Teaching in the VET sector

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Teaching in the VET sector

• An introduction for new teachers

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The VET sector What does it cover?

• Preparatory vocational programs in Technical and
  Further Education (TAFE) Institutes, schools,
  workplaces, community setting and private
  training organisations.
• Apprenticeships and Traineeships
• Middle level/para-professional programs in
  technical and service industries

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Lines of Management

• The Federal Government sets the standards for
  training (including Training Packages, competency
  standards, assessment processes and the rules
  about course structure.)
• The State Government administers the system.

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OTTE

• The Office of Training and Tertiary Education is
  responsible for VET training in Victoria.
• This includes administering legislation,
  implementing provision of training, AQTF audits
  and funding in both public and private RTOs.

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Regulations and Compliance

• AQTF The Australian Quality Training Framework
  is the quality system that underpins the national
  vocational education and training sector.
• Provides the basis for a nationally consistent
  system for the quality of vocational training.
• Assists in improving the consistency of delivery,
  assessment and quality of teaching.
• http//www.aqf.edu.au/

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Training Packages

• A training package is a set of nationally
  endorsed standards and qualifications for
  recognising and assessing peoples skills.
• A Training Package describes the skills and
  knowledge needed to perform effectively in the
  workplace, but doesnt prescribe how an
  individual should be trained.
• Teachers and trainers develop learning strategies
  depending on learners needs, abilities and
  circumstances.

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• Training Packages are developed by national
  Industry Training Advisory Bodies (ITABs)
  Industry Skills Councils or other industry-based
  bodies or enterprises to meet the identified
  training needs of specific industries or industry
  sectors.
• To gain national endorsement, developers must
  provide evidence of extensive consultation and
  support within the industry area or enterprise.

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Each Training Package

• Provides an integrated set of nationally endorsed
  competency standards, assessment guidelines and
  qualifications for a specific industry, industry
  sector or enterprise.
• Enables qualifications to be awarded through the
  direct assessment of competencies rather than
  against the learning outcomes of a course.
• Encourages the development and delivery of
  training which suits individual needs.
• Encourages learning in a work environment
  (on-the-job, work experience, work placement,
  work simulation or by a combination of methods),
  which leads to verifiable work outcomes.

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Teaching in the VET sector

• Tips, strategies and ideas for delivering training

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Who are our learners?
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Who are our learners?

• Teachers and trainers in the VET sector can
  expect to work with a wide variety of learners
  throughout their career.
• VET programs are offered in secondary schools, so
  some learners may be aged 15 17.
• Post secondary learners can range from 17 to 70,
  so it is important to be aware of different
  learning styles and preference.

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Learning Styles

• Learning styles can be divided into a number of
  different categories.
• Visual learners learn through reading, watching
  presentations, taking notes.

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Learning styles

• Auditory learners enjoy discussions, group
  participation and interaction with others.

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Learning styles

• Kinaesthetic learners are active learners and
  acquire knowledge best by doing.

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Learning styles

• Employing a variety of presentation methods and
  delivery strategies will ensure that all learning
  styles are catered for.

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Adult Learning Principles

• Learning is enhanced when it is immediately
  applicable to real life contexts.
• Learning is enhanced when adults have control or
  influence over the educational experiences.
• Learning depends upon past and current
  experiences.
• Learning depends upon active involvement of the
  learner.
• Learning depends upon a climate of respect and
  comfort.

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Adult Learning Principles

• Learning is enhanced when learners achieve self
  direction.
• Adult learning is enhanced when connections are
  created
• Adult learning is enhanced when learners are
  successful.

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Characteristics of Adult Learners

• Possess a variety of background experiences and
  prior learning.
• Need to participate voluntarily.
• Need control over learning environment.
• Desire practical applications.
• Require respectful environment where all
  individuals and ideas are valid and valued.

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Characteristics Adult Learners

• Enjoy collaboration
• Need to integrate new concepts with prior
  knowledge.

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Generation Y

• Those born after 1980 are considered to be part
  of Generation Y.
• These learners present different kinds of
  challenges to teachers and trainers.

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Generation Y Characteristics

• Short attention spans like to move from one
  activity to the next.
• Multi-tasking during lectures or classes.
• Dont like memorising or rote, prefer to be
  active.
• Sometimes have difficulty with print-based
  resources.
• Technologically capable.
• Can be critical and sceptical
• Expect loyalty and rewards from everyone.

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Also, for many accessing education through the
TAFE system

• Socially immature
• Poor self esteem
• Drug use/alcohol abuse
• No/limited family support
• Financial problems
• Social difficulties

• School failure
• Absenteeism
• Bullied/bully
• Poor listening skills
• Poor literacy/numeracy
• Regularly in trouble

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Strategies for working with youth

• Frame learning for this group MTV generation
• Break learning down into smaller chunks
• Use appropriate mediums and messages mobile
  technology, internet, tv, music etc.
• Offer options and variety
• Negotiate
• Treat as individuals and offer respect
• Make learning active and connect with real life
  experiences

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What else?

• Maintain eye contact and use non-verbal signals
  like smiling and nodding.
• Talk to students outside classroom.
• Stay consistent.
• Give positive feedback
• Promote diversity of learning styles

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Flexible Delivery

• Principles, practices and implications

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Definition of Flexible Delivery

• Traditional learning means the emphasis is often
  on teacher-centred, face-to-face instruction.
  The teacher or trainer has a large responsibility
  for selecting what, where and how students will
  learn.

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Flexible, open or blended delivery

• This is the philosophy behind a non-traditional
  approach to program delivery and places emphasis
  on access by offering training at times and
  places that suit the learner, removing
  restrictions and barriers.

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Some misconceptions

• Flexible delivery can include, but is NOT
  RESTRICTED TO online learning.
• On-line delivery is one aspect of a blended
  approach to learning and should be considered
  along side a variety of different approaches.

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Principles of Flexible Delivery

• Access It should open up opportunities for
  people to take part in education. Therefore
  courses and programs should be offered at times
  and places to suit the learner wherever possible.
• Learner-centred It is also about providing
  opportunities which suit the learner, so they
  have more control over the pace and style of
  their learning.

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Some examples of Flexible Delivery

• Distance education
• Classroom delivery
• Self-paced learning
• Workplace delivery
• Saturday/weekend workshops
• Videoconferencing
• i-lectures
• Project-based learning

• Individualised learning programs
• Workplace mentoring

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Implications of Flexible Delivery

• Student contact hours
• Teacher workloads
• Meeting learner needs
• Compliance issues

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Useful resources

• http//www.flexiblelearning.net.au/flx/go
  (Australian Flexible Learning Framework)
• http//trainingsupport.otte.vic.gov.au/default.cfm
  (Training Support Network)
• http//www.ncver.edu.au/ (National Centre for
  Vocational Education Research)
• http//tpatwork.com/default.asp? (Training
  Packages at Work)
• http//www.resourcegenerator.gov.au/Login.asp
  (Resource Generator)
• http//www.tafe.swinburne.edu.au/i2e/ (Innovation
  in Education Unit)

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Teaching in the VET sector

• Compliance, auditing and assessment issues

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Student Attendance and Assessment Register

• Attendance registers are required to provide
  evidence of student participation in each of the
  enrolled units/modules. This is part of the
  funding agreement with OTTE.
• Therefore, this is a legal document.

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• It is a requirement that proof of participation
  in EACH competency or module in which the student
  is enrolled is obtained.
• The proof can be in the form of proof of
  attendance in at least one class, participation
  in a flexible delivery session or submission of
  one piece of work (the receipt or assessment of
  work must be recorded in the register.)

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• If modules or units of competency are being
  grouped or clustered, you must write down each
  competency code and indicate on your register the
  date of delivery.
• Do not delete or cross out the names of students
  who cease attending. Each student who has been
  enrolled receives a result. Those who have
  attended at least one class will receive a result
  of CSSP, those who have never attended a class or
  submitted any work will receive a result of NCS.

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Excursions

• Attendance at excursions should be included in
  the attendance register, this should contain
  start and finish times.
• Excursion approval must be obtained from the
  Department Manager.
• Excursion approval forms can be found at
• http//www.tafe.swinburne.edu.au/sps/quality/forms
  guidelines.htm (Forms, guidelines and checklists)

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International students

• Internationals students must be identified on the
  attendance register.
• It is a legal requirement that International
  Students attend 80 of all classes.
• If an IS has missed two weeks of classes, you
  must inform the International Student
  Co-ordinator in your department.
• Assessments should be recorded in the Assessment
  section of the register using the correct codes.
• You will be required to fill out a Final
  Candidates List provided by your department.

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Finally
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• If you need support, ideas, suggestions,
  clarification, help, resources or just someone
  to talk to, contact the Innovation in Education
  Unit on 9214 5796 and ask for one of the Teaching
  and Learning Advisors who will be happy to
  provide assistance.

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With reference to

• Craig Jennings/Tara Jarvis for information
  regarding working with youth in Swinburne.