Aims to provide participants with an overview of current vocational education and training (VET) structures and policy and the way in which this shapes teaching practice. It covers aspects of the National Training Framework (NTF) and key issues such as competency based training and assessment, training packages endorsed by the National Skills Standards Council (NSSC), Standards for NVR Registered Training Organisations (SNR), flexible delivery and a particular focus is placed on the role of VET in schools. It also covers roles, competencies and expectations required of technology teachers to deliver VET in schools.
1. Terminology and foundational concepts employed in the VET sector.
- Competency-based training and assessment
- Recognition of prior learning
- Work-based learning
- Apprenticeship and traineeship frameworks
- Flexible delivery.
2. The Vocational Education and Training (VET) context in Australia.
- Roles and responsibilities of specific organisations and training providers
- History, change and future of VET in Australia
- Frameworks and policies, including the National Training Framework and Australian Qualifications Framework (AQF)
- The roles of teachers and students
- Current issues e.g. literacy and numeracy, Indigenous participation, disability.
3. VET in Schools - specific considerations.
- Policies and requirements (VET in Stage 6 and Stage 5)
- The role of the teacher and expectations for accreditation and currency
- School-based apprenticeships and traineeships (SBA/Ts)
- VET Board endorsed courses.
4. Teaching in the VET sector.
- Specific teaching strategies
- Competency-based assessment strategies
5. Relationships between VET and industry.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||describe the foundational principles of vocational education and training (VET)||Knowledge of a discipline|
|2||analyse the policies, frameworks and organisations which impact on VET delivery in Australia||Intellectual rigour||Knowledge of a discipline|
|3||outline the history of VET and analyse issues currently affecting the VET sector||Intellectual rigour||Knowledge of a discipline|
|4||explain the context of teaching and learning within the VET school framework||Knowledge of a discipline|
|5||reflect upon the specific strategies required for teaching within a VET framework||Lifelong learning|
|6||demonstrate an awareness of the ongoing nature of VET developments, together with a strategy for maintaining a current knowledge base||Lifelong learning|
|7||analyse the relationships between VET and industry||Intellectual rigour||Lifelong learning|
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.