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Advancing VET pedagogy
Lifelong learning: a tale of one trainer’s journey
Alan Maguire
On Target
Work Skills
On Target
Work Skills
Version July 2019
Advancing VET pedagogy Lifelong learning: a tale of one trainers - - PowerPoint PPT Presentation
Advancing VET pedagogy Lifelong learning: a tale of one trainers - - PowerPoint PPT Presentation
On Target On Target Work Skills Work Skills Advancing VET pedagogy Lifelong learning: a tale of one trainers journey Alan Maguire Version July 2019 On Target Work Skills Version July 2019 On Target My journey Work Skills Trainer
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Trainer Instructional designer Project manager Quality manager RTO auditor Program manager RTO manager VET advisor Consultant
My journey
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A brief history of the Certificate IV in Training and Assessment
1986 1992 1998 2004 2010 2016
Train The Trainer Workplace Trainer Competency Standards BSZ98 BSZ40198 BSZ50198 TAA04 TAA40104 TAA50104 TAE10 TAE40110 TAE50111 TAE TAE40116 TAE50116
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What has changed?
1986
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What has changed?
1986 Today
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What has changed?
2005 Today
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What has changed?
2001 2005 2007 2010 2011 2015
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What has changed?
Mayer Key Competencies Key Competencies Foundation skills Employability skills
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What hasn’t changed?
Basic pedagogy or training methods for trainers Session structure 1986 2019 Knowledge or theory session Explain Activity Summary Explain Activity Summary Skill or task-based session Explain Demonstrate Practice Explain Demonstrate Practice
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Learning pathway in VET
Acquisition of knowledge and skills Application of knowledge and skills Assessment of knowledge and skills
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Training methods Apply pedagogy Apply technology
Training methods are influenced by pedagogy and technology
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Some pedagogical concepts or methods
Distance learning Flexible learning Blended learning Flipped learning Open learning
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Research survey
- Access survey questions via the On Target Work Skills webpage or
https://forms.gle/gJEivnsZzy3gs7pV6
- Five background questions
- Three questions
‒ What tasks are performed by trainers? ‒ What skills do trainers need? ‒ What are some areas for improved training and assessment skills?
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Advancing VET pedagogy
Learner expectations
VET pedagogy
Profit before pedagogy Rigid regulatory regime Inapt RTO management Learner characteristics Initial trainer training Ongoing PD for trainers Innovation and flexibility
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Causes of poor quality assessment
Research conducted in 2017
10 20 30 40 50 60 70 80 Skills deficiency Insufficent time and resources Assessment descison based
- n an incorrect definiton of
competency Other causes NCVER BHI/CAE Average
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In conclusion: Significant barriers to advancing pedagogy in VET
- Learner characteristics – many dependent and disengaged learners
- Rigid regulatory regime – stifling innovation and flexibility
- Profit before pedagogy – minimising service delivery time and
minimising the involvement of trainers
- Inapt management – insufficient resources allocated to improving the
quality of training and assessment services
- Technology skills – many trainers and learners lack technology skills
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On Target
Work Skills
Version July 2019