Please state in no more than 100 words what outcomes you intend to achieve in your project. The recent National Strategic Audit for Certificate 111 (Commercial Cookery) has indicated a large skills gap of Trainers and Assessors in understanding AQTF standards- In particular standards; •7- The competence of RTO staff •8 - RTO assessments •9 - Learning and assessment strategies The project aims to provide Personal Development for Trainers, Assessors and Workplace Supervisors in teaching learning and assessment approaches, and to form a sustainable link between RTO’s and Workplace supervisors to support learning of apprentices. An interstate AQTF expert will be engaged to deliver the training. There has already been strong support from industry indicated for this project.

The key focus will be to build capability in interpreting and contextualsing national competency standards to better meet the needs of our industry clients, ensuring a more holistic approach to delivery and assessment strategies and the development of resources. This project will look closely at delivery and assessment models in the Finance and Customer Contact sectors. It is expected that skills gained will translate across industries and training packages as Arrow Training Services (ATS) currently deliver the following Training Packages; Finance, Business, Customer Contact, Retail, Hospitality, Transport and Distribution. We intend to create innovative delivery and assessment models which can be applied to industry. Staff will increase their ability to apply competency standards, skills sets and qualifications to workplace outcomes.

NO OUTCOMES LISTED UNDER THIS HEADING.

To implement the “Quality” element of the AQTF, it is necessary to adopt a multidisciplinary approach. Passion, commitment, and identification with each RTOs’ expertise is another vital component and RTOs who are members of ACPET are committed to quality of training and delivery. Using an action learning model, ACPET will host six workshops involving mainly managers (but also staff and trainers) from SA Private Providers to explore identified issues surrounding quality delivery and assessment. The issues this project will cover will encourage RTOs to think more broadly about the NTF and about how quality is more than simply meeting AQTF requirements.

The aim of this project is staff development: •To explore components of AQTF standard 6 in relation to access and equity •Use the NRS as a tool for reflective practice and a framework to create interactive teaching and learning approaches, processes for assessment and adjustment to suit the needs of learners. •Create a suite of assessment tools for identifying the needs of students and strategies for reasonable adjustment in on campus and workplace based training. •Use a collaborative approach with current industry clients to explore innovative strategies to contextualise and customise delivery of the training to suit their needs.

As an enterprise RTO in the transport industry, our aim is to develop: •an organisation-wide awareness of the AQTF standards and their impact on day-to-day operations; •national consistency of implementation of the national training system; •uniform delivery of training and assessment practices. Staff connected with RTO operations will develop their knowledge and understanding of the AQTF as it relates to each job function. We intend to develop an awareness of the importance of the AQTF standards and a commitment to maintaining these standards as the basis for our continuous improvement strategies.

The purpose of this project is to manage the transition process from ICA99 to the newly endorsed ICA05. All trainers and administrative staff will need to become aware of, and comply with, the requirements in the new package. A cross-functional project team and facilitator will be assigned to familiarise themselves with the new package, develop training and assessment strategies, create an approach to designing new resources, map competencies across to the new package, and ensure AQTF and administrative processes are in place. Business Success Group is playing a leading role in bringing these new qualifications to the regional Queensland market place and it presents an opportunity for staff development during the transition to the upgraded training package.

The project will bring together members of the Caloola RTO Training Staff with the Trainers of two organisations linked to Caloola by Memorandums of Understanding. The project aims are: 1.To assist the trainers to develop a clear understanding of what learning and assessment strategies are, how that can be developed and implemented. 2.To assist the trainers to understand the process for recognition of current competencies and recognition of prior learning , and to develop appropriate assessment tools for the processes. 3.To enable the trainers to add-on ‘Employability Skills’ to their training with Training Packages.

In the context of an ageing Australian population with increasing levels of long term health conditions a move toward securing and sustaining a fit for purpose rural health workforce is imperative. By facilitating the design and development of new allied health and diversional therapy assistant roles, a new, integrated model of service and delivery will be achieved. “These new roles will require changes to the way that health practitioners are trained, deployed, and to the way they work” New Zealand Health Workforce Advisory Committee. Capital Careers Pty Ltd will form a strategic alliance with Greater Southern Area Health Service (GSAHS) to utilise the newly revised Health Training package (HLT06 due for release July 2006) and the Community Services and Business Services Training packages to design and develop creative workplace learning and assessment approaches to support the development of new skill sets and new ways of working and, to achieve more efficient (productive) use of limited resources.

The project will develop overall staff capability; thus introducing a new level of involvement for hourly paid instructors in the implementation of the new Hairdressing Training Package through: •Unpacking the training package and mapping competencies across to the new training package from Certificate II to Diploma of Salon Management •Development of design, delivery, training and assessment strategy to support qualification pathways •Examine workplace learning methodologies incorporating the Hairdressing Toolbox •Development of assessment tools, using a holistic approach •Use a collaborative approach with industry clients to examine strategies to contextualize and customise flexible learning approaches to support their business demands.

Participating Information and Communications Technology lecturing staff at Central TAFE will gain: • increased understanding of the skills recognition process for students and how to locate, use and update the documentation to facilitate skills recognition as an alternative assessment process. • increased knowledge of the AQTF requirements for assessment by Skills Recognition • Increased knowledge of the new ICA05 Information and Communications Technology Training Package and its impact on assessment Information and Communications Technology staff in the VET system will gain: • improved quality of assessment documentation for skills recognition in the new ICA05 training package. IT industry will gain: • Improved knowledge of skills recognition to AQTF standards • Improved knowledge of ICA05 Information and Communications Technology Training Package

Challenge Disablity Services (CDS) is a large community based organisation in regional NSW which supports people with disabilities. CDS is committed to providing quality services to clients with disabilities through ensuring that their entire staff has achieved nationally accredited VET qualifications. CDS has achieved this to date in partnerships with Directions Australia where VET programs been delivered by Directions Australia consultant trainers in consultation with the CDS Training and Development Team This project will be about providing structured opportunities for the professional development of the CDS trainers and assessors to up skill in the areas of designing, delivering and evaluating VET programs so that they can participate with Directions Australia in the delivery of quality customised training in the workplace that meets best practice and the requirements of the AQTF.

On completion of this project, Chamber administrative staff, trainers and assessors (including external consultants) will be able to: ? Clearly identify how the AQTF Standards for RTOs underpin the Chamber’s Training Management System policies and procedures. ? Based on these linkages, identify issues that impact on their specific responsibilities within the Chamber ? Evaluate and review the Chamber’s risk management policies and procedures. ? Jointly develop a risk management flowchart based on those considerations ? Demonstrate an increased level of knowledge about the AQTF and the Chamber’s Training Management System ? Develop IT skills and knowledge with consideration to the 20 Technology skills every educator should have, that supports quality practices within the Chamber.

• Participants will improve their knowledge and understanding of the AQTF standards 7, 8 & 9 • Be engaged in the development of learning and assessment strategies that will improve their current job practices and skills in training and assessment. • Facilitate the improvement of moderation and validation processes in assessing. • Contribute to organisational and developmental changes within the Centre for Access & ESL.

The project is designed to improve the teaching, learning and assessment strategies of staff involved in the delivery of a number of related certificates (the Certificate III in Aged Care, Certificate III in Community Services Work, Certificate III in Home and Community Care and Certificate IV in Disability Work). This will be achieved through a peer mentoring and review process involving experienced teachers, casual staff and industry personnel. The process to improve the quality, relevance and effectiveness of teaching and learning strategies will be documented as a model for VET delivery in other programs.

This project will develop the capability of 13 Trainers/Training Coordinators employed by industry, working at mills, to better implement the national training system, particularly as it relates to assessment practices and validation requirements of the AQTF.

The Project will update all CorporateLink Workplace Trainers and Assessors across Queensland about the AQTF's structure, purpose, history, functions and system's requirements of Trainers and Assessors. This will be achieved in partnership with Child's Training (Quality Unlimited) and will be supported through a range of events, such as attendance at DET's workshop titled "AQTF Basic Information Session". The Project aims to further develop the professional skills and knowledge of our organization's trainers and assessors across a range of sub-skills (such as providing support for learners with special needs) using the AQTF as a basis for discussion and further professional development.

-Customised Training aims to develop assessment tools and learning and delivery strategies for the new ICA40405 Certificate IV in Information Technology (Networking) in line with the AQTF Standards 8 and 9 -Customised Training intends to develop work place based assessment and delivery strategies that have particular relevance to the NEW apprenticeships and possibly SBNA’s -Customised Training intends to collaborate with a number of its existing clients in this process to explore innovative strategies for contextualisation and customisation.

Using a work-based learning group methodology and skilled group facilitation, this project seeks to create well skilled facilitators trained in online delivery and assessment strategies leading to greater consistency and quality of delivery to meet the requirements of the Australian Quality Training Framework. As a result the CBFCA will be able to achieve equity of access by providing nationally recognised training from the Transport and Distribution Training Package to students located in remote and regional Australia who would otherwise be unable to receive it. This training is vital as it is a pre-requisite for licensing by the Australian Customs Service,

To build the expertise and knowledge of the Training Package and Curriculum Unit in the utilisation of Skill Sets to assist VET practitioners in the delivery of short, sharp, just in time approaches to skill development for skill shortage industry sectors and beyond by: •Consolidating current research relating to the implementation of Skill Sets •Utilising the High Level Review of Training Packages recommendations to: incorporate individual or groups of Units of Competency to embed Skill Sets within Delivery and Assessment Strategies •Utilising current national Skill Set Projects to build expertise while expanding current knowledge associated to the implementation of Skill Sets •Fostering the development of support materials to facilitate the embedding of Skill Sets within all Delivery and Assessment Strategies developed by the Training Package and Curriculum Unit for VET practitioners.

The outcome of this project will be increased capacity by Emergency Management Australia’s Education and Training division to deliver, in flexible modes, courses aligned with the Public Safety Training Package, in order to meet Standard 9 of the AQTF which calls for “delivery modes and training and assessment materials which meet the needs of a diverse range of clients”. The project will support Education and Training staff in articulating and then capturing their successful, face-to-face teaching practice for our particular student cohort and then mapping that practice across modes of flexible delivery, including, but not exclusively, elearning.

The Pharmaceutical Society of Australia, Victorian Branch (PSA (VIC) ) intends to undertake a staff development project that will involve core RTO staff (managers, trainers, RTO administration) plus a select group of casual staff who are pharmacists delivering continuing education programs. The intended outcomes are to develop teaching, learning and assessment strategies for nationally recognised training in pharmacy workplaces, and to implement the developed strategies in a range of workplaces and with a broad group of pharmacists, including new pharmacy graduates, managers in community pharmacies and hospitals, casual staff (Locums), remote and regionally based pharmacies.

The outcome of this project would be to bring together our trainers in a workshop where they will be able to draw on the experience & teaching methods of others & explore practical & best practice teaching methods. We have identified that our trainers fall into two categories (1) Those coming from an agricultural background & (2) Those coming from a teaching/academic background. Bringing these two groups together in a workbased learning environment will enable them to identify their own strengths & weaknesses as well as gain valuable insight into teaching methods, which differ from their own. Furthermore, we are looking to develop a mentoring system where trainers can draw from the experiences of their peers.

The new National Hairdressing Training Package (WRH06) is being implemented in 2006, this means the project could achieve the following: • Unpack the Training Package – new Certificates II, III and IV developed, • Identified contextualisation and customisation needs for the Gordon, • Identified teacher and student RPL/RCC issues,

Hostec’s organisational structure has evolved as a response to business forces and is viewed as a partnership between permanent staff, contract staff, the middle level managers /supervisors, trainers and the staff and trainees of their client organisations. This project proposes to bring together these stakeholders into action learning groups, which in our case epitomise the main and underrepresented groups involved in VET in the Traineeship context; in order to focus on standard 9 of the AQTF, specifically 9.3 - Developing, adapting or delivering training and assessment. Desired outcomes of this project would include: •Selecting appropriate working groups and assisting them to work within the scope of the standard. •Developing stakeholders in the use of appropriate action learning methodologies. • Facilitating informed negotiation between stakeholders to determine the most appropriate Learning &Assessment strategy for specifically targeted work based contexts. •Facilitating varied stakeholders to learn and work together as a group to appropriately integrate on-the-job training.

Background The Clarence IT team are in the process of establishing a simulated business and learning environment at the Clarence Campus called Leading Edge IT. The business will replicate all aspects of web design firm. ICT Learning Ecosystem Our objective is to design our learning experiences to suit ‘remote’ workers (e-workers). We see our real challenge is supporting students that do not physically attend the workplace, or are already in the workplace and need to develop or enhance their existing ICT skills. . We would like to offer the practical experience of working within the Leading EDGE IT team to part –time and ‘distance’ students (e-learners). Objective The ICT learning Ecosystem ‘Skills development for Vet Practitioners’ project aims: •Engaging industry in ICT learning: oEncouraging the development of learning practice for remote workers oDeveloping understanding of business needs and practices for VET staff oBuilding a collaborative learning model •Extending simulated business learning oBuilding understanding of flexibility in learning in the workplace oBuilding understanding of ‘remote’ workers (e-workers) and learners (e-learners)

This project aims to develop a workplace delivery and assessment model for apprentice training in the four trade areas of Cabinet making, Wood-machining, Upholstery and Timber Finishing from the Furniture Making Training Package (LMF02). The project will utilise all of these initiatives in progressing the primary objectives to achieve the proposed outcome: •Establishment of a customer focussed apprentice tracking system (with implementation and process) across all Furniture sectors for internal consistency and ease in recording processes towards reporting and resulting. •Enhancement of current positive communication links with Furniture sector enterprises across Tasmania.

Building Training Partnerships: Integrating Employability Skills Assessment into the Children’s Services Training Package Project Outcome: Development of Employability Skills Tools for Children Services. The tool should allow for a collaborative assessment between the RTO, workplace supervisor and the learner. The aim of the tool is to ensure consistency in assessment of employability skills in the context of children’s services. The tool should also provide strategies to address gaps and link these strategies to the children’s services competencies

Our main aim of the project is professional development of current staff members to facilitiate advanced delivery and assessment skills against AQTF quality practices, developing networks for delivery by flexible learning through a blending of face to face tutorials and e-learning. As the only privately owned Registered Training Organisation in Tasmania offering Reflexology and Massage, blended learning, would increase our viability to geographically dispersed students who cannot attend at fixed class times.

Adopt an action learning approach to engage VET practitioners from the retail Industry in professional development activities that are relevant and improve current training delivery and assessment practices. The group will provide opportunities for seasonal, casual, contract and permanent staff to engage in professional conversation to develop their skills and knowledge of assessment validation, assessment of LLN needs, clustering of units and holistic assessment. As part of these professional conversations issues relating to recognition of prior learning will be discussed to ensure that options are available for existing workers and mature aged workers to have their skills recognised in a formal qualification. The activities of the group will focus on a practical assessment strategy for the Certificate III and IV level qualifications from the WRR02 Training Package that would include developing a pathway for the recognition of current competence and provide real workplace learning opportunities for candidates.

Implement the recently introduced training package FPI05 – Forest and Forest Products Training Package. Sub goals:- Develop new and revise held knowledge, in appropriate adult teaching / leaning models with our trainers Provide opportunity for the trainers to peruse the new training package Skill our trainers in the new FPI05 Training Package implementation Skill our trainers in developing learning and assessment strategies for each qualification of the FPI05. Develop a sample package of the new assessment documents based on FPI 05 Facilitate communication pathways:- enabling the feed back from the trainers to meld into constructive learning points that will enhance the learning, teaching and research skills of our trainers. Provide ongoing training, assistance and support during the transition stages from FPI 99 to FPI05 Training Package.

The expected outcome of the project is an emerging new role for qualified Indigenous tutors that includes the right mix of skills and fresh approaches to training and delivery of training and the modifying of training approaches to suit Indigenous learners. Indigenous tutors with the knowledge and skills necessary to implement current and new Training Packages, competency frameworks, assessment and RPL requirements. Tutors who will continue to ensure that they meet the highest possible standard in the provision of education/training for the local Aboriginal community. Working within the AQT (Australian Quality Training) framework.

The purpose of this project is to develop overall teaching staff capability in implementing the Tourism and Business Training Packages and in particular the contextualising of teaching and learning. Teachers are now required to deliver training packages in a number of different learning settings such as an educational institution, a workplace or via flexible modes. They are also delivering to a range of learners such as those currently working in the industry, school-leavers, novices to the industry, experienced workers wishing to upgrade their skills, etc. Teachers often struggle to effectively contextualise learning to suit these different settings and different learners. We know that effective learning occurs when learners process new information, skills and knowledge in a way that makes sense to them in their own frames of reference. Contextualising by incorporating industry/enterprise work practices is an effective way to develop learning activities and strategies that make learning realistic and relevant. The proposed project outcomes therefore are • knowledge of contextualising, with the focus on contextualising learning activities, not just assessment methods • skill in designing contextualised learning strategies that suit varied and new learning settings. Definition of key terms: We understand that the term contextualising is used in a number of ways. In this project, by contextualising we mean the activity undertaken by a teacher to make units of competency meaningful to the learner. This involves incorporating industry/enterprise work practices into the teaching and learning process. This project encompasses the VTE technical definition of contextualisation as the ‘allowable adjustment’ of qualifications and units of competency but it focuses on the teaching activities that bring the context to life. By ‘strategy’ we mean the overall learning plan used to contextualise the unit or units of competency in a particular learning setting. By ‘activity’, we mean the contextualised learning tasks participants engage with to acquire an understanding of underpinning knowledge and develop skills and abilities required to meet the training package competencies.

The primary aim of this project is to establish in the Performing Arts Department teachers of NMIT a more detailed understanding of the opportunities, which exist in industry for “work based” training delivery and assessment in the form of New Apprenticeships. The key focus will be centred on an examination of New Apprenticeships opportunities in delivering the Music and the Entertainment Training Packages. Each of these sectors is significantly under represented in New Apprenticeship clients. Initial research into what and how New Apprenticeships work will be completed prior to the project. The project will focus on engaging the Music staff in understanding workplace training and assessment, identifying issues for the department as well as developing relationships with potential employers in the Entertainment and Music Sectors.

The Queensland government has a commitment to achieving qualifications for all Queensland public servants through their Enterprise Bargaining Agreement. This initiative has not achieved targets over the past few years which has led to a stronger focus on identifying why participation and completion rates are low. Last year ODR engaged VET practitioners from Facilitators and Assessors, Government Departments (industry), TAFE and other private RTOs, Senior Dept of Employment and Training officers and the Skills Council in investigating motivation for the methodologies most commonly practiced. Part of this community of practice was a network focus group whose focus was this training population. One of the key areas identified as critical for success in achieving greater participation and completion rates was the assessment protocols. Amongst the key issues preventing successful completion of assessment protocols it was identified, was the availability of the assessor and the relevance / contextualisation of the assessment. What could not be agreed amongst the network focus group was whether the assessment methodology needed to see the assessor face to face or whether a degree of mentoring could be achieved through such methodology as on line chat rooms etc. Similarly, the issue of whether it be necessary to contextualise by government departments or would a holistic but generic assessment allow participants to interpret the protocol and provide sufficient evidence regardless of department. The questions of holistic protocols and the degree of contextualisation was also asked in relation to state versus federal or local government taking into consideration other relevant training packages. Debate considered issues of the new versus the old Public Sector package and the new requirements of the TAA package. This project targets the development of trainers and assessors who will be involved in the process of researching/identifying/developing assessment tools and protocols to resolve these issues and achieve best practice in supporting client needs, individual differences and environmental contextualisation for assessment. It is intended that sessional trainers in particular, who work across a number of RTOs supporting government training implementation work together with key stakeholders including TAFE and other private RTOs, Senior Dept of Employment and Training officers and the Skills Council in finding specific solutions to holistic assessment in time poor government environments and degree of contextualisation required to increase participation rates. Strategies will be developed with special consideration to candidates and clients where potential non-completion is the issue; personal or organisational. As this needs to be a consideration when determining an assessment plan and plan for reasonable adjustment. As a number of the AQTF standards relate to Access and Equity we will also take this opportunity to introduce/review (depending on the level of prior knowledge) the ANTA “Working with Diversity” resources (ANTA 2004).

The main outcome of the project would be to establish a Perth Zoo Trainer and Assessor Network. Such a network would: • provide a regular forum for Zoo trainers and assessors to share training and assessment ideas, experiences, suggested improvements and innovations, strategies and resources • promote the important role of training and assessment at Perth Zoo • provide feedback to Perth Zoo Management on the effectiveness and consistency of the workplace training and assessment being conducted • assist the workplace assessors to maintain an assessment system which is valid, reliable and fair while also providing a regular forum for the moderation and validation of assessments • assist the workplace trainers to maintain and develop a training system which is flexible, equitable, reliable and consistent across the Zoo • promote the further implementation of competency based training and assessment by providing Zoo trainers and assessors with ongoing professional support and skills development. • investigate alternative approaches to staff learning & development through coaching and mentoring and the adoption of the FISH! philosophy

The funding for this project will assist the skills council, QTIC Skills Link, to professionally develop the knowledge and skills of training providers training in the hospitality and tourism sector in the implementation of the new training package THH05 and THT05. The professional development will cover several topics 1Gap between training packages 2Pre-requisites and Co-requisites 3Training and assessing guidelines 4Future of training package updates 5Rationalisation of training packages Network members from regional and metro Qld will be the core group of facilitators in cascading the changes in the training package to the different regions in Queensland.

This project aims to improved quality practice within the Queensland Police Service RTO using a work-based learning methodology. Through reflection on current practice and the AQTF standards, training coordinators, trainers, assessors and RTO administrative staff will identify deficiencies in knowledge, skills and practice to determine personal and group professional development needs. Through a work-based learning process, professional development activities will enhance the capability of staff and result in the improvement of existing practices and AQTF compliance.

Provide a model for the TAA implementation in Sport, Fitness and Community Recreation Packages. •Incorporate the following into the delivery model of Sport (including learning) oSelf paced learning oSkills recognition/RPL oWorkplace learning oAction learning oFlexible delivery oSelf- Paced Learning •Resource development in training and assessment strategies for Sport, Fitness and Community Recreation oIndustry Training - Certificate III and IV Sport and Recreation oVET in schools oSchool Based New Apprenticeship (Including utilising E learning and technology). •Facilitation of Training and Assessment model for Sport – specific courses (i.e. Coaching non-accredited) •Enhance staff capability at all levels of training in training and assessment and benchmarking in these areas. oIndustry Training oVET in schools teachers oSchool Based New Apprenticeships oHealth professionals oSports oAssessors in the Workplace oPartnered organisations

Smith & Georg has extended its Scope to deliver BSB40901 Certificate IV in Business (Governance) and BSB50901 Diploma of Business (Governance) to Indigenous students in remote areas. This Project will enable: •Our casually employed workplace trainers and assessors to become more highly skilled in implementing the Business Services Training Package •Indigenous students to learn and demonstrate their competencies according to preferred learning styles, community protocols and cultural sensitivities •Training and assessment approaches that address the LLN needs of Indigenous students •Our facilitators to contribute confidently to accessible and achievable VET for remote and rural Indigenous students.

Our trainers and assessors will further develop their skills and knowledge to achieve: •Consistent training and assessment outcomes (evidence and trainees application on job) nationally. •Improve processes associated with administration and delivery of training and assessment to create a user-friendly, efficient system that meets relevant state and national standards. •Provide a forum between trainers, support team, Department representatives and clients (industry) to communicate and develop strategies to address issues and achieve positive industry changing solutions. •A standard supply of on-job, one-on-one skills building techniques ‘bag of tricks’ to assist learners/trainees apply and develop underpinning knowledge and skills, including those that may demonstrate equal access and equity.

This project will give administrative and teaching staff skills to transition between existing and newly endorsed Training Packages. It will consider all components including registration, qualifications changes, human and physical resource requirements and particularly compliance and AQTF requirements. Through an action learning process it will develop and trial a framework which incorporates compliance in planning, rather than as an afterthought when audits are imminent. Experienced and new staff will receive necessary training and then work together to jointly identify current shortcomings and to develop improved processes. The emphasis will shift to compliance measurements as critical objective tools for continuous improvement at every stage of the planning cycle.

Use a workbased learning methodology to develop the participants. Please illustrate by outlining the proposed activities of the workbased learning team. •Survey of participants to establish current knowledge base, preferred meeting times, level of experience •Promotion of a supportive learning environment with a facilitator and access to mentors / support personnel •Support from management for the learning structure and action learning process •Face-to-face meetings/workshops to allow participants to express their concerns, needs and offer opportunities for open discussion and idea sharing. •Investigation of established assessor networks and investigation of own needs / resources. •Completion of work-based projects which will include research, practice, reporting and self-assessment Create linkages to the participating organisations’ strategic plans and/or directions. •Implement and assess the four key result areas from the Sutherland Shire Council’s RTO Business Plan (Partnerships, Customers, Finance & Workforce) Develop or reinforce industry / training provider relationships. •Establish internal communication networks •Investigation of possible links to external stakeholders/partners and assessor networks Self-evaluate the effectiveness of the workbased learning process and other project outcomes and products. •Comparison of survey results (from beginning and end of project) •Judgement/comparison between project objectives and data collection •Evaluation of participants skills / knowledge •Review project & data and revise if necessary •Communicate conclusions and recommendations for improvement

On The Job Coaching (OTJC) Development Project will deliver: • Honed coaching skills of Sydney Opera House trainers and assessors • Consistency in delivery of on job training and assessment for critical technical areas • Reduction in time taken to achieve proficiency in technical and customer service areas leading to competency consistency and increases in VET statements of attainment across all the training packages on scope • Improved self evaluation and reflection skills of trainers and assessors • Improved communication and facilitation skills to lead and motivate learners to take responsibility for their learning, give feedback constructively and recognise individual difference and diversity • Framework for implementation of a coaching culture for workplace learning, including a suite of resources/activities for OTJ C support

This project will develop participant skills to deliver quality teaching, learning and assessment and change the traditional trade pedagogy through development of delivery and assessment strategies designed to improve unit completion rates in trade courses. Assessment strategies and tools identified will be developed and validated against the relevant unit. The project will specifically address units of competence in the Certificate III in Electrotechnology Systems. The current course completion rate is 42%. Delivery strategies, teaching practices and assessment tools will be collated for generic application to improve unit completion rates in TAFE NSW trades courses. A focus will be on the emerging COAG aim to shortening apprenticeship training.

Relating to Standard 9 Learning and assessment strategies, AQTF •Develop staff competencies in reviewing, comparing and evaluating the assessment processes, tools and evidence contributing to judgement made by a range of assessors against the same competency standards. •Enable staff, through workbased learning, to identify, negotiate, plan and implement appropriate learning and assessment strategies to meet the needs of their students. •Develop collaborative work practices, in particular by initiating networking, at the beginning of the project, with colleagues within TAFE NSW to promote a culture of sharing resources and expertise in the Business Administration area. •Compile a centralised bank of validated assessments to meet the minimum assessment requirements of the Financial Services Training Package (FNS04) by the end of November 2006. •Provide staff development opportunities by working in conjunction with Institute Staff Learning and Development as facilitators and coaches.

This project aims to up skill Business Line (faculty) managers and full and part-time teachers within Northern Sydney Institute in creating and implementing learning and assessment strategies and assessment validation plans for National Training Package qualifications. Northern Sydney Institute has been working in conjunction with the TAFE Accreditation Registration Quality Services Unit (TARQS) in creating a standardised approach to developing learning and assessment strategies. A series of templates have been developed which focus on local aspects of the these strategies, specifically in the area of local client target group requirements and local industry consultation. Working with 3 business lines (faculties) initially the proposed implementation process will be piloted. The learning of the participants will then be shared with the remaining 3 business lines.

Through this project we will: -develop an effective administration, teaching and delivery process for externally delivered training programs in thin, geographically isolated markets that -develop skills for teaching and support staff to provide improved customer service to distance education students. The processes will: -be customised to individual needs, and place a high emphasis on recognition of current competency -enable study patterns that fall beyond traditional TAFE calendar guidelines The professional development program will assist teachers, administrative and support staff in making the progression from traditional classroom delivery to distance based learning in the workplace. It will also enable them to rapidly respond to industry demand and improve student satisfaction outcomes.

This project aims to develop a partnership between stakeholders in VET, businesses and industry for the delivery of qualifications in the Financial Services Training package up to level 4. Anticipated outcomes: 1.Develop stakeholder understanding of competency based training and the Financial Services Training Package. 2.Identify workplace training and/or assessment opportunities. 3.Research, develop and document best practice workplace training and/or assessment strategies. 4.Implement workplace delivery and/or assessment strategies. 5.Increase the awareness of business/industry of the ability of the VET sector to assist in financial services training - an identified area of skills shortage.

This project will engage a range of stakeholders in developing teaching and learning resources as well as assessment tools for the new PML04 (Laboratory Operations) Training Package. Participants will include: •full & part time teachers •Teaching and Learning Manager (SWSI) •TAFE NSW Curriculum Centre representative(s) •Industry representatives A key will be the development of teaching, learning and assessment resources including specialist options to meet emerging industry and business needs such as Biotechnology, Environmental Science, Nanotechnology and Forensic Testing which are new components of this revised Training Package. All of these specialities are identified by DEST as Science Industry skill shortage areas. Most people to be involved in this project are new to Reframing.

The proposed project outcomes are: •Development of high level skills in the implementation of the recently endorsed Information Technology Training Packages by Faculty VET staff. These training packages include unit based enrolments. Unit based enrolments are a new concept for TAFENSW staff requiring knowledge and understanding of a unit, and customisation of the training package applicable to the needs of the learner therefore implementation will require development of a new set of knowledge and skills for Faculty staff. •Development of Faculty staff capability in implementing key areas of the Information Technology Training Package incorporating workplace teaching, learning and assessment approaches and, in particular, the requirements of AQTF standards. Faculty staff includes full-time and part-time teaching staff, middle and senior level managers and service support staff.

AQTF Standard 9 states that (the) “RTO must identify, negotiate, plan and implement appropriate learning and assessment strategies to meet the needs of each of its clients.” TAFE NSW – Western Institute has traditionally approached compliance with this on a case by case basis. This lack of rigour and consistency across delivery areas was identified as a weakness in a recent compliance audit. This project will provide staff with a professional development opportunity to learn more about AQTF compliance with specific regard to developing and implementing learning and assessment strategies. The project will: -Develop an agreed process for learning and assessment -Pilot the process on 14 high risk courses -Review and Implement the process in all delivery areas by December 2006 -Aim to complete learning and assessment strategies for the remainder of courses on the Institute’s scope of registration in 2007

The purpose of the RTF is to look for opportunities to deliver the reviewed Hairdressing Training Package in a more industry focussed manner. Currently the majority of delivery is on entry level and trade training up to Certificate 3. The review presents the opportunity to identify how the training package can be used to develop strategies that will give pathways to those who have been in industry for some time to assist with developing leadership skills and managing small businesses. It is anticipated that this could occur through a combination of recognition and project based learning.

The aims of the project include the: •coordination of a series of structured learner-centred activities that incorporate and build on experience, practice, research and reflection to broaden the understanding and capability of TAFE SA practitioners to successfully teach and support refugee students within the National Training Framework; and •utilisation of the outcomes of the activities to influence student administration, admissions, marketing and publication of resource materials for staff as it relates to the requirements of the AQTF standards.

The National Aboriginal and Torres Strait Islander Strategy for VET – Partners in a Learning Culture aims at ‘increasing student support for Indigenous students doing VET courses. The concept of support is broad and may take many forms. In the VET environment the fundamental purpose of the provision of support to students is to address socially and culturally diverse needs whilst acknowledging and valuing students’ cultural heritage, and to overcome poor educational experiences. This project is to complete a cultural audit of a Certificate 2 in Screen and an appropriate delivery model which addresses the above issues. At the same time the team will develop new understandings and skills to deliver this course appropriately to a group of indigenous students.

This project intends to develop the skills of casual staff working in the area of Cabinet Making to implement qualifications from the Light Manufacturing Training Package. The intention is to use highly skilled mentors within the Building and Construction portfolio to guide casual lecturers in the development and implementation of workplace teaching, learning and assessment practices that are AQTF compliant. Initially the project will seek to guide these casual staff through the training package and make it relevant for their workplace training with industry partner GBC. Workshops and guided development sessions will allow casual staff to develop their learning and assessment strategies with mentor support.

This project will focus on providing skills development to Head of Programs, casual VET Practitioners and Principal Lecturers to develop good practice frameworks and associated documentation to meet Australian Quality Training Framework Standards 8 and 9 for teaching and assessment. A series of 6 professional development workshops will be facilitated by a Training and Assessment Consultant. The content of the workshops will include: Session 1 – Show us what you have Session 2- Quality Delivery and Assessment Strategy (QDAS) documents Session 3 – Delivery and Assessment Plans Session 4 – Assessment Tools Session 5 – Moderation and Validation Session 6 – Review – What has been achieved

Through a community of practice approach, our project members will gain an understanding of and confidence in using the new ICA05 as well as a better understanding of assessment development and systems of validation that are integral to the success of the National Training Framework. As a result, The Parramatta College will have a bank of validated assessment tasks to be used with ICA05 training and a system for task design and validation. These tasks will have been designed with input from stakeholders representing local small businesses, learners and members from the local community business groups.

• Use a workbased learning methodology to develop the participants. Please illustrate by outlining the proposed activities of the workbased learning team. • Create linkages to the participating organisations’ strategic plans and/or directions. • Develop or reinforce industry / training provider relationships. • Self-evaluate the effectiveness of the workbased learning process and other project outcomes and products. • Work based learning team(s) will work within industry groups, as well as cross industry to enable greater confidence in professional knowledge, skills and abilities • Participating industries/workplaces have a strong commitment to quality and training and assessment and staff development as per their strategic plans. Goal is to increase the confidence to implement training and assessment practices within their industry that reflect quality and lead to input into the organisation’s future directions and goals. Greater confidence in the national training system to lead to RTO/Industry partnerships and networking. • Participants will have the opportunity for group communication, discussion and reflection through a work based communication network. Will include facilitator led sessions as well as on-line discussion forums. Program targets will be regularly reviewed through group facilitation and self evaluation as per detailed action plan.

The aim of this project is to improve the consistency and quality of AQTF implementation within the Victoria University TAFE Department for Visual Art, Design and Multimedia (incorporating Multimedia, Graphic Design and Visual Arts programs) through: •Workshops with Graphic Design, Multimedia and Visual Art staff to discuss AQTF-based training delivery strategies and related documentation. Discussion topics to include validation, audit requirements and interpretation of competency evidence, elements and performance criteria, as well as ideas for streamlining the administration of AQTF documents. These workshops will be facilitated by the relevant Program Managers. •Development of consistent AQTF documentation throughout the Department via the creation of electronic (MS Word, HTML) document templates using iterative input from staff and existing Multimedia electronic templates as a starting point. •Mentoring of staff members to support the improvement of AQTF teaching documentation including module outlines, planners and purpose documents, assessment overviews and briefs and other related documentation – particularly staff in Visual Art and Graphic Design who may not yet feel comfortable with the use of some electronic templates. •Gathering of input and user feedback from Graphic Design, Multimedia and Visual Art staff about the iterative development of a database-driven online document management system currently being developed by the Department as a parallel and complementary activity to this project. This system is intended to upload, store and share the AQTF -related documents developed by this project in a transparent and accountable manner that can be accessed by staff, students and AQTF auditors during department audits. This system will be based on the established and successful VU TAFE Multimedia online system entitled ATOM (see example screenshot below). Note: the ATO M system, and the documentation uploaded to it, has been praised by AQTF auditors in two reports as a benchmark for AQTF implementation throughout the institution, and in 2004 was awarded the University’s annual Eric Lund Award for Innovation in TAFE.

The development of an RPL/RCC framework that drives and supports the relationship between the institute and learners, at the point of inquiry and/or enrolment, and actively promotes the on-going engagement in life long learning This will include: 1. The development of a “RPL support package” 2. The development and implementation of a model that allows the student, at the point of inquiry / enrolment, to • access information about RPL/RCC • to use RPL/RCC to formally recognise previous study, work experience and life experience, • segue to accredited training and the pursuit of lifelong learning. The provision of a Staff Development program that up-skills the practitioners to enable them to use the support package and model for timely and rigorous assessment of RPL

YWCA delivers VTE at four main sites in NSW: Sydney, Campbelltown, Lismore and Shoalhaven under the umbrella of the YITAV (Y … It Takes a Village) model. YITAV is a long term project to address disadvantage and build revitalized, harmonious and prosperous communities made up of confident individuals contributing to the social and economic well-being of their region. This staff development project aims to engage managers and trainers/assessors in integrating VTE delivery strongly into the YITAV model in 2 areas: using work placement programs and community enterprise projects to assist with training delivery and assessment of training packages and integrating employability skills into all VTE delivery.