Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions Instructions and report PDD Task
Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
Instructions and report
PDD Task 01: Identify VET frameworks, roles and responsibilities
Assessment document
Covering:
TAEPDD401 Work effectively in the VET sector
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
Copyright
2023 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development consultancy and is used under licence. It may only be reproduced or copied strictly in accordance with the terms of that licence.
| PO Box 4253 Balgowlah Heights NSW 2093 Australia | p +(61) 409 910 002 w blackwaterprojects.com.au e i..o@blackwaterprojects.com.au |
Version control & document history
| This is version | 1.1 | |
| Date released | 18 October 2023 |
Using this documenttechnology requirements
| This document was created using Microsoft Word. You will get the best results if you open and use this document: with a PC or laptop - tablet-style devices may be problematic using Microsoft Word (for Windows or for Mac) Using other devices or software may cause some distortion. |
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PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
Contents
Assessment Cover Sheet 4
PDD Task 01: Identify VET frameworks, roles and responsibilities 5
Introduction 5
Task instructions and requirements 6
Questions about the VET system 7
Questions about working in VET roles and responsibilities 13
Questions about working effectively with vocational learners 17
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Assessment Cover Sheet
Participant to complete
| Assessment task | PDD Task 01: Identify VET frameworks, roles and responsibilities |
| Unit/s of competency covered | TAEPDD401 Work effectively in the VET sector |
| RTO |
Participant information
| Participant name | |
| USI * | |
| Address | |
| Phone (mobile preferred) | |
| Date submitted |
Participant declaration
By signing below, I certify that:
I have been informed of the assessment requirements and my rights and responsibilities as an assessment candidate, and choose to be assessed at this time
I have backed up or have copies of my work if the original is lost or damaged
this portfolio contains my own work except where I have referenced work by others
I understand the consequences of a false declaration.
| Participant signature** | |
| Date signed |
* USI stands for Unique Student Identifier.
** If submitting this assessment electronically, the participant may type their name in the signature panel. The attachment of this Assessment Cover Sheet on any electronically submitted assessments will be deemed to have the same authority as a signed statement.
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PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
PDD Task 01: Identify VET frameworks, roles and responsibilities
Introduction
| This task is designed for completion on your own time. |
Task overview
The purpose of this task is to demonstrate your understanding of the VET and RTO context in which you work as a trainer and assessor.
We will ask you to research and answer questions about:
VEThow it works, key frameworks and requirements
RTO policies, procedures and other requirements that inform your work as a trainer and assessor in Australia's VET system.
Materials needed
Your TAE program leader will help you access the materials you will need, including:
1. this document
2. access to real or realistic examples of RTO policies and procedures relevant to trainers and assessors.
You will also need digital toolshardware and softwareto conduct research online and access online resources required to answer questions.
Discuss your technology needs with your TAE program leader.
| Before you begin work, read this entire document. Make sure you complete the task in a way that will help you meet all task requirements. |
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Task instructions and requirements
1. Read the requirements for satisfactory completion below.
2. Answer the questions asked in a way that meets the requirements listed below.
3. When finished, complete the assessment cover sheet and send us this document for assessment.
| Requirements for a satisfactory result |
| You must answer all questions to a satisfactory standard. For a satisfactory result: submit typed (not hand-written) responses respond using complete sentences, making direct reference to the question responses must be correct and cover all parts of each question in sufficient depth to show your "... broad factual, technical and theoretical knowledge" (AQF 2013, p.36)therefore, as a rule, responses should be 1 - 2 paragraphs (unless you are asked to name or list something or otherwise indicated in the question instructions) respond using your own wordswhen occasionally quoting information from another source, you must acknowledge that source responses must match instructions provided about terminology (see below). |
Terminology used in the questionshow to respond
| If you are asked to | Please |
| Name | Provide the name (the title) of the item we are asking for. e.g. In response to the question, "Name the organisation responsible for X," you may say, "Y is the organisation responsible for X." |
| List | In bulleted, numbered or paragraph form, name several consecutive itemsif paragraph form, use commas (,) to separate items. |
| Describe | In paragraph form, give a full account of an event, idea or conceptinclude all relevant circumstances and details. |
| Explain | In paragraph form, describein enough detail to clarify or justifyan idea, concept, situation, action taken, insight or challenge. |
| Define | In paragraph form, explain the meaning of a term or conceptuse your own words to define the term or concept, or quote an accurate, published definition (in this case, note the source). |
| Outline | Use a sentence, short paragraph or list format to summarise key information or insights on the item asked about. |
| Compare | List, describe or explain the similarities and differences between 2 (or more) ideas, concepts, events, situations, challenges or insights. |
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Questions about the VET system
| Questions in this section assess your understanding of Australia's VET systemhow it works, key VET frameworks and stakeholders, and implications of these for your role as a trainer and assessor. |
Guidance: Your responses to all questions in this section must show that you understand these frameworks and requirements, and their relevance to trainers and assessors. Therefore, when asked to explain, describe or outline something, use your own words to provide a clear and accurate, complete yet concise, explanation or description (a well-written, single paragraph should be sufficient).
Use this sample response as a guide:
Question: VET is competency-baseddescribe one (1) example of what this means in practice.
Response: In VET, documents called competency standards define the skills, knowledge, and behaviours that learners must demonstrate to successfully complete a competency-based program. RTOs must base training and assessment content and activities on the skills, knowledge and behaviours listed in the competency standard, hence the term, 'competency-based'.
1. Australia's VET system
Explain your understanding of Australia's VET system by answering these questions.
a. VET is industry-aligned. Describe one (1) example of what this means in practice.
b. VET is nationally focussed. Describe one (1) example of what this means in practice.
c. Questions about competency standards and the use of C/NYC and S/NYS Select () the correct ending for each statement below, then explain your responses.
i. Competency standards list the standard of performance as defined by:
the RTO
industry.
Explain one (1) reason for your response:
ii. When recording a candidate's result for one (1) of several tasks
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required for a unit of competency, assessors should use the terms:
Satisfactory (S) or not yet satisfactory (NYS)
Competent (C) or not yet competent (NYC)
Explain one (1) reason for your response:
iii. When recording a candidate's result for a unit of competency, assessors should use the terms:
Satisfactory (S) or not yet satisfactory (NYS)
Competent (C) or not yet competent (NYC)
Explain one (1) reason for your response:
d. Assessment in VET is criteria-referenced, not norm-referenced.
i. Compare criteria-referenced assessment with norm-referenced assessment.
ii. Describe one (1) benefit of using criteria-referenced assessment in VET.
e. In Australia's VET system, assessment candidates may be deemed competent or not yet competent. List 2 reasons why a candidate may be deemed not yet competent.
| 1 | |
| 2 |
f. The notion of competency includes the Dimensions of Competency. Use the spaces below to:
name the 4 Dimensions of Competency
explain what each Dimension means.
Guidance: Your responses must show that you understand each Dimensionto do this, either explain the meaning of each Dimension in your own words, or quote a published definition of each
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Dimension, then provide an example of each to show that you understand the definition.
| Dimension | What this Dimension means | |
| 1 | ||
| 2 | ||
| 3 | ||
| 4 |
Q1 Result (assessor to complete): Satisfactory Not yet satisfactory
2. VET frameworks
All parts of this question cover VET frameworks and requirements that impact trainers and assessors.
a. Questions about the VET Quality Framework:
i. Access the VET Quality Framework online. In the space below, copy and paste the link from which you access it.
ii. Name the 5 documents that make up the VET Quality Framework.
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 |
iii. Describe the purpose of the VET Quality Framework in Australia's VET sector.
b. Questions about the AQF:
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i. Access the AQF online. In the space below, copy and paste the link from which you access it.
ii. Explain what the AQF is.
iii. Describe the purpose of the AQF in Australia's VET sector.
iv. Name the 3 educational sectors covered in the AQF.
| 1 | |
| 2 | |
| 3 |
v. How many levels of qualification in total does the AQF cover?
Guidance: Simply type the correct number of qualification levels contained in the AQF.
vi. Compare the outcomes of an AQF level 3 qualification with those of a level 5 qualificationdocument your outcomes using the table below.
Guidance: Identify at least 3 differences in outcomes between AQF Level 3 and AQF Level 5 qualifications.
| AQF Level 3 qualification | AQF Level 5 qualification |
vii. Describe one (1) reason trainers and assessors should understand the AQF.
c. Questions about the Standards for Registered Training Organisations (RTOs) 2015 (SRTOs):
i. Access the latest version of the SRTOs online. In the space below, copy and paste the link from which you access these standards.
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ii. Explain what the SRTOs are.
iii. Describe the purpose of the SRTOs in Australia's VET system.
iv. For each item listed below:
first, outline what the SRTOs say about the item
then, describe at least one (1) implication of this item for trainers and assessors.
Guidance:
Use the Users' Guide to the Standards for RTOs (on the ASQA website) to help you interpret the SRTOs.
Each response should be at least one (1) short paragraph and reference at least one (1) SRTO clause. Use the sample response provided to guide you.
You must provide different responses for each item asked about.
| What the SRTOs say | One (1) implication | |
| (sample response) Validation | SRTO 1.9 requires RTOs to set up and implement a systematic validation plan that outlines when to validate, what to validate, who will lead the validation and how the validation outcomes will be used. | Trainers and assessors may be asked to participate in the RTO's validations of assessment processes and tools that they use. |
| Training and assessment | ||
| Vocational learner support | ||
| Qualifications that trainers and assessors must hold | ||
| Requirements for trainers and assessors to stay up to date with skill and knowledge in: training and assessment practices industry VET. | ||
| Working under supervisionwhat does it mean and when is it |
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| necessary? |
Q2 Result (assessor to complete): Satisfactory Not yet satisfactory
3. VET stakeholders
Answer the questions below about the key VET organisations listed.
a. DEWR
| What does DEWR stand for? | |
| Outline DEWR's roles and responsibilities in Australia's VET system. |
b. Describe one (1) example of how State and Territory governments contribute to Australia's VET system.
c. JSA
| What does JSA stand for? | |
| Outline JSA's roles and responsibilities in Australia's VET system. |
d. ASQA or STAs
| What does ASQA stand for? | |
| What does STA stand for? | |
| Outline the roles and responsibilities of ASQA (or STAs) in Australia's VET system. | |
| Which is responsible for your RTO or stateASQA or an STA? |
e. JSCs
| What does JSC stand for? |
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| There are several JSCs in Australiaoutline the roles and responsibilities of a JSC. |
Q3 Result (assessor to complete): Satisfactory Not yet satisfactory
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Questions about working in VET roles and responsibilities
| Questions in this section assess your understanding of your roles and responsibilities as a trainer and assessor working for a registered training organisation (RTO). |
4. VET practitioner roles
Being a trainer and assessor is one of many different roles that VET practitioners may have. Other than trainer or assessor, describe 2 other roles that you may undertake as a practitioner in Australia's VET system:
| 1 | |
| 2 |
Q4 Result (assessor to complete): Satisfactory Not yet satisfactory
5. Understanding your role as a trainer and assessor
Popwater Training is a simulated RTO, created to help you complete this assessment.
First, read Popwater Training's General Duty Statement for trainers and assessors (below), then answer the questions that follow.
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a. Based on the above duty statement, list 2 questions you would ask to clarify your duties and responsibilities as a trainer and assessor for Popwater Training:
| Question 1 | |
| Question 2 |
b. You have a right to an induction when you are hired as a new trainer and assessor answer these questions about induction:
| What is an induction in this context? | |
| Describe one (1) benefit of a quality induction. |
Q5 Result (assessor to complete): Satisfactory Not yet satisfactory
6. Organisational policies and procedures
Context for this question
Below are some legal and ethical requirements that underpin how RTOs must operate. Quality RTOs establish organisational policies and procedures that address these requirements. Trainers and assessors have a responsibility to follow these policies and procedures when carrying out their duties.
Below are:
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first, some examples of typical extracts of RTO policies and procedures that affect trainers and assessors
then, below the examples, is a table listing the legal and ethical requirements that must underpin RTO operations.
What to do
Match each example policy or procedure with the legal and ethical requirement that the example best addresses. To do this, type the number that corresponds with the example in the table row beside the legal and ethical requirement at the example best addresses.
Guidance:
Use the sample response provided to guide you.
Use each example once.
Examples: Extracts of RTO policies and procedures
| 01 Third party material may only be used with written permission or licence from the copyright owner. | 02 Before a review of facilitation performance, trainers must complete a self-reflection. | 03 Assessors must ensure that learners are informed of their right to appeal assessment decisions. |
| 04 The RTO must ensure all learners can access the training venue and learning materials. | 05 Trainers must provide emergency evacuation and other WHS information at the start of each training session. | 06 Trainers must ensure that appropriate support is provided to all learners. |
| 07 The RTO must provide regular opportunities for staff to enhance cultural and social awareness. | 08 All information provided to consumers about training products and services must be factual and quality controlled. | 09 Trainers must complete a Working-with-Children check before training anyone under 18 years of age. |
| 10 RTO staff must not access or read learner records except in the course of work duties. | 11 Each year, trainers must undertake professional development equivalent to 30 points. | 12 Trainers must rectify any non-compliant findings in their personal practice that are identified in an internal quality audit. |
| 13 Trainers must identify and report any potential conflicts of interest that may impact their ability to treat | 14 Learning records must be scanned and loaded into each leaner's electronic file. The hard copy is | 15 If a trainer is unable to facilitate a training session, they must inform the RTO immediately. |
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| a learner fairly and with impartiality. | then shredded. |
| Legal and ethical requirement | Best matching example |
| Sample response: Access and equity | 04 |
a. Code of conduct | |
b. Workplace health and safety (WHS) | |
c. Duty of care | |
d. Risk mitigation | |
e. Child safe standards | |
f. Continuous improvement | |
g. Records management | |
h. Professional development | |
i. Copyright and plagiarism | |
j. Internal quality audits | |
k. Diversity and inclusion | |
l. Privacy and confidentiality | |
m. Anti-discrimination | |
n. Consumer protection requirements |
Q6 Result (assessor to complete): Satisfactory Not yet satisfactory
7. Opportunities to increase VET knowledge
Research and access two (2) opportunities to increase your knowledge of the VET compliance frameworks and quality improvement processes.
Guidance:
VET compliance frameworks include the Standards for RTOs or another appropriate framework.
Opportunities may include sources of current and relevant online information, a relevant workshop, webinar, conference, networking event, coach, mentor or experienced colleague, a book or other appropriate source.
You must identify and access specific examples of opportunitiese.g. you cannot say that you would go to the ASQA website; instead, you must source specific information on the ASQA website that would be useful to you and provide a link to this information.
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Opportunity 1
Name the opportunityprovide relevant links, if applicable.
Describe how this opportunity will help you increase your knowledge of the VET compliance frameworks or quality improvement processes.
Opportunity 2
Name the opportunityprovide relevant links, if applicable.
Describe how this opportunity will help you increase your knowledge of the VET compliance frameworks or quality improvement processes.
Q7 Result (assessor to complete): Satisfactory Not yet satisfactory
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Questions about working effectively with vocational learners
| Questions in this section assess your understanding of requirements and practices for delivery of quality training and assessment services that address diverse learner needs. |
8. Inclusive work practices
Identify 2 principles for diversity and inclusivity and provide one (1) example of how you could address each principle in your practice as a trainer and assessor.
Principle 1
| State the principle | |
| Describe one (1) example of how you could practice this principle when providing training or assessment on behalf of an RTO. |
Principle 2
| State the principle | |
| Describe one (1) example of how you could practice this principle when providing training or assessment on behalf of an RTO. |
Q8 Result (assessor to complete): Satisfactory Not yet satisfactory
9. Learner cohorts and needs
Below are some examples of different learner cohorts who may engage in vocational education and training. For each cohort:
describe one (1) expectation they may have in relation to the training
describe one (1) need that learners in this cohort may have
Guidance: Use the sample response provided to guide you.
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Expectations may relate to:
- assumptions about the training
- when and where training occurs
- training duration or delivery mode
- how the training may be contextualised (tailored) for their industry
- past experiences in training or education
- another relevant factor.
Needs may relate to cultural needs, foundation skill needs (including digital skills), technology needs, wraparound support needs, resource needs or other needs.
| Expectation | Need | |
| High school leavers hoping to enter the workforce. | They might expect vocational training to be run in a similar way to a school classroom. | Learners may need help learning how to learn in a VET contextthis includes understanding responsibilities as an adult learner and understanding how learners are assessed in VET. |
| Retrenched workers with 25+ years in industry, needing to re-train for a new industry. | ||
| Full time employees who are members of a union and enrolled in vocational training for compliance reasons. | ||
| Single parent wanting to undertake vocational training to improve career prospects. |
Q09 Result (assessor to complete): Satisfactory Not yet satisfactory
10. Foundation skills
Name 2 authorised Australian foundation skills frameworks that trainers and assessors may use to analyse and address foundation skill requirements and needs.
| 1 | |
| 2 |
Q10 Result (assessor to complete): Satisfactory Not yet satisfactory
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11. Processes to identify and address individual learner needs
Popwater Training is a simulated RTO, created to help you complete this assessment.
First, read this abridged version of Popwater Training's procedure for identifying and addressing learner needs (below), then answer the questions that follow.
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a. Outline one (1) strength and one (1) weakness of using the strategies listed below to identify learner needs.
| Strategy | Strength | Weakness |
| i. Use responses provided on the enrolment form to identify needs. | ||
| ii. Administer a formal LLND assessment before training begins. | ||
| iii. Trainer introduces a warm-up activity at the start of training to gather information about learner needs. |
b. Read the scenarios below then answer the questions asked about each scenario.
Guidance: Use this sample response to guide you: It is two days before the start of a new program and the Course Coordinator has not sent any information about the learner group to the trainer. The trainer decides that the Course Coordinator must be busy so does not follow up.
Are the trainer's actions compliant with the procedure? yes no
Why or why not?
| The procedure states that the Course Coordinator must send the trainer relevant learner information before every program, so not following up with the Course Coordinator is a breach of the procedure. |
i. Scenario 1 The trainer has come to Popwater Training's offices to review pre-training LLN assessment results for a group of learners attending an upcoming funded program. For ease of reference the trainer prints the assessment results. The trainer quickly pops out for lunch, leaving the assessment results on their desk.
Are the trainer's actions compliant with the procedure? yes no
Why or why not?
ii. Scenario 2 The Course Coordinator emails the trainer with names of the learners for an upcoming program. In the email, the Course Coordinator tells the trainer that
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enrolment forms did not reveal any learner needs that required attention before training. The trainer thanks the Course Coordinator, then prepares a warm-up activity they will use in the first session to introduce the program and identify learner expectations and needs. The trainer does not email the Course Coordinator to tell them about the warm-up activity they have planned.
Are the trainer's actions compliant with the procedure? yes no
Why or why not?
iii. Scenario 3 A client organisation has engaged Popwater Training to deliver training to a group of their employees. The training is not funded. The program is delivered live, online from 9:00am to 12:00noon on 2 consecutive days. The trainer meets with the learners' supervisor to discuss the program. The supervisor explains that learners feel more comfortable with in-person training and asks if the program can be delivered in-person and over one full day, as learners must travel up to 2 hours one-way to get to the venue. The trainer says this modification would be fine because it addresses learner needs without compromising program quality.
Is the trainer's response compliant with the procedure? yes no
Why or why not?
Q11 Result (assessor to complete): Satisfactory Not yet satisfactory
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12. Processes to seek and act on feedback from vocational learners
Popwater Training is a simulated RTO, created to help you complete this assessment.
First, read Popwater Training's procedure for seeking and acting on learner feedback (below), then answer the questions that follow.
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Based on the policy and procedure above:
a. When should you gather feedback from students?
b. What should you do with feedback forms that learners complete in hard copy?
c. List 2 things you must do before making improvements to learning materials.
| 1 | |
| 2 |
d. Describe one (1) benefit of gathering and analysing learner feedback.
Q12 Result (assessor to complete): Satisfactory Not yet satisfactory
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Instructions and report
PDD Task 01: Identify VET frameworks, roles and responsibilities
Assessment document
Covering:
TAEPDD401 Work effectively in the VET sector
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Copyright
2023 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development consultancy and is used under licence. It may only be reproduced or copied strictly in accordance with the terms of that licence.
| PO Box 4253 Balgowlah Heights NSW 2093 Australia | p +(61) 409 910 002 w blackwaterprojects.com.au e i..o@blackwaterprojects.com.au |
Version control & document history
| This is version | 1.1 | |
| Date released | 18 October 2023 |
Using this documenttechnology requirements
| This document was created using Microsoft Word. You will get the best results if you open and use this document: with a PC or laptop - tablet-style devices may be problematic using Microsoft Word (for Windows or for Mac) Using other devices or software may cause some distortion. |
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Contents
Assessment Cover Sheet 4
PDD Task 01: Identify VET frameworks, roles and responsibilities 5
Introduction 5
Task instructions and requirements 6
Questions about the VET system 7
Questions about working in VET roles and responsibilities 13
Questions about working effectively with vocational learners 17
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Assessment Cover Sheet
Participant to complete
| Assessment task | PDD Task 01: Identify VET frameworks, roles and responsibilities |
| Unit/s of competency covered | TAEPDD401 Work effectively in the VET sector |
| RTO |
Participant information
| Participant name | |
| USI * | |
| Address | |
| Phone (mobile preferred) | |
| Date submitted |
Participant declaration
By signing below, I certify that:
I have been informed of the assessment requirements and my rights and responsibilities as an assessment candidate, and choose to be assessed at this time
I have backed up or have copies of my work if the original is lost or damaged
this portfolio contains my own work except where I have referenced work by others
I understand the consequences of a false declaration.
| Participant signature** | |
| Date signed |
* USI stands for Unique Student Identifier.
** If submitting this assessment electronically, the participant may type their name in the signature panel. The attachment of this Assessment Cover Sheet on any electronically submitted assessments will be deemed to have the same authority as a signed statement.
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
PDD Task 01: Identify VET frameworks, roles and responsibilities
Introduction
| This task is designed for completion on your own time. |
Task overview
The purpose of this task is to demonstrate your understanding of the VET and RTO context in which you work as a trainer and assessor.
We will ask you to research and answer questions about:
VEThow it works, key frameworks and requirements
RTO policies, procedures and other requirements that inform your work as a trainer and assessor in Australia's VET system.
Materials needed
Your TAE program leader will help you access the materials you will need, including:
1. this document
2. access to real or realistic examples of RTO policies and procedures relevant to trainers and assessors.
You will also need digital toolshardware and softwareto conduct research online and access online resources required to answer questions.
Discuss your technology needs with your TAE program leader.
| Before you begin work, read this entire document. Make sure you complete the task in a way that will help you meet all task requirements. |
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
Task instructions and requirements
1. Read the requirements for satisfactory completion below.
2. Answer the questions asked in a way that meets the requirements listed below.
3. When finished, complete the assessment cover sheet and send us this document for assessment.
| Requirements for a satisfactory result |
| You must answer all questions to a satisfactory standard. For a satisfactory result: submit typed (not hand-written) responses respond using complete sentences, making direct reference to the question responses must be correct and cover all parts of each question in sufficient depth to show your "... broad factual, technical and theoretical knowledge" (AQF 2013, p.36)therefore, as a rule, responses should be 1 - 2 paragraphs (unless you are asked to name or list something or otherwise indicated in the question instructions) respond using your own wordswhen occasionally quoting information from another source, you must acknowledge that source responses must match instructions provided about terminology (see below). |
Terminology used in the questionshow to respond
| If you are asked to | Please |
| Name | Provide the name (the title) of the item we are asking for. e.g. In response to the question, "Name the organisation responsible for X," you may say, "Y is the organisation responsible for X." |
| List | In bulleted, numbered or paragraph form, name several consecutive itemsif paragraph form, use commas (,) to separate items. |
| Describe | In paragraph form, give a full account of an event, idea or conceptinclude all relevant circumstances and details. |
| Explain | In paragraph form, describein enough detail to clarify or justifyan idea, concept, situation, action taken, insight or challenge. |
| Define | In paragraph form, explain the meaning of a term or conceptuse your own words to define the term or concept, or quote an accurate, published definition (in this case, note the source). |
| Outline | Use a sentence, short paragraph or list format to summarise key information or insights on the item asked about. |
| Compare | List, describe or explain the similarities and differences between 2 (or more) ideas, concepts, events, situations, challenges or insights. |
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
c. JSA
| What does JSA stand for? | |
| Outline JSA's roles and responsibilities in Australia's VET system. |
d. ASQA or STAs
| What does ASQA stand for? | |
| What does STA stand for? | |
| Outline the roles and responsibilities of ASQA (or STAs) in Australia's VET system. | |
| Which is responsible for your RTO or stateASQA or an STA? |
e. JSCs
| What does JSC stand for? |
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
| There are several JSCs in Australiaoutline the roles and responsibilities of a JSC. |
Q3 Result (assessor to complete): Satisfactory Not yet satisfactory
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
Questions about working in VET roles and responsibilities
| Questions in this section assess your understanding of your roles and responsibilities as a trainer and assessor working for a registered training organisation (RTO). |
4. VET practitioner roles
Being a trainer and assessor is one of many different roles that VET practitioners may have. Other than trainer or assessor, describe 2 other roles that you may undertake as a practitioner in Australia's VET system:
| 1 | |
| 2 |
Q4 Result (assessor to complete): Satisfactory Not yet satisfactory
5. Understanding your role as a trainer and assessor
Popwater Training is a simulated RTO, created to help you complete this assessment.
First, read Popwater Training's General Duty Statement for trainers and assessors (below), then answer the questions that follow.
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
a. Based on the above duty statement, list 2 questions you would ask to clarify your duties and responsibilities as a trainer and assessor for Popwater Training:
| Question 1 | |
| Question 2 |
b. You have a right to an induction when you are hired as a new trainer and assessor answer these questions about induction:
| What is an induction in this context? | |
| Describe one (1) benefit of a quality induction. |
Q5 Result (assessor to complete): Satisfactory Not yet satisfactory
6. Organisational policies and procedures
Context for this question
Below are some legal and ethical requirements that underpin how RTOs must operate. Quality RTOs establish organisational policies and procedures that address these requirements. Trainers and assessors have a responsibility to follow these policies and procedures when carrying out their duties.
Below are:
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
first, some examples of typical extracts of RTO policies and procedures that affect trainers and assessors
then, below the examples, is a table listing the legal and ethical requirements that must underpin RTO operations.
What to do
Match each example policy or procedure with the legal and ethical requirement that the example best addresses. To do this, type the number that corresponds with the example in the table row beside the legal and ethical requirement at the example best addresses.
Guidance:
Use the sample response provided to guide you.
Use each example once.
Examples: Extracts of RTO policies and procedures
| 01 Third party material may only be used with written permission or licence from the copyright owner. | 02 Before a review of facilitation performance, trainers must complete a self-reflection. | 03 Assessors must ensure that learners are informed of their right to appeal assessment decisions. |
| 04 The RTO must ensure all learners can access the training venue and learning materials. | 05 Trainers must provide emergency evacuation and other WHS information at the start of each training session. | 06 Trainers must ensure that appropriate support is provided to all learners. |
| 07 The RTO must provide regular opportunities for staff to enhance cultural and social awareness. | 08 All information provided to consumers about training products and services must be factual and quality controlled. | 09 Trainers must complete a Working-with-Children check before training anyone under 18 years of age. |
| 10 RTO staff must not access or read learner records except in the course of work duties. | 11 Each year, trainers must undertake professional development equivalent to 30 points. | 12 Trainers must rectify any non-compliant findings in their personal practice that are identified in an internal quality audit. |
| 13 Trainers must identify and report any potential conflicts of interest that may impact their ability to treat | 14 Learning records must be scanned and loaded into each leaner's electronic file. The hard copy is | 15 If a trainer is unable to facilitate a training session, they must inform the RTO immediately. |
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
| a learner fairly and with impartiality. | then shredded. |
| Legal and ethical requirement | Best matching example |
| Sample response: Access and equity | 04 |
a. Code of conduct | |
b. Workplace health and safety (WHS) | |
c. Duty of care | |
d. Risk mitigation | |
e. Child safe standards | |
f. Continuous improvement | |
g. Records management | |
h. Professional development | |
i. Copyright and plagiarism | |
j. Internal quality audits | |
k. Diversity and inclusion | |
l. Privacy and confidentiality | |
m. Anti-discrimination | |
n. Consumer protection requirements |
Q6 Result (assessor to complete): Satisfactory Not yet satisfactory
7. Opportunities to increase VET knowledge
Research and access two (2) opportunities to increase your knowledge of the VET compliance frameworks and quality improvement processes.
Guidance:
VET compliance frameworks include the Standards for RTOs or another appropriate framework.
Opportunities may include sources of current and relevant online information, a relevant workshop, webinar, conference, networking event, coach, mentor or experienced colleague, a book or other appropriate source.
You must identify and access specific examples of opportunitiese.g. you cannot say that you would go to the ASQA website; instead, you must source specific information on the ASQA website that would be useful to you and provide a link to this information.
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Instructions PDD Task 01: Identify VET frameworks, roles and responsibilities
PDD Task 01: Identify VET frameworks, roles and responsibilities Instructions
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Authors: Clayton W Barrows, Tom Powers
7th Edition
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