TAE50111 Diploma of VET and TAE50211 Diploma of Training … Diploma/TAE Dual Diploma... · 2015-02-16 · TAE50111 and TAE50211 DUAL DIPLOMA Tasmanian Training Institute has devised

© Tasmanian Training Institute DUAL TAE Diploma Brochure V3.2015 Page 1 of 14

RTO No. 40897

DUAL DIPLOMA Brochure

TAE50111 Diploma of VET

and TAE50211 Diploma of Training Design and

Development


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DUAL DIPLOMA BROCHURE!....................................................................................................................................................!1!TAE50111 AND TAE50211 DUAL DIPLOMA!.............................................................................................................................!3!PROGRAM OVERVIEW!..................................................................................................................................................................!3!ENTRY REQUIREMENTS!.................................................................................................................................................................!4!RECOGNITION OF PRIOR LEARNING (RPL) OPTIONS!........................................................................................................................!5!UNIT OPTIONS (CHOICE OF ELECTIVES)!...........................................................................................................................................!6!TAE50111 DIPLOMA OF VOCATIONAL EDUCATION AND TRAINING!.................................................................................................!6!TAE50211 DIPLOMA OF TRAINING DESIGN AND DEVELOPMENT!.....................................................................................................!6!THE DUAL DIPLOMA UNIT COMBINATION!.....................................................................................................................................!7!ASSESSMENT MATRIX!...................................................................................................................................................................!9!THE POST-COURSE PROJECT REQUIREMENTS (IN BRIEF)!...................................................................................................................!10!CODE OF CONDUCT!...................................................................................................................................................................!11!ACCESS AND PARTICIPATION AND EQUITY!...................................................................................................................................!11!LANGUAGE AND LITERACY!.........................................................................................................................................................!11!DELIVERY!..................................................................................................................................................................................!11!CLIENT CONFIDENTIALITY!...........................................................................................................................................................!12!PARTICIPANT NUMBERS!.............................................................................................................................................................!12!OUR COMMITMENT TO YOU!.......................................................................................................................................................!12!COURSE FEES!.............................................................................................................................................................................!13!ENROLLING!.................................................................................................................................................................................!13!THANK YOU!..............................................................................................................................................................................!14!!


TAE50111 and TAE50211 DUAL DIPLOMA Tasmanian Training Institute has devised a new Dual Diploma program. Our course includes 12 days face-to-face workshops and a work-based post-course project. Program Overview

Our Dual Diploma combines two comprehensive qualifications specifically applicable for individuals who work within the Vocational Education and Training sector. We expect people attending our Dual Diploma to be:

� RTO Managers � Training and Development Managers � Training and Assessment Coordinators � Course Designers and Developers � People responsible for organisational training requirements � Private, Government or Enterprise Trainers � People working for Colleges � University Lecturers and Tutors � Individuals undertaking Professional Development � RTOs intending to deliver Units or Qualifications from the TAE10 (or TAE) Training Packages � RTO Compliance Managers, � Or other similar roles.

Our Dual Diploma workshop sessions provide specific learning outcomes aligned to the ten (10) units of competence making up both qualifications and participants will complete a range of group and individual activities (formative assessments) or ‘opportunities for practice’. These activities will provide a demonstration of newly learned skills and knowledge. Activities will often holistically address specific single unit requirements, or clusters of more than one unit. Participants will record their responses to activities in a Participant Workbook. The Tasmanian Training Institute retains participant workbooks for validation purposes and to aid in the improvement of the program, however participants may utilise the workbook in the completion of the post-course project (but must ensure it is returned with the submission of the project).

In addition to the in-course activities, several self-assessment checklists are integrated throughout the course. These checklists are designed to aid revision, confirm underpinning knowledge, and provide each participant with a self-checking mechanism against their own skills and knowledge acquisition. They also allow our trainers to identify gaps, and provide the opportunity to resolve and consolidate required outcomes in a timely manner. All formative assessments, coupled with a post-course project (or summative assessment) make up the complete assessment requirements for the Dual Diploma.


Post-course projects are to be submitted (electronically or hard copy) within 12 months from the end of the course. It is envisaged that many participants will complete their project well within the allocated time period, however, where a participant does not complete the project within the 12 month time period, one extension of up to eight (8) weeks will be offered. If, after the total elapsed time, a participant does not complete the project, a Statement of Attainment (SOA) will be provided for units completed, omitting any unfinished units (see mapping guide below). Participants with extenuating circumstances will be offered assistance or alternative options for completion. Participants who are not working or those who do not have access to a workplace for delivery of the post-course project will also have alternative options to suit each individual situation. At every stage of the post-course project, participants will have access to Tasmanian Training Institute offices, personal assistance, and guidance or coaching if needed.

Entry Requirements There are no prerequisite requirements for entry to the Dual Diploma, however participants wishing to complete the Dual Diploma will possibly exhibit the following attributes:

� The achievement of the TAE40110 Certificate IV in Training and Assessment, and � Vocational experience in Training and Assessment roles within an RTO, or � Within an organisation where the focus has been on Competency Based Training (CBT)

or

� The achievement of any other relevant qualification and vocational experience in training and assessment roles within an RTO or similar organisation where the focus has been on competency based training and assessment

or

� The demonstration of extensive vocational experience in training and assessment roles.

The Tasmanian Training Institute prohibits discrimination towards any group or individual in any form, therefore where a participant feels they may require assistance to effectively participate in any of our programs for any reason, including any medical condition, disability, language, literacy or numeracy concerns or cultural considerations, we will consult with specialist advice and options to provide individualised entry options wherever possible.

We will also provide reasonable adjustments to the best of our resources and where we may be unable to support a participant (due to limited resources, environment restrictions etc.) we will offer advice on alternative pathways through our network support system. Our mission is to ensure a comfortable, equitable and safe learning environment for all participants wishing to gain this Dual Diploma (or any other course we provide).


It is expected that participants will also have the following attributes:

� English literacy skills to read, interpret and prepare (write) a range of documentation � Effective language, communications and interpersonal skills to interact with clients verbally, non

verbally and in writing and facilitate in a number of contexts using a range of skills � Proficiency with technology � Cognitive skills in planning, research, interpretation, analysis and synthesis � Organisational skills to use the required resources and carry out training and assessment tasks � Time management skills.

Recognition of Prior Learning (RPL) options We offer opportunities for recognition of prior learning (RPL) in the areas for which we have scope of registration. Competencies may be attained in a number of ways including through any combination of formal or informal learning and education, work experience or general life experience. This process may reduce some or all of the course requirements for people who are currently competency based trainers and assessors and/or hold the previous relevant qualifications or Statements of Attainment from another RTO. Participants must also demonstrate currency against the endorsed competency standards of both the TAE50111 and TAE50211. Evidence to support competency may take a variety of forms and could include Certification, References, Testimonials or work samples. All forms of portfolio evidence provided for RPL will be assessed against the rules of evidence to ensure it is Valid, Reliable, Current and Sufficient. Our RPL guide provides a detailed list of the types of evidence that would be suitable against each of the units and is provided along with this brochure. Participants may provide a range of evidence to satisfy the requirements for the Dual Diploma – and as such, may briefly constitute:

� Formal or informal education and training � Experiences in the workplace � General life experience, and/or � Any combination of the above.

Applications for RPL will be discussed with each applicant on an individual basis. As mentioned, participants may elect a range of options to satisfy the requirements for the Dual Diplomas. Where candidates have gained competencies through work and life experience but where gaps in their competence are identified (as part of the RPL assessment or other assessment processes) and where they may require training in specific areas, a combination of pathways may be offered to best suit the requirements of the participant. Further documentation, attendance to specific sections of the course, or the completion of a customised project may be some of the options available to participants. In such situations, the candidate will have already undertaken an initial assessment to determine their current competency (this may be facilitated via a variety of means such as, face-to-face interview or by demonstration / observation).


Once a participant’s current competency is identified, a structured learning and assessment program will be devised that will ensure the candidate acquires the required additional competencies identified as gaps. Upon satisfactorily completing all in-course activities and the work-based project, the participant will be awarded the Dual Diplomas. Participants not meeting or completing the course requirements will attain Statements of Attainment (SOAs) for partial completion. All participants will be provided with access to an assessor and receive individual assistance to ensure the best possible options to achieve the dual qualifications. Tasmanian Training Institute recognises that the assessment process may be complicated and we provide all participants with a fair and equitable process for re-assessment or appeal. Our philosophy is underpinned by our commitment to providing all participants with personalised assistance to complete the Dual Diploma (or any other program offered by TTI) and we will work with you to ensure you have every opportunity to do so. Unit Options (choice of electives) Units chosen for our Dual Diploma programs include those listed below (see www.training.gov.au/TAE50111 and www.training.gov.au/TAE50211) for the complete list of optional elective units. Please contact us prior to enrolling should you wish to discuss optional alternative elective units. TAE50111 Diploma of Vocational Education and Training

� TAEASS501A Provide advanced assessment practice (Core units) � TAEASS502B Design and develop assessment tools � TAEDEL502A Provide advanced facilitation practice � TAEDES501A Design and develop learning strategies � TAELLN401A Address adult language, literacy and numeracy skills � TAEPDD501A Maintain and enhance professional practice

� TAEDES502A Design and develop learning resources (Elective Units) � TAEDES505A Evaluate a training program � TAELLN501B Support the development of adult language literacy and numeracy skills � TAETAS501B Undertake organisational training needs analysis

TAE50211 Diploma of Training Design and Development

� TAEASS502B Design and develop assessment tools (Core Units) � TAEDES501A Design and develop learning strategies � TAEDES502A Design and develop learning resources � TAEDES505A Evaluate a training program � TAETAS501B Undertake organisational training needs analysis

� TAEASS501A Provide advanced assessment practice (Elective Units) � TAEDEL502A Provide advanced facilitation practice � TAELLN401A Address adult language, literacy and numeracy skills � TAELLN501A Support the development of adult language literacy and numeracy skills � TAEPDD501A Maintain and enhance professional practice


The Dual Diploma Unit Combination TAE50111 TAE50211 TAEASS501A Provide advanced assessment practice TAEASS501A Provide advanced assessment

practice TAEDEL502A Provide advanced facilitation practice TAEDEL502A Provide advanced facilitation

practice TAELLN401A Address adult language, literacy and numeracy skills TAELLN401A Address adult language,

literacy and numeracy skills TAEPDD501A Maintain and enhance professional practice TAEPDD501A Maintain and enhance

professional practice. TAEDES501A Design and develop learning strategies

TAEDES501A Design and develop learning strategies

TAEASS502B Design and develop assessment tools

TAEASS502B Design and develop assessment tools

TAEDES502A Design and develop learning resources

TAEDES502A Design and develop learning resources

TAEDES505A Evaluate a training program TAEDES505A Evaluate a training program TAETAS501B Undertake organisational training needs analysis.

TAETAS501B Undertake organisational training needs analysis

TAELLN501B Support the development of adult language literacy and numeracy skills TAELLN501B Support the development of

adult language literacy and numeracy skills

Core Units Elective Units


Schedule of Delivery Note - the schedule of delivery is approximate only. Several units clusters are delivered simultaneously. Our Dual Diploma face-to-face program schedules are published to our website (http://www.tastraining.com.au/). Training days are from 8.45 am till approximately 4:30-45 pm with15 minutes morning and afternoon teas and a 45-minute break for lunch. Units mapped to the project (P) are expected to be completed holistically and through a practicum. Other units are expected to be completed fully during the face-to-face program, however all are consolidated through the post-course project.

Program Structure (unit clusters indicate integrated assessments)

DAY UNIT CLUSTERS DAY UNIT CLUSTERS

1 TAETAS501B Undertake organisational training needs analysis (P) TAEDES505A Evaluate a training program TAEPDD501A Maintain and enhance professional practice

7 TAELLN501B Support the development of adult language literacy and numeracy skills TAEDEL502A Provide advanced facilitation practice (P)

2 TAEDES501A Design and develop learning strategies TAELLN401A Address adult language, literacy and numeracy skills

8 TAELLN501B Support the development of adult language literacy and numeracy skills TAEDEL502A Provide advanced facilitation practice

3 TAELLN401A Address adult language, literacy and numeracy skills TAEDES502A Design and develop learning resources

9 TAEDES505A Evaluate a training program TAEASS502B Design and develop assessment tools

4 TAELLN401A Address adult language, literacy and numeracy skills TAEDES502A Design and develop learning resources TAELLN501B Support the development of adult language literacy and numeracy skills (P)

10 TAEASS502B Design and develop assessment tools TAELLN401A Address adult language, literacy and numeracy skills TAELLN501B Support the development of adult language literacy and numeracy skills

5 TAELLN401A Address adult language, literacy and numeracy skills TAELLN501B Support the development of adult language literacy and numeracy skills

11 TAEASS501A Provide advanced assessment practice (P) TAELLN401A Address adult language, literacy and numeracy skills TAELLN501B Support the development of adult language literacy and numeracy skills

6 TAELLN501B Support the development of adult language literacy and numeracy skills

12 TAEPDD501A Maintain and enhance professional practice (P) TAETAS501B Undertake organisational training needs analysis


Assessment Matrix

Unit of Competency A B C D E F G P TAETAS501B Undertake organisational training needs analysis ! ! ! ! ! ! ! !

TAEDES501A Design and develop learning strategies ! ! ! ! ! ! TAELLN401A Address adult language, literacy and numeracy skills ! ! ! ! ! ! !

TAEDES502A Design and develop learning resources ! ! ! ! ! ! p TAELLN501B Support the development of adult language literacy and numeracy skills ! ! ! ! ! ! ! !

TAEDEL502A Provide advanced facilitation practice ! ! ! ! ! ! !

TAEDES505A Evaluate a training program ! ! ! ! ! !

TAEASS502B Design and develop assessment tools ! ! ! ! ! ! p

TAEASS501A Provide advanced assessment practice ! ! ! ! ! ! !

TAEPDD501A Maintain and enhance professional practice ! ! ! ! ! ! !

KEY A - Practical (group or individual) E - Simulated Role Play (demonstration) B - Scenario (group/individual case study analysis) F - Portfolio (RPL or assessment only) C - Q & A (including Self Assessment Checklist) G - Other (individualised options) D - Product (individual or group documents) P = !Mapped to Post-course Project P = p Partly mapped to Post-course Project All course assessments and in particular Post-course Projects are supported by coaching and are monitored during the post-course period to ensure everyone is progressing through the assessments. Note - this matrix is a guide only as to the types of assessment methods that may be applied and are subject to change due to our continuous improvement process! E and G are aligned to RPL processes.


The Post-course Project Requirements (in brief) Participants are to complete the following as part of a work-based post-course project: ! Prepare a Training Needs Analysis for an organisation ! Design and Develop and Implement a Learning Strategy ! Provide documented Continuous Improvement processes ! Observation and Documented use of the ACSF in addressing LLN issues ! Determining LLN levels and applying support strategies for at least 10 learners ! Design and Development of a full set of print-based resources ! At least 100 hours group facilitation using a range of Delivery Methods and Strategies ! Evaluate the Training program, report and recommend areas for improvement ! Develop Assessment Tools for at least three units of competency (at different AQF levels) ! Undertake at least twenty (20) assessments for individual candidates against (50) units of competence ! Lead and review assessment groups for at least five (5) individuals ! Document, reflect and discuss feedback from at least ten (10) hours of facilitation and ten (10) assessments. Participants will have 12 months after the face-to-face course to complete the post-course project. Extensions and personalised coaching are available. NOTE - The post-course project is expected to be assessed in the context of a practicum and therefore holistically assess several of the key assessments above. As mentioned, much of the assessments occur as formative assessments during the course using group and individual activities such as; case study analyses, practical activities; questions and answers and self-assessment checklists. Participants will also complete a work-based post-course project which finalises the learning outcomes for the qualification. Many of the face-to-face activities will ‘mirror’ aspects of the post-course project and templates and examples will be provided to assist participants with the completion of the project. On completion of a course, clients are issued with appropriate certification authorised by the CEO or delegated staff member within 21 days. If a client does not complete the entire program leading to a qualification, a Statement of Attainment or Statement of Attendance is issued, as appropriate. Any grievances and appeals are to be raised within 28 days of the incident occurring and resolved within three months of the initial notification. Tasmanian Training Institute seeks to prevent appeals by ensuring that clients are satisfied with their program and its outcomes. In addition to their functional expertise, staff are expected to be fair, courteous and helpful in all dealings with clients. Any complaint about a staff member or program will be treated seriously, investigated immediately and thoroughly and dealt with according to the merit of the complaint. The circumstances and results of any appeal will be analysed thoroughly by senior management for their implications and acted on appropriately so as to remove any grounds for appeal in the future by improving the relevant functions. Assessment is competency based and is designed to determine whether the candidate can demonstrate the target competencies. Clients who are unable to demonstrate competency at a given time or who successfully appeal assessment results may be reassessed at an appropriate later date.


Code of Conduct Tasmanian Training Institute complies with all relevant local, state and federal government regulations covering Registered Training Organisations. Access and Participation and Equity Tasmanian Training Institute recognises the principles of flexible delivery. Programs are designed to emphasise flexibility of delivery and assessment to maximise the opportunity for access and participation by disadvantaged clients. Tasmanian Training Institute employs non-discriminatory recruitment practices. Recruitment strategies and selection processes include people from diverse backgrounds, take any special needs of clients into account and provide support strategies for disadvantaged clients. Course entry requirements have been designed for maximum flexibility. There are no barriers to any specific group or individuals, inclusive of age, gender, ethnicity, religion, political belief, family responsibility, sexual preference, social or education background.

Language and Literacy It is expected that participants hold a high level of computer literacy (or the ability to produce a print-based set of resources) and also a reasonable level of language and literacy skills. Please do not hesitate to contact us if you have any issues or concerns regarding language and literacy as, mentioned above, assistance is available. It is expected that potential participants will have the following attributes:

� English literacy skills to read, interpret and prepare (write) a range of documentation � Effective language, communications and interpersonal skills to interact with clients verbally, non

verbally and in writing and facilitate in a number of contexts using a range of skills � Proficiency with technology � Cognitive skills in planning, research, interpretation, analysis and synthesis � Organisational skills to use the required resources and carry out training and assessment tasks � Time management skills.

Delivery

Tasmanian Training Institute is committed to excellence in training delivery. By taking a holistic approach to delivery we will ensure that our courses and programs provide maximum learning opportunities for participants. We are also committed to developing and providing, relevant, current, quality training courses and programs that meet the needs of the community and industry and will continue to consult with key industry bodies and preferred clients to ensure we are meeting their needs.


Staff involved in the training and assessment process must possess the appropriate competencies and knowledge as specified in national principles and standards, industry standards and program curricula. Both our CEO and Director are leaders within their own fields, with expertise in adult learning, vocational education and business related fields. Both managers are in contact with peak industry professional associations and often present papers at national and international conferences. We consistently evaluate our programs with feedback, gathered both formally and informally on a regular basis. All feedback is used to evaluate our programs to improve our future programs. Quality Indicator surveys are also used to assist in gathering recommendations for change. Ad hoc feedback is also sought during training with trainers documenting this feedback to inform improvement opportunities.

Client confidentiality

Records are maintained of program development, program delivery, clients, human and physical resources, and financial and management activities. Records are accurate and kept up to date. All records are kept in a secure and confidential environment. Access to files is limited to staff involved in their maintenance. All personal records of clients and staff are private and confidential and these records will not be released without prior written approval of the party concerned and the consent of the CEO.

Participant Numbers Due to the high level of competence required for the Dual Diploma program, participant numbers will be limited to a maximum of eight (8) participants to ensure the development of skill is better facilitated by individualised attention for each participant. Our Commitment to You Tasmanian Training Institute is committed to high standards in the provision of vocational education and training and other client services. Our Code of Practice describes the minimum standards required for the provision of these services and underpins the operations of Tasmanian Training Institute. All personnel abide by and exemplify its provisions.


Course Fees Total fee for Dual Diploma face-to-face (FTF) program:

� $4550 Fee payment optional structure:

� 1st payment due 7 days prior to scheduled course - $1000 � 2nd payment upon attendance to Day 1 - $1500 � 3rd payment by mid-course - $1500 � Final payment prior to last day of course - $550

Participants may elect to provide for the 1st payment and then all other fees together (but must be provided prior to Day 12 of the program). Fees are accepted by EFT (Credit Card by application). All advertised course fees are complete with no extra fees attached, such as enrolment fees, administration fees or fees for any other assistance prior to attendance. Our Venue, Facilities and Resources Suite 210 86 Murray Street Hobart TAS 7000

Our training venue is right in the heart of Hobart. We provide all resources including manuals, workbooks, and handouts and templates. Participants will have access to notebook computers and we have State-of-the-art, equipment including an electronic projector.

Enrolling Enrolments for the Dual Diploma are accepted by email - in the first instance to: [email protected]. You may enrol via our online form from our website, or download an Enrolment Form and email as above. All participants enrolling on our courses will be provided with an enrolment confirmation email which will also include attached Policy information, pre-reading, venue, times and other information documents. Each person will also be contacted by telephone prior to the beginning of the course to ensure all details are correct. Our courses are advertised on our website at www.tastraining.com.au and will include any updates and scheduled course dates!


Thank you Thank you for requesting our Dual Diploma Brochure. Please do not hesitate to contact us to clarify any aspects of this Enrolment Kit or for any other assistance or information prior to attending any of our courses. If you would like to discuss the structure, course materials or any other aspects of the course, please do not hesitate to discuss your requirements with us by telephone or by email. We look forward to being of assistance to you in gaining the Dual Diploma. Regards

Dr Margaret Kling CEO - Tasmanian Training Institute Ph: 03 6223 8400 [email protected] www.tastraining.com.au

Documents

TAE50111 Diploma of VET and TAE50211 Diploma of Training … Diploma/TAE Dual Diploma... · 2015-02-16 · TAE50111 and TAE50211 DUAL DIPLOMA Tasmanian Training Institute has devised