Australian Vocational Education Teachers’ Qualification and Standards
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Australian Vocational Education Teachers’ Qualification and Standards — Experience and Borrowing from TAA Training Packages. Executive manager of Chongqing Australian VET Research Center,

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Australian Vocational Education Teachers’ Qualification and Standards—Experience and Borrowing from TAA Training Packages

Executive manager of Chongqing Australian VET Research Center,

Division director for International Cooperation & Vocational Educational Researches, Chongqing College of Electronic Engineering,

Zhu Dequan Dr. Prof.

Deputy director of Education School, Southwest China Uinversity

Lu HongDr. Prof.


Contents
CONTENTS and Standards

  • Research Background

  • Australian VET Teachers’ Entry Requirement

  • Australian Qualification and Standards—TAA Training Packages Framework System

    8 CompetencyModules

    The Functions of TAA Training Packages

  • Evaluation of Australian Qualification and Standards

  • China’s First Trial Standard in Chongqing

  • Challenges of Australian CIV TAE


Research background
Research Background and Standards

  • ACCVETP: Australia-China (Chongqing) Vocational Education and Training Project

    Bilateral project funded by the Government of Australia through AusAID and the Government of the Peoples Republic of China;

  • Principle location is in the Municipality of Chongqing, western China.


Research background1
Research Background and Standards

  • To promote the reform of China’s Vocational Education and Training (VET) system.

  • Project Design:

    -Strategic and Operational Planning

    -Curriculum Development

    -Professional Development

    -Teaching Materials and Delivery

    -Equipment Procurement

    -VET Policy and Reform

    -Development of a Sino Australian VET Network


Australian vet teachers entry requirement
Australian and Standards VET Teachers’ Entry Requirement

  • Vocational Education Teachers’ Qualification and Training Regulated by Government

    It has a set of sophisticated staff cultivation plan, management system and inspiring mechanism.

    Its focus is not on the teachers’ diploma and title but on how to make them lifelong learners.


Australian and Standards VET Teachers’ Entry Requirement three necessary requirements:

1st, professional qualification certificate.

2nd,vocational teacher certificate, which is Certificate IV in TAA training package (recently, this certificate is newly titled as CIV TAE)

3rd,professional working experience: at least 3-5 years.


Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007


Australian vet teachers qualification and standards
Australian VET Teachers’ Version number: 2.1 Qualification and Standards

TAA training package is composed of 8 competency modules and 55 competency units.


8 competency modules
8 Version number: 2.1 CompetencyModules

  • 1. Learning Environment Coordination

    This module includes competency units:

    Work effectively in vocational education and training, foster and promote an inclusive learning culture, ensure a healthy and safe learning environment, develop innovative ideas at work & maintain and enhance professional practice

    2. Learning Design

    This module consists of two main competency units: one is understanding and using training package and the other is designing lesson plan.


  • 3. Delivery and Facilitation Version number: 2.1

    This module is composed of competencies of arranging class delivery, work-centered teaching and individual learning.

  • 4. Evaluation/ Assessment

    It includes units of planing and organizing assessment, designing assessment tools and collecting data and evidence.


  • 5. Training Advisory Services Version number: 2.1

    This module refers to offer teaching and learning information for learners exactly and timely as well as record and present assessment result for them.

  • 6. Coordination, management and Quality

    This unit is higher requirement for teachers with TAA diploma. it includes five competency units, such as developing training and/or assessment organisational, coordinating training and/or assessment arrangements, leading and conducting training and/or assessment .


  • 7. Language Literacy and Numeracy Practice Version number: 2.1

    This module requires teachers to fully consider learners’ level and character in teaching, and to express exactly, scientifically and easy to understand in writing and speaking.

  • 8. Imported Units

    This module is a supplement to those core competency units. Training package imports 5 competency units for certificate IV and 11 for diploma, such as develop teams and individuals, make a presentation, manage people, etc.


The functions of taa training packages
The Functions of TAA Training Packages Version number: 2.1

  • Training package prescribes requirements for conducting training and assessment and it is the guideline for teachers’ market entry and their further education.

  • Certificate IV is benchmark.

  • Diploma is higher requirement.


Evaluation of qualification and standards
Evaluation Version number: 2.1 of Qualification and Standards

  • Focus on VET teachers’ competency in learning and teaching design, delivery and assessment

  • Focus on VET teachers’ competency of coordination & management

  • Focus on VET teachers’ employability skills(employability skills framework and employability skills description)


Employability skills framework
Employability Skills Framework Version number: 2.1

  • Skills:

    Communication

    Teamwork

    Problem solving

    Initiative and Enterprise

    Planning and Organising

    Self-management

    Learning

    Technology

Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007


Employability skills framework1
Employability Skills Framework Version number: 2.1

  • Facets

    Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.

Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007


Employability skills description
Employability Skills Description Version number: 2.1

Resources: TAA04 Training and Assessment Training Package, Version number: 2.1 Review date: 30 October 2007


China s first trial vet teachers standards in chongqing
China’s First Version number: 2.1 Trial VET Teachers’ Standardsin Chongqing

2005, Australia-China (Chongqing) Vocational Education and Training Project developed Chongqing Secondary Vocational School VET Teachers’ Competency Standards(Trial).


  • The Version number: 2.1 Standards cover 9 competency modules and their 30 competency units:

    profession morality, industry liaison, curriculum design, delivery, assessment, exchange and coorporation, OHS, students management and professional development.


  • Through the four perspectives of competency fields, competency units, competency elements and competency performance criteria, the Standard brings forward detailed requests for vocational teachers.

  • The Standard divides vocational teachers into elementary level, secondary level and higher level, in which the requests increase in turn and the requests of higher level cover lower level(s).


  • In this competency units, competency elements and competency performance criteria, Standard, “industry liaison” is more important than “teaching”.

    This means all the teachers of specialized courses and internship instructors have to have 2-month practice in industryevery 2 years.

  • The practice in industry will be registered and evaluated, and it is made an important index of teachers’ professional employment, appraisal and promotion.


Challenges of australian civ tae
Challenges of Australian CIV TAE competency units, competency elements and competency performance criteria,

  • Not enough relevance to contexts outside those of ‘workplace training’.

  • Debate of teachers’ capacities: to responsive to ‘customers’ in a ‘market’, rather than to students in an increasingly challenging learning environment.

    Source: Pat Forward, THERE IS A TIDE or is it head in the sand (again)? THE AUSTRALIAN TAFE TEACHER • SPRING 2010


Challenges of australian civ tae1
Challenges of Australian CIV TAE competency units, competency elements and competency performance criteria,

  • VET workforce to focus on learning flows between VETand higher education and on vocational pathways between the sectors and between education and work.

  • Development of the teaching capability required to create the anticipated future of a high skills economy.

    Source: Pat Forward, THERE IS A TIDE or is it head in the sand (again)? THE AUSTRALIAN TAFE TEACHER • SPRING 2010


Challenges of australian civ tae2
Challenges of Australian CIV TAE competency units, competency elements and competency performance criteria,

  • the growing expectations shared by industry, students and TAFE institutions of the need for more sophisticated and flexible forms of delivery for vocational learning.

  • The extent of university provision of vocational teacher education to be needed.

    Source: Pat Forward, A future framework for TAFE teacher qualifications, professional development and registration. A discussion paper by the Australian Education Union (TAFE Division)


Challenges of australian civ tae3
Challenges of Australian CIV TAE competency units, competency elements and competency performance criteria,

  • Principles of new approaches to TAFE teacher education

  • Three phases of capability development for TAFE teachers

  • Registration system: high level practitioner of

    vocational education

    Source: Pat Forward, A future framework for TAFE teacher qualifications, professional development and registration. A discussion paper by the Australian Education Union (TAFE Division)


Dr. Prof. Lu Hong competency units, competency elements and competency performance criteria,

Executive manager of Chongqing Australian VET Research Center,

Division director for International Cooperation & Vocational Educational Researches, Chongqing College of Electronic Engineering,Chongqing University Town, Shapingba District, Chongqing, P.R.China 401331 Tel: 0086 23 6592 6032(O) Mobile: 0086 13618353338 Fax: 0086 23 6592 6032 Email: [email protected]

Thank you!


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