12/10/2010
The NCVER has released recently a report where they present the findings of a study examining the expectations and experiences of teachers and trainers with the Certificate IV in Training and Assessment (TAA40104). The qualification was introduced in 2005 and was mandated as the nationally endorsed entry-level qualification for teachers and trainers in the VET sector. By 2008, however, there was clear evidence (Innovation & Business Skills Australia 2009; Precision Consulting 2008; Robertson 2008) that, like its predecessor, the qualification was seen not to be providing the essential 'toolkit' required by practitioners on entry to the sector.
We reproduce below some of the key findings reported:
While the levels of satisfaction with the content covered were consistently high across the Learning Environment, Learning Design, Delivery and Facilitation and Assessment fields, participants questioned the usefulness and coverage of some of the qualification's content. The units of competency within the Learning Environment field, for example, were seen by those with some understanding of VET as 'bureaucratic' and 'mundane', although those with limited exposure to the sector found the units informative and useful. Additional concerns were registered about the lack of depth and amount of work in the Assessment field, and the majority of new graduates would have liked more time to develop and test different approaches to assessment. In addition, some reservations were expressed about whether the content prepared people well to work as trainers and assessors, with some content not meeting expectations and the program not being sufficiently practical for participants to 'do it rather than talk about it'. Focus group discussants affirmed the potential for such deficits to occur in certificate IV programs that were not taught well, suggesting that this revealed the lack of expertise by some training providers. With no regulation covering who can deliver the TAA40104, it was considered that inexperience was breeding further inexperience in certificate IV delivery.
Significantly, a majority of participants commented that they had entered the program expecting to learn much more about how to teach and were disappointed when this did not occur to the extent they had anticipated. As the intent of the qualification is to provide the initial step into training, this expectation is probably unrealistic. However, it does emphasise the importance of clear information being provided by training providers about what the intended outcomes are for the certificate IV.
The importance of offering more opportunities in the program to develop teaching techniques, to test different approaches to training, to tailor training packages to suit specific client needs and to practise the many skills being learnt were constant threads in participant responses. Other responses included the desire for more opportunities to develop: specific teaching strategies, including assessment; a greater understanding of how students learn and the psychology associated with learning; and skills in learner feedback, learner engagement and class-management strategies.
At the same time, suggestions were made about the structure and timing of the program, including 'block release' in tandem with opportunities to practise in the field, and multiple weekly sessions in longer programs to enable learning to be consolidated. Although a number of participants had undertaken the programs in 20 hours or less, there was general agreement that the material could not be effectively covered in shortened timeframes, particularly for those with a limited understanding or experience of training.
In offering suggestions for change, those with some training experience behind them voiced strong views about the need to recognise and to use the relevant training skills and knowledge people bring with them and to pitch the learning and assessment in a way that suited the needs of all individuals within the group, not just those with minimal understanding of training or the sector. Without such recognition, they considered the credibility of the qualification would be brought into question.
Despite having some concerns about aspects of the programs they had undertaken, new graduates in this study agreed that the Certificate in Training and Assessment had provided them with some survival skills and a degree of confidence in their own abilities. On initial completion most considered they had a firm foundation upon which to build and they felt sufficiently prepared and confident to plan, deliver and evaluate training. They considered themselves less well prepared to manage the needs of diverse learners, to undertake assessment, to utilise training packages or manage classroom issues. With six months of experience in the field, individual confidence levels were generally higher, with many supported by mentors and experienced colleagues. Importantly, most had undertaken additional formal training, professional development activities and informal work-based learning. For the less experienced, these additional developmental activities were seen to be absolutely critical to their survival as trainers and assessors.
The research does confirm that the Certificate IV in Training and Assessment can provide some if not all of the essential skills required of new practitioners, particularly if they come to the program with some understanding or experience of training. However, it is also evident from this study that outcomes from the certificate IV could be markedly improved if serious consideration were given to a number of critical factors, namely:
- the allocation of sufficient time and space for program participants to practise and apply their teaching and assessment skills and techniques and to develop their ability to recognise and respond appropriately to the diverse learning needs of VET students and clients
- the creation of a more flexible program structure, one which can be readily adapted to cater for the diversity of job roles and responsibilities of VET practitioners, possibly through the introduction of differentiated qualifications, skills sets and an orientation to VET programs
- an expectation of continuing professional support and advice through mentoring, coaching and supervised practice, particularly for those who have no previous experience of training or the sector, built into the certificate IV
- the provision of appropriately experienced and qualified teachers and trainers capable of modelling good practice in the delivery of the Certificate IV in Training and Assessment.
Source: NCVER 11/26/2010
Australia's education, business and tourism peak bodies have welcomed a commitment by the Australian Government to collaborate with industry in order to stabilise the nation's international education sector.
At a meeting in Canberra early this month, leaders from across Australian industry came together to push for Government action they regard as essential to restoring the nation's reputation as an international education leader, and rebuilding the market in our third largest export industry.
The peak bodies said they are pleased the Australian Government has agreed to review and consider a course of action proposed unanimously by the peak bodies.
The peak bodies said they expect to work closely with Government in the short term to address critical challenges surrounding student visa processing and skilled migration requirements, while also establishing an ongoing consultative mechanism to represent Australia's international education sector into the future.
"... we came together because the international education sector is hurting, and high quality institutions are looking to the Australian Government to instil confidence that it will support this critical sector and the contribution it makes to Australia's economic, social and diplomatic prosperity," said Claire Field, A/g CEO of the Australian Council for Private Education and Training (ACPET).
"We have agreed to work with the Australian Government to address urgently those issues that could lead to college closures, department contraction and job losses in the short term, while also developing new ways of working with Government in the long term to sustain international education in Australia," Ms Field said.
Peter Anderson, Chief Executive of the Australian Chamber of Commerce and Industry, said: "At a time when our export industries are under pressure, it is vital that the government highly values the economic and social contribution of the international student market. The potential decline in this export industry as a consequence of domestic policy is deeply disturbing,"
"International students also fill gaps in areas of our labour market which are important to national productivity," Mr Anderson said.
John King, Chairman of the Australian Tourism Export Council, urged the Federal Government to "take education out of its silo."
"Education issues impact upon the tourism industry and the entire Australian business community. This sector is critical to our trading and diplomatic relationships, our labour market strategies and our economic prosperity. If we continue to administer international education in a silo, the entire Australian economy will suffer," Mr King said.
In the short term, the peak bodies said they would work with the Australian Government to recommend refinements to the student visa and skilled migration requirements, particularly relating to the onerous financial requirements placed upon potential students, and the need for greater objectivity, transparency and consistency in student visa assessments.
"Student visa processing in Australia is out of step with our competitor countries," said Sue Blundell, Executive Director of English Australia.
"We need immediate action to bring student visa processing in Australia more into line with countries like the USA, UK, Canada and New Zealand if we are to avoid further decline in our sector," Ms Blundell said.
"If the policy settings are corrected, then other issues such as the high value of the Australian dollar ought not to be an obstacle to students choosing to study in Australia," she said.
To serve the interests of Australia's international education sector in the long term, the group said it expected to establish ongoing consultative mechanisms with the Australian Government so that future policy changes and improvements properly considered potential impacts on the sector.
"What we're looking for is a 'Whole-of-Government, Whole-of-Industry' approach to international education in Australia, which takes into account the responsibilities of institutions, students, governments and business alike to ensure the sector serves the needs of the entire nation," said Helen Cook, Vice President of the International Education Association of Australia.
"We are encouraged by yesterday's forum, and welcome the Australian Government's willingness to work with us to resolve many of our sector's challenges, but we must act quickly," Ms Cook said.
"The education sector and broader business community are keenly looking forward to announcements by the Australian Government in the short term that will restore confidence in Australia's international education sector, and stability to the lives of the 120,000 people it employs, and the 600,000 international students in Australia."
Source: ACPET 11/25/2010
 The AQF Council provided its advice on strengthening the AQF to the Ministerial Council for Tertiary Education and Employment (MCTEE) at its meeting on 19 November 2010.
MCTEE accepted the AQF Council's advice and approved the strengthened AQF.
The approval was subject to some amendments and further advice.
MCTEE approved the strengthened descriptor for the Senior Secondary Certificate of Education qualification type and approved the AQF Council's alternative recommendation for it to be included in the AQF without being located at a level.
MCTEE approved the descriptor for the Certificate III subject to further strengthening of the learning outcome in relation to supervising staff.
MCTEE agreed to allow a limited number of other titles, in addition to 'Masters of (field of study), for level 9 qualifications and asked the AQF Council for its advice on accommodating this in the AQF Qualifications Issuance Policy. MCTEE also asked the AQF Council to review the strengthened descriptors and specifications for the Doctoral Degree to ensure the integrity of Australia's highest level qualification type. The AQF Council will provide MCTEE with advice at its next meeting on an amendment to the AQF Qualifications Issuance Policy to recognise other level 9 qualification titles and on any further strengthening of the requirements for the Doctoral Degree.
Given MCTEE's agreement to implement the strengthened AQF, the AQF Council is now finalising the implementation and transition arrangements for MCTEE's approval in March 2011. It is anticipated that implementation of the strengthened AQF will commence from
1 July 2011.
MCTEE accepted the AQF Council's recommendation that implementation of the strengthened AQF for the self-accrediting higher education institutions is aligned with the implementation of the TEQSA and the standards framework for higher education. These institutions may voluntarily transition to the strengthened AQF prior to this. MCTEE also accepted the AQF Council's advice that self-accrediting higher education institutions are reminded of their current obligation to comply with AQF qualification titles and descriptors.
The implementation arrangements under development will include advice to MCTEE on the governance of the strengthened AQF. In the interim, MCTEE has recommended the addition of a member to the AQF Council with expertise in higher education. Further advice on AQF Council membership and its terms of reference will be provided to MCTEE at its next meeting.
The AQF Council's advice to MCTEE on strengthening the AQF and the final version of the AQF provided to MCTEE on 19 November are now available on the AQF website at http://www.aqf.edu.au The final approved version, incorporating the changes approved by MCTEE, will be published following MCTEE's March 2011 meeting.
The MCTEE communiqué can be found at http://www.deewr.gov.au/TopStory/Pages/CommuniqueMCTEE20Nov2009.aspx
The statement from Senator Evans, Minister for Tertiary Education, Skills, Jobs and Workplace Relations and Chair of MCTEE, Stronger national framework for education qualifications, can be found at
http://www.deewr.gov.au/Ministers/Evans/Media/Releases/Pages/Article_101119_180110.aspx
Source: AQF Council 11/15/2010
 Do not miss your chance to upgrade your skills in: RTO Management Systems, Academic Staff Management, and Employability Skills for Trainers and Assessors.
Insources Education offers a set of Professional Development Workshops specially designed to address current industry needs.
You can choose to attend to any of the workshops offered individually or take the advantage of these special offers:
- Book two workshops and save $190
- Book all three workshops and save $300
See details of the workshops below:
|
Workshops |
Location |
Dates 2010 |
|
Understanding AQTF as a business model
This workshop will introduce AQTF 2010 as a business model, is not another informative workshop, this workshop will be a challenging learning experience for you; which will produce changes in the way you deal with compliance. More... |
Sydney CBD
Level 2, 99 York St.
NSW 2000 |
17th November |
|
Manage Professional Development of Trainers and Assessors
The functions to engage, induct and verify suitability of trainers and assessors to provide training from nationally recognised units of competency is a critical aspect for the RTO operations.
This workshop addresses the requirements to manage the professional development of educators in a registered training organisation to provide the necessary training and assessment against nationally recognised units of competency. More... |
Sydney CBD
Level 2, 99 York St.
NSW 2000 |
18th November |
|
Employability Skills of Trainers and Assessors
This workshop covers the Employability Skills in Delivery and Assessment activities and their relationship with the AQTF.
Australian enterprises, and particularly Registered Training Organisations (RTOs) are increasingly asking for Employability Skills of their staff, and as a result trainers and assessors need to know what these skills are and how to demonstrate them. More... |
Parramatta |
20th November |
 The Vocational Education and Training Accreditation Board (VETAB) recently issued a guideline for RTOs on Organisational Capacity.
The guideline clarifies how registered providers can:
- Allocate floor space per student for their premises and
- Apply maximum overseas student numbers per class.
This "Guideline" is part of a set of actions VETAB has taken during the last six months in order to improve quality management systems standards of Registered training Organisation in NSW, and as a respond to the industry needs in this area.
The National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2007 (the National Code 2007) at Standard 14 requires that:
"The staff of registered providers are suitably qualified or experienced in relation to the function they perform for students. The educational resources of registered providers support the delivery of courses to students. The premises of registered providers, including the floor space available for each student, support students to achieve their course outcomes."
Main issues addressed on this "Guideline for RTOs on organizational capacity are as follow:
- Floor areas in general purposes classrooms must not be less than 2 square metres per student.
Chronology of this issue:
The former National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2001 (the 2001 Code), Clause 18 of Part C, stated that:
"The premises in which the registered provider delivers its CRICOS-registered courses must be adequate for the courses to be provided in terms of space and facilities. Floor areas in general purposes classrooms must not be less than 2 square metres per student if brought into use after 1 July 2001. If brought into use before that date, floor areas in general purposes classrooms must not be less than 1.6 squares metres per student."
The 2001 Code has been superseded by the National Code 2007 which does not prescribe a particular area per student.
VETAB has decided Registered providers should have regard to the historical material, namely the 2 square metres standard, and apply this measure of student space since it is considered appropriate for the delivery of training and assessment to overseas students in New South Wales.
- The National Code 2007 does not prescribe formal class sizes for vocational education and training. At standard 14.1 the National Code 2007 states only that:
"The registered provider must have and implement policies and procedures to ensure its staffing resources are adequate and have the capabilities as required by the quality assurance framework applying to the course."
However, VETAB decided that Registered providers of courses for overseas students must ensure that delivery and assessments in the theory-based subjects of Training Package qualifications are conducted in maximum class sizes of no more than 30 enrolled students. Exceptions may be allowed provided the learning and assessment strategies allow. 11/10/2010
 All applicants for initial registration as a training organization in NSW (and applicants for initial approval to deliver courses to overseas students) must undergo a financial viability assessment before Support Evidence is submitted.
We have received several enquires about this new "Financial Assessment" implemented by VETAB and its impact in the application process.
The Financial viability assessment (see step 5 below) is conducted by Kingsway Financial Assessments Pty Ltd in behalf of VETAB, and represents now, the starting point of the application.
Documentation required at this stage includes:
- Financial statements
- Banking and funding facilities
- Creditor and debtor analysis
- CEO declaration
- Trading details and structure
- History of organization
- Director profiles.
Below, we describe the whole application process.
- Determine scope
Determine the scope of registration for your training organisation.
-
Note: A self assessment tool for the AQTF Essential Conditions and Standards for Initial Registration is available to assist applicants assess their compliance with the requirements of the AQTF. Download tool
- Apply online
Download and print the Initial Application Guide from VETAB Online Services and read it before completing the application form. You will need a login to access the application form online. To get a login for VETAB Online Services you can follow the appropriate link on the login page to apply for a temporary ID and password by submitting your email address. You will receive a temporary login which enables you to access the organisation registration page. Once you have submitted your organisation's details online, a new legal org ID will be forwarded to the Chief Executive Officer. For security reasons, your CEO must request a password for forwarding to their email address.
- Check fees
You may pay for your application online via credit card (MasterCard or Visa) or direct debit. Otherwise you can send a cheque or money order. The fees for initial registration are contained in the VETAB Fee Schedule.
- Financial viability assessment
Once the application fee is received VETAB will initiate a financial viability assessment of your organisation through Kingsway Financial Assessments Pty Ltd (Kingsway). Kingsway will request financial information from you. Examples of the required information are listed in the Initial Application Guide.
Kingsway will then conduct the assessment and prepare a financial viability assessment report for VETAB. If the assessment result is acceptable, VETAB will contact you to advise that Support Evidence can now be submitted.
If the assessment result is not acceptable, VETAB may propose refusal of your application for registration under the VET Act. You will then have 28 days to make representations to VETAB. If VETAB decides to initiate a re-assessment of financial viability upon receipt of further financial information when representation is made, Kingsway will conduct the re-assessment and prepare another financial viability assessment report for VETAB. If the re-assessment result is acceptable, VETAB will contact you to advise that Support Evidence can now be submitted. Otherwise, VETAB may refuse registration under the VET Act.
- Send Support Evidence
You need to complete the application process by forwarding Support Evidence to VETAB. This is listed in the Initial Application Guide.
Please ensure you lodge a staff matrix and evidence of industry consultation with your support evidence.
At the end of the registration process VETAB will keep some key documents submitted and the rest will be disposed of securely. If you would like any of the support evidence to be returned to you please attach a covering note to your application requesting a return and let us know how you would like the material to be returned (e.g. enclose a return envelope or we can contact you to pick up the material from our office).
- Checking applications
VETAB will check to see if your application is complete, i.e. if all required support documents and fees have been forwarded. If your application is incomplete, your organisation will receive an email from VETAB outlining why the application is incomplete, and you will have 28 days to provide the required documentation. The VETAB Customer Service Charter timelines apply from the time we have checked that your application is complete.
- Auditing
Once your application is complete; it will be allocated to an auditor. Your organisation will be audited against the AQTF Essential Conditions and Standards for Initial Registration. You will be given 28 calendar days to rectify any non-compliance and provide evidence to VETAB.
- Registration
If your organisation complies with the AQTF standards, VETAB will grant registration for up to five years under the Vocational Education and Training Act 2005 (VET Act). If your organisation does not demonstrate compliance with the AQTF standards, VETAB may refuse registration under the VET Act.
11/9/2010
Recognition of prior learning (RPL) is set for an explosion over the next few years, as a qualifications-hungry labour market collides with an experienced – but not necessarily qualified – workforce.
But an expert has cautioned that RPL needs to be seen primarily as a vehicle to encourage further training – not an up-skilling strategy in its own right.
Last month's Vocational Education Learning Group (VELG) conference, in Sydney, heard that economically critical industry sectors – the resource sector, for example – could also be among the patchiest in terms of formally qualified employees.
Around 36 per cent of mining workers and 41 per cent of resource sector construction workers lack formal post-school qualifications, according to Jennifer Taylor, manager of DEEWR's Tertiary Skills and Productivity group.
Taylor told the conference that the demand for highly skilled labour was expected to grow over the next five years, particularly at upper qualification levels. She said 440,000 more people with degree or higher-level qualifications would be needed by 2014–15, along with another 110,000 people with diplomas and advanced diplomas and 94,000 people with certificate III and IV trade qualifications.
With the demand for skills increasing, so is RPL. The National Centre for Vocational Education Research's 2009 'Students and courses report' found that RPL had accounted for 7.3 per cent of successful full-year equivalent subject completions last year, up from just 3.7 per cent in 2005.
Over 34,000 full-year equivalent students secured RPL last year, up from 13,500 four years earlier, the report found.
Training and management consultant John Price said RPL was likely to keep rising, particularly among workers aged in their 40s and 50s.
"A lot of people in that age band have been away from school so long, they probably don't reflect on the skills and knowledge they have," Price told Campus Review.
"They know they're doing a good job, but they're not conscious that behind that good job is the potential for a piece of paper. One of the issues with RPL is helping these people realise it's an option."
But Price said the "piece of paper" shouldn't be seen as RPL's raison d'être. "It's about increasing the value to the workplace," he said.
"The RPL process identifies gaps. And once you've identified those gaps, a good training company can fill them. Once we convert that gap into knowledge and experience, people will be able to grow the business."
For individuals, RPL can lead to formal qualifications and often better jobs and higher salaries, Price acknowledged. But he said its main value was as a stepping stone to more training.
"Traditionally, people have really just learnt on the job. But if someone with skills and knowledge can get their certificate III, that maybe gives them the opportunity to scaffold up to a certificate IV and get them some supervisory or management qualifications."
Price also acknowledged that RPL had a role to play in meeting targets, such as the COAG goal to halve the proportion of 20 to 64 year-old Australians without certificate III or higher qualifications.
And he said the targets themselves were important, not least because they helped encourage foreign investment. Overseas companies "want to know that there's a talented workforce in Australia" before they set up shop here, he said.
He said he expected a spike in RPL, at least temporarily, as workers became more aware of it. "There's a big market of people out there who haven't taken it on board yet," he said.
"But RPL is just another assessment process. There is a need for it, but I don't think it will ever replace what we would see as the conventional assessment system."
Price said RPL generally hadn't been given the focus it warranted. "It's been made difficult for people in the past," he said.
But it needs to be treated with the same rigour and focus on quality as any other assessment process, he added. "It's not giving qualifications away," he stressed.
"It's still assessors making that professional judgment – hand on heart – that they would allow this person to make their lunch, or wire their house, or whatever."
Source: Skills Recognition NSW 10/20/2010
 Responding to the national imperative to improve adult language, literacy and numeracy levels, IBSA has included two new Vocational Graduate qualifications in Language, Literacy and Numeracy in the new Training and Education Training Package (TAE10) with outcomes similar to those undertaken at a Bachelor degree level:
- Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice
- Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership
A User Guide has been developed to support the delivery and assessment of the qualifications and it is freely available for downloading from IBSA's website
The recent Skills Australia report Australian Workforce Futures emphasised the impact of the lack of foundation skills - language, literacy and numeracy. The report proposes a significant expansion in the Workplace English Language and Literacy (WELL) and Language, Literacy and Numeracy programs, as well as recommending that the Australian Government develop and implement a national adult language, literacy and numeracy strategy. The report also states: "We need also to ensure education and training providers have the skills and networks to identify and address these core skill needs".
We reproduce below two of many questions answered in the mentioned guide.
Why were these qualifications developed?
Language, literacy and numeracy are now recognised as key underpinning skills for generic, employability and learning to learn skills at all levels of the Australian Qualification Framework (AQF) and constitute a part of all delivery, whether this is through Training Packages or through Adult Basic and General Education accredited courses.
The Commonwealth Department of Education, Employment and Workplace Relations (DEEWR) identified that one of the most significant factors in implementing wide‐ranging strategies to address literacy and numeracy issues nationally was the availability of high quality, well‐trained adult LLN practitioners who can operate effectively in a diverse range of environments to support a diverse clientele. DEEWR is the largest funding agency involved in adult literacy and numeracy provision in Australia – responsible for the Language, Literacy and Numeracy Programme (LLNP) and the Workplace English Language and Literacy Program (WELL). DEEWR not only manages these programs but also the overarching development of industry Training Packages that have had literacy and numeracy content included within units of competency since 1998.
In late 2008, DEEWR approached IBSA to investigate the feasibility of a set of national qualifications in adult language literacy and numeracy. This request was in response to the release of Adult Literacy and Lifeskills survey data (ABS, 2007) showing that Australia still had a high proportion of adults with low level literacy and numeracy skills and findings from reports such as Skilling the Existing Workforce (AiG, 2008) that indicate that a high proportion of the Australian workforce does not have the requisite LLN skills to function effectively in the workplace. These figures were in stark contrast with a number of COAG Skills and Workforce Development targets (COAG, 2009) that demand greater participation in education and training and higher level skills development in the Australian population.
IBSA consequently undertook, with DEEWR funding, the development of these units and qualifications.
Why are these qualifications needed?
An examination of the current and emerging language, literacy and numeracy workforce (NCVER, 2008) identified a growing pool of people responsible for assisting individuals with adult literacy and numeracy skill development formally in education environments and informally within the community. The contemporary adult literacy and numeracy workforce is no longer only sourced from those with education specialisation backgrounds. People may be working in jobs that are explicitly about 'teaching LLN skills' in stand‐alone courses or they may be in roles, such as trainers within industry or adult educators in the community, where there is a high degree of integration of LLN skill development within their everyday work.
The existing LLN workforce (like the general VET workforce) is ageing and the number of university based undergraduate and post‐graduate qualifications specifically designed to produce and/or up‐skill adult literacy and numeracy practitioners has dwindled dramatically since the mid‐1990s. Practitioners operating in the field today hold a range of credentials – but there is no standard national qualification for LLN practitioners available in Australia.
NCVER research also found the opportunity for formal professional development for credentialed and non‐credentialed practitioners was also rare and that there had not been a formal replacement for the Adult Literacy Teaching and Adult Numeracy Teaching courses that were developed by the National Staff Development Committee in 1995.
In Current and future professional development needs of the language, literacy and numeracy workforce, Mackay et al. (2006) interviewed key professional development providers who predicted the following professional development needs and issues for their target audience:
- up‐skilling of language, literacy and numeracy teaching practitioners in meeting the needs of disparate groups of learners, with emphasis on learners from equity target groups
- keeping teachers abreast of national and state language, literacy and numeracy policy and curriculum in a constantly changing education and training context
- developing skills in flexible delivery to enable offering a variety of delivery modes and to assist in the development of multiliteracies in language, literacy and numeracy learners
- covering aspects of teaching practice
- updating knowledge of theories of language and learning
- training for leadership and management roles
- taking a cyclic approach to professional development to cater for changes in personnel that will continue to occur due to the retirement of an ageing workforce and the high numbers of part‐time and casual employees.
The new qualifications were designed to provide credentials and professional development opportunities for practitioners from the vocational training field who may require up‐skilling in adult language, literacy and numeracy as a requirement of their job and to provide pathways for existing LLN practitioners who may want to move into leadership positions that require additional expertise in assessment systems, research methodology or resource development.
Source: www.ibsa.org.au
 Lactose is a complex sugar found in milk. To digest lactose, you need lactase, an enzyme that breaks lactose into two sugar molecules: glucose and galactose. Individuals lacking this enzyme have lactose intolerance. Unable to digest milk, they suffer from various gastrointestinal symptoms. Lactase is but one of about 4,000 different enzymes that serve as catalysts of essential physiological processes. Catalysts speed up the rate of chemical reactions but are themselves unaffected. Examples are learning catalysts.
You might be able to learn without them. However, adding examples to lessons has been proven to dramatically accelerate learning!
In the lines below we will unlock some secrets of exploiting examples for different types of content and different learners. We will see how you can use examples not only to improve learning outcomes but also to decrease instructional time.
The power of examples
Whether your goal is to provide information or to help staff acquire new skills, examples are useful. But in training designed to build skills, examples are not only useful, they are essential!
Right now you might be thinking that you do use examples. After all, examples are a commonly use training method. However, are you fully exploiting the hidden power of examples to accelerate learning? Few trainers know of recent research on how to fully leverage examples.
What do you think?
Which lesson plan in the table below would be more effective?
|
Lesson version A |
Lesson version B |
|
Explanation
Example 1
Practice 1
Example 2
Practice 2
Example 3
Practice 3 |
Explanation
Example
Practice 1
Practice 2
Practice 3
Practice 4
Practice 5 |
As you can see, in both lessons you get an equal number of problems to review (six in each lesson). But in lesson version A, half the problems are in form of examples and half in the form of practice, whereas in lesson version B you get a lot more practice. Which lesson will take longer to complete? Which lesson will lead to better learning?
John Sweller, one of the most influential contemporary instructional researchers in the States, studied the effects of examples on learning. He took a traditional algebra lesson containing one or two examples followed by many problem assignments and converted several of the practice exercises into a step-by-step example like the one in the figure below.
|
A worked example of an algebra problem |
|
5X + 3 = 6 X
- 5 X = 6 X – 3
- – X = - 3
- X = 3
|
Instructional psychologists call demonstrations like the one above, worked examples. A worked example is simply a demonstration that illustrates the steps the learner must take to complete a task or solve a problem. In addition to showing each stage in the problem solution, most worked examples also include and explanation either in text or audio depending on the delivery medium. For the worked example shown above, the instructor might begin by saying, "First, we move all numbers to the right side of the equation."
Sweller (1995) compared learning from traditional lessons containing mostly practice to their example-practice pairs lesson version. You won't be surprised to learn that the traditional lesson with lots of practice took six times longer than the version that alternated examples and practice. But did that time and effort invested in solving practice problems pay off in better learning? Surprisingly, they found that learners studying the all-practice lesson made twice as many errors on a test than learners studying the example-practice pairs version!
A combination of examples and practice led to faster and better learning than working lots of practice problems. By replacing some practice exercises with worked out examples, you can accelerate learning. That's why I call worked examples learning catalysts.
Save time and improve learning by replacing some practice exercises with worked out examples.
Examples and the brain
How do examples work? Our working memory (our brain's active processor) has a very limited capacity. Do you recall working all those homework problems in your math class? Solving lots of problems is hard work. When working memory capacity is tied up working lots of problems, there is little resource left over for learning. However, imagine that instead of working a problem, you are reviewing an example. Your working memory is not bogged down trying to solve the problem. Instead it is free to carefully study the example and learn from it. In fact, by providing an example as a model, the student has a perfect opportunity to learn from it. Then by following the example with a similar practice assignment, the student can confirm that they have learned correctly.
We will continue to explore the use of examples in next edition of this newsletter.
Reference: Evidence-Based Training methods by Ruth Colvin Clark 10/19/2010
By Mark Walsh
E-learning is increasingly popular but there's a problem: It's not really learning and it doesn't really work. What! How can I say that? It's all modern and uses computers and everything! I'm being somewhat flippant but here's my point – e-learning is good at certain things and rubbish at others.
First, I should explain my own perspective as I'm not an impartial observer. I'm a specialist in experiential, interactive and embodied training. I use this approach both because it fits my values and because I've found that it's what's most effective. I would be equally happy writing an article called "Why traditional classroom learning is a total waste of time" too. I am also no technophobe enjoying Twitter, blogging, and my iPhone.
What is learning?
The majority of people in the western world now have close to the sum total of human knowledge at their fingertips via the Internet. To be more precise, they have information, and e-learning is a part of this boom. Information isn't however wisdom as almost any viral Internet phenomena will prove! Like the Web, e-learning is great for learning about things. Like most people, I use Google and Wikipedia to find out about things, and e-learning makes this more efficient by collecting relevant data in one place, but this is not the way to learn to do things.
Think about driving – yes, the theory test is useful, but there is no substitute for lessons. Learning any skill, whether it be driving, speaking French, or leadership skills, takes real-world practice and bespoke human support. E-learning often misses these two critical points. However, I would add that the growing use of video, customer support, and real-time synchronous e-learning is making online learning more effective - the irony is, all of this is making e-learning more effective by making it more like traditional training!
The human touch
Being able to see delegates, resonate with them emotionally, pick up on subtle nuances of communication, and respond appropriately is the very essence of education. I believe passionately that training and coaching are not about getting something from one head to another, but are an intimate dance that transforms both parties. We are not computers, and if we treat people as such they will rightly resist and rebel.
I highly recommend the film "Up in The Air" starring George Clooney. In the movie, a company that makes people redundant tries to switch from face-to-face firing to video conferencing. The film explores the issue of removing this vital human touch. I use this fictitious example to protect the guilty in the real world. I would regard some e-learning solutions I have seen applied to human issues (and this definitely includes stress management and leadership training) as not only ineffective but dehumanizing and ethically dubious.
Retention of knowledge
Tell me by e-mail, and I forget. Show me, and I may remember. Involve all of me (and not just by clicking through a few games), and I really learn.
Second order learning
A whole level of learning that Wikipedia doesn't touch is when the learners themselves change. This second order or ontological learning is what is required for lasting behavioral change and therefore impacts on bottom-line results. Take stress and time management training, for example. I've seen bad e-learning programs which are just like Power Bore slides telling people about stress and time management. This in no way helps with people's actual stress or time management. More advanced interactive e-learning programs may encourage people to set goals and establish practices like regular deep-breathing or list-making to support behavioral change in these areas.
This is a bit better. I have never yet however seen an e-learning program which works effectively at the level at being. What do I mean by this? For example - does a person have a set of beliefs about his workload that means he will always be overwhelmed? Is there an embodied tendency to say "Yes"? What is a person's unique emotional pay-off for consistently being overwhelmed? Unless this level of highly individual learning is accessed, 'tricks and tips/tick-box e-learning' won't be effective, and any money spent will be wasted.
This applies to other areas too, from leadership, which I hope is very obviously not learned from an iPad, to health and safety. Can a person really safely learn manual handling without being given feedback targeted to his specific body and tasks? Traditional classroom learning (which itself can be non-interactive and cookie cutter in its approach) often fails to shift lasting habits – much like those few slides which may or may not even be read.
But what about...
What about all the advantages of e-learning? It's cheap right? Yes, so is the clock I bought from Poundland that doesn't work either. If not effective at producing behavioral change (and therefore better results), e-learning is hardly good value. Likewise, it can be standardised but this is not usually a good thing for learners and therefore outcomes.
Much of what I have said is also not fair to all e-learning providers so feel free to "yeah but..." this article and advertise quality wares that address the issues I raise. My sense is that e-learning is definitely improving (I know of some great companies!). I also don't think that the e-learning train is likely to stop, I do however hope it picks up the essence of what learning is all about along the way.
The future
Perhaps blended learning solutions are the future - bringing together the best of e-learning and traditional training. Getting some factual learning across electronically before an interactive course and having good e-follow-up for example can make better use of contact time. I also think e-learning is a good challenge to stagnant traditional trainers as now they have to offer something that Wikipedia cannot. A concern I have is that increasing demand for e-learning will replace subject-matter experts who know their material and know how to work with people deeply, with tech wizards and companies large enough to afford the outlay of e-learning design. Time will tell, and ultimately what works will prosper.
About the author:
Mark Walsh is a UK pioneer of embodied training. Based in Brighton, Sussex, he heads Integration Training - business training providers specialising in management and leadership training, team building, stress management and time management training. |
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