification be replaced? This seems like a strange question to be asking since the new TAE40122 Certificate IV and Training and Assessment qualification has just been endorsed. I am assuming that many people will complain about TAE40122 (for a wide variety of reasons). The Education IRC and their SSO cease to exist after the 31st of December 2022. The Industry Cluster that takes over the responsibility for the TAE Training Package will have no ‘ownership’ of the new TAE40122 qualification. And Skill Standards are planned to replace Units of Competency by mid-2024. We will probably be talking about a new qualification for trainers and assessors working for RTOs in the next two years. Therefore, another upgrade to be considered.
Please tell me, has this article provided you with useful information?
Two new TAE qualifications were approved by the Australian Industry Skills Committee (AISC) on the 8th of November 2022 and endorsed by Skills Ministers on the 18th of November 2022.
The two new TAE qualifications are:
TAE40122 Certificate IV in Training and Assessment (to replace the TAE40116 Certificate IV in Training and Assessment)
TAE50122 Diploma of Vocational Education and Training (to replace the TAE50116 Diploma of Vocational Education and Training and TAE50216 Diploma of Training Design and Development)
This article is focused on the TAE40116 Certificate IV in Training and Assessment, and its replacement.
TAE40116 Certificate IV in Training and Assessment
The TAE40116 Certificate IV in Training and Assessment has probably been the most hated qualification in the Australian VET system of all time. However, I am one of the few people that thought it was a reasonable qualification that had been designed for people wanting to enter the VET workforce as a trainer and assessor. But it does not matter what I think because many others loudly complained about the TAE40116 qualification.
Complaints included:
The TAE40116 qualification was not fit-for-purpose.
Irrelevant Units of Competency were included.
The TAEASS502 Design and develop assessment tools is a core unit for the qualification and it was too difficult for many TAE Students.
Sometimes it was difficult for TAE Students to assemble at least 8 people to be an audience for their group-based training sessions.
Some topics were not being covered.
In regards to this last complaint, many topics were covered by the Units of Competency but some RTOs delivering the TAE40116 qualification do not allocate training time to cover these topics. The problem was not with the design of the TAE40116 qualification. The problem was the way RTOs delivered their training programs.
TAE40122 Certificate IV in Training and Assessment
The TAE40122 qualification has done nothing to address the complaint that the Certificate IV in Training and Assessment is not fit-for-purpose. The qualification continues to be for entry-level VET teachers, trainers and assessors who will work for an RTO. Nothing has changed. Therefore, this complaint about the qualification being not fit-for-purpose is likely to continue into the future.
The TAE40122 qualification has increased the number of Units of Competency, from 10 units to 12 units. This increases the amount of assessments to be completed and increases the chances of irrelevant units needing to be delivered as part of the qualification. There are a range of units that many TAE Students will continue to find difficult, and many units have additional complexity. Therefore, the complaints about irrelevant and difficult units are likely to continue into the future.
The number of people needing to be assembled for delivery group-based training sessions has been reduced, from 8 people to 4 people. I am surprised that RTOs employing new TAE Graduates have thought that delivering 30-minute training sessions to 4 people was reflective of typical workplace requirements. Anyway, this requirement makes it easier for RTOs delivering the Certificate IV in Training and Assessment. Therefore, the complaints from RTOs delivering the Certificate IV in Training and Assessment should reduced. However, will RTOs employing new TAE Graduates be satisfied with the capabilities of new TAE Graduates? Will the complaints by RTOs employing new TAE Graduates increase?
Many TAE Students are dissatisfied with the way their TAE40116 Certificate IV in Training and Assessment qualification is delivered.
Overloaded with terminology and jargon
Complicated assessment instructions
Poor quality training materials
Limited or no training, or the pace is too fast
Poor quality trainer, or change of trainer because previous trainer leaves
Slow or no feedback, or feedback that is difficult to decipher.
Will RTOs delivering the TAE40122 Certificate IV in Training and Assessment qualification improve the quality of their training and assessment service? Time will tell. However, the additional complexity of some units is likely to make the TAE40122 qualification more difficult for the TAE Students. The duration of the TAE40122 qualification is likely to increase, and the cost may increase. Therefore, the complaints about the Certificate IV in Training and Assessment are likely to continue.
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?
The Australian competency-based VET system defines competency as the consistent application of knowledge and skills to the standard of performance required in the workplace. [1]
This definition highlights the importance of skills and knowledge as foundations for effective performance at work.
Two types of foundation skills
The Australian VET system has two types of foundation skills:
Foundation skills from the FSK Foundation Skills Training Package
Foundation skills for each Unit of Competency
Foundation skills from the FSK Foundation Skills Training Package
The FSK Foundation Skills Training Package describe the skills and knowledge that underpin vocational performance. It provides an opportunity for registered training organisations (RTOs) to select and deliver foundation skills units and qualifications that will enable learners to build the specific foundation skills required to achieve vocational competency. [2]
The following are four units of competency from the FSK Foundation Skills Training Package:
The above examples shows how the FSK units of competency focus on the development of learning, reading, writing, oral communication, and technology skills at a really low level.
Foundation skills for each Unit of Competency
Foundation skills are described or implied within all units of competency in the Australian VET system. These are the focus of this article, covering:
A brief history of foundation skills
Integration of foundation skills
Integration of knowledge
Putting it all together
Examples are provided throughout this article. Please prepare yourself for a long but informative read.
A brief history of foundation skills
It has been 30 years since Australia commenced the implementation of the competency-based VET system that operates today (this article was published in 2022). At the very beginning, there was a recognition that skills were needed to perform work tasks, and it wasn’t just about having the technical skills. Non-technical skills, such as communication skills and other generic skills, were recognised as being essential for effectiveness in the workplace.
1992
In 1992, a committee, chaired by Eric Mayer, released a report that identified the generic skills needed for effective participation in future work. Isn’t it interesting that the requirements for ‘future work’ was being considered many decades ago. Both ‘generic skills’ and ‘technical skills’ were seen as necessary for a person to have the capability to perform work tasks. These employment-related generic skills became known as the Mayer Key Competencies.
The seven Mayer Key Competencies were:
Collecting, analysing and organising information
Communicating ideas and information
Planning and organising activities
Working with others and in teams
Using mathematical ides and techniques
Solving problems
Using technology
The Mayer Key Competencies were integrated explicitly and systematically with technical competencies. The first Training Packages contained information about how the Mayer Key Competencies related to each Unit of Competency.
There were three key competency levels that related to effective workplace practices:
Level 1 where work is within set conditions and process
Level 2 where the management or facilitation of conditions or process is exercised
Level 3 where the design and/or development of conditions or process is required.
The following is an example of the Mayer Key Competencies for the BSZ407A Deliver training session unit of competency (initially released in 1998).
Many trainers found the Mayer Key Competencies difficult to understand and difficult to integrate when delivering training. A number assigned to each of the seven key competencies lacked information to be useful.
2002
In 2002, the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) released a publication titled, ‘Employability skills for the future’. This publication presented eight generic competencies as an alternative to Mayer Key Competencies. These became known as the Employability Skills.
The following table compares Mayer Key Competencies with the Employability Skills.
The Employability Skills replaced Mayer Key Competencies in Training Packages. The Employability Skills were described for each qualification and explicitly embedded in units of competency.
Employability skills for a qualification
The following two pages is an example of Employability Skills being described for the TAA40104 Certificate IV in Training and Assessment qualification (initially released in 2004).
Employability skills embedded in units of competency
The following 3 pages is an example of how Employability Skills were explicitly embedded in the TAEDEL402B Facilitate group-based learning unit of competency (initially released in 2004).
In the above the 3 pages, the technical and non-technical skills were given under the heading, ‘Required skills and attribute’. The Employability Skills were embedded, and the information provided context and details.
2012
In 2012, a new Standards for Training Packages were released. This coincided with the release of the Australian Core Skills Framework (ACSF) and the Core Skills for Work Developmental Framework (CSfW).
Australian Core Skills Framework (ACSF)
The Australian Core Skills Framework (ACSF) is a tool which assists both specialist and non-specialist English language, literacy and numeracy (LLN) practitioners describe an individual’s performance in the five core skills of learning, reading, writing, oral communication, and numeracy. [3]
Core Skills for Work Developmental (CSfW)
The Core Skills for Work Developmental Framework describes a set of non-technical skills that underpin successful participation in work. These skills are often referred to as employment or generic skills. [4]
The Cores Skills for Work were developed to replace the Employability Skills. The following table compares the Employability Skills with the Cores Skills for Work.
Foundation skills
The 2012 Standards for Training Packages introduced ‘Foundation skills’. Foundation skills describes employment skills and LLN skills and that are essential to performance of the work task. [4]
The following is an example of the foundation skills described for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency.
In the above example, one reading skills, one writing skill, two oral communication skills, and six employment skills. The Core Skills for Work framework has been used to describe the employment skills. The foundation skills have been described within the context of performing the work task.
Also, this example provides useful mapping information that clearly links each foundation skill with the relevant performance criteria.
Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.
2022
It has taken 10 years for Training Packages to implement the ‘new format’ specified by the Standards for Training Packages that were released in 2012. However, there is still a small number of qualifications that are still in the ‘old format’, for example: [5]
14 qualifications in the MEM05 Metal and Engineering Training Package
9 qualifications in the LMT07 Textiles, Clothing and Footwear Training Package
And some qualifications in the CPC08/CPC Construction, Plumbing and Services Training Package may not need to transition to the ‘new format’ version of the qualification until 2024.
Some changes in the Australian VET system are slow. This can create issues because ‘new changes’ commence while ‘old changes’ are still being implemented. And this can lead to confusion and chaos, and people then scream out for more changes. The management of change in the Australian VET system has often been lacking. Also, we should recognise that not all changes lead to improvements.
On the 31th of August 2022, the TAFE Directors Australia (TDA) presented a webinar about ‘general capabilities’. The advertisement for this webinar stated:
General capabilities, often referred to as employability skills are increasingly important. In the process of attaining a tertiary education qualification learners will acquire and demonstrate general capabilities. These general capabilities are fundamental for success as a lifelong learner, and they are demanded by industry as necessary for successful workforce participation. Lifelong learning has become essential as workplaces demand existing workers to continually uplift their skills.
The The Mayer Key Competencies were mentioned at the start of the webinar. Then the webinar proceeded to blurred ‘general capabilities’ with ’employability skills’ and ‘foundation skills’.
The following diagram illustrates the path that the VET system has taken over the pass 30 years. We don’t need yet another thing to replace the existing foundation skills.
I believe that we should embrace ‘Foundation Skills’ as they are, and integrate these skills when delivering training to develop the capability of performing work tasks.
Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.
Integration of foundation skills
Integration means identifying when foundation skills are used to perform the work tasks, and then delivering training to develop the required skills immediately prior to, or at the same time as, delivering training that addresses the performance. Here is a 3-step process when designing training that integrates the learning of work tasks and the development of skills to perform those work skills.
Step 1 Number each foundation skill
Foundation Skills are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each foundation skill a number.
Step 2 Identify link between performance criteria and required skills
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and the foundation skills.
The above matrix can be used to identify the links between performance criteria and foundation skills. For example:
It shows that reading , organising, and technology skills are required for the performance specified by Performance Criteria 1.1
It shows that reading skills are required for Performance Criteria 1.1, 1.2, 1.3, 2.1, 3.1, and 5.1
Step 3 Determine learning strategy and sequence
After identifying the linkage between performance criteria and foundation skills, we can determine the learning strategy and sequence of delivery.
Integration of knowledge
Integration means identifying when particular knowledge is used to perform the work tasks, and then delivering training to develop the required knowledge immediately prior to, or at the same time as, delivering training that addresses the performance. The Assessment Requirements for each unit of competency specify the required knowledge under the heading ‘Knowledge Evidence’.
Here is a 3-step process when designing training that integrates the learning of work tasks and the learning of knowledge to perform those work skills.
Step 1 Number each Knowledge Evidence item
Knowledge Evidence items are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each item of Knowledge Evidence a number.
Step 2 Identify link between performance criteria and required knowledge
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and required knowledge.
The above matrix can be used to identify the links between performance criteria and required knowledge. For example, it shows that a knowledge of learning theories and principle (KE1) is required for Performance Criteria 2.2 and 2.3.
Step 3 Determine learning strategy and sequence
After identifying the linkage between performance criteria and required knowledge, we can determine the learning strategy and sequence of delivery.
Putting it all together
A person will need to learn the required knowledge and required skills to develop their capability to perform a work task.
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It makes the connection between the required knowledge (Knowledge Evidence), required skills (Foundation Skills), and the performance of the work task (Performance Criteria).
It does take time to unpack and re-assemble the Unit of Competency and Assessment Requirements. However, better and more coherent training can be delivered.
Note: The above matrix can also be used as a diagnostic tool. For example, if a person is have difficulties learning the particular work task, we can determine the likely lack of knowledge or skill that needs to be addressed.
In conclusion
A competent person at work will require knowledge, technical skills, and non-technical skills.
Elements and Performance Criteria specify the performance of a particular work task.
Knowledge Evidence specify the required knowledge.
Foundation Skills specify the required skills.
We need to unpack and re-assemble the information in a Unit of Competency and Assessment Requirements to deliver effective training that integrates knowledge, skills and performance.
References
[1] Standards for RTOs 2015, Glossary
[2] Foundation Skills Training Package Implementation Guide v1.1
Are you doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
Submissions to the public validation for the draft TAE Training Package closed on Friday 12th of August 2022. The new TAE Training Package is expected to be endorsed and released for use before the year ends.
There were many complaints raised about the draft TAE Training Package during the public validation period. I predict that complaints about the Certificate IV in Training and Assessment qualification will continue after it has been endorsed.
Some people will still say that the Certificate IV in Training and Assessment qualification is not fit for purpose. Some people will still identify issues or disagree with the details covered by TAE Units of Competency.
I do not believe that the TAE40122 Graduate will be any better than a TAE40116 Graduate. And in some respects, the TAE40122 Graduate may have training and assessment skills that are less than those of a TAE40116 Graduate.
It’s all over but the shouting
The following lyrics to a song, ‘It’s all over but the shouting’, were written by JD Pherson in 2015.
It’s all over but the shouting It’s all done but the deed It’s all healed but the hurtin’ It’s all taken but the heed It’s all over but the shouting It’s all gone but the need.
These words capture my thoughts and feelings about the proposed TAE40122 Certificate IV in Training and Assessment qualification. I have reflected upon these words. I have thought about the changes to the Certificate IV in Training and Assessment qualification and the TAE Units of Competency. And I have thought about the process that has been used to determine these changes.
Will you shout for joy when the TAE40122 qualification is released? Will you shout with frustration or despair?
What are your thoughts and feelings about the new TAE40122 qualification?
The TAE40122 Certificate IV in Training and Assessment qualification has been designed for people who are seeking employment as a trainer working for an RTO. This includes TAFE teachers and teachers delivering VET in School programs .
TAE40122 Qualification Packaging Rules
The packaging rules for the TAE40122 Certificate IV in Training and Assessment qualification require a total of 12 units of competency:
6 core units
6 elective units
No every RTO delivering the TAE40122 Certificate IV in Training and Assessment qualification will select or offer the same elective units. On this website I have provided information that is relevant to the core units and some elective units.
I have found that many TAE Students do not get sufficient or proper 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 