After the Australian tripartite mission in 1987 (ACTU/TDC 1987) and the publication of Industry training in Australia: The need for change (Dawkins 1989a) and Improving Australia’s training system, many people believe that this is when CBT was first implemented (Dawkins 1989b). Despite this, CBT can be traced back to more traditional approaches, such as the CBT-based Instructional Systems Model, which is implemented in Victoria as well as in other states and territories.

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Competency and competency-based training: what the literature says

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Vocational education and training (VET) providers have long used competency-based assessment (CBA) to support students in achieving desired outcomes. Assessment in Vocational Education and Training, also known as VET, is based on national benchmarks, which are referred to as competency standards, for the occupation or industry in which a person is receiving training. According to the standards of the industry and regulatory body, an outcome of “Competent” in a VET assessment indicates that the candidate has demonstrated specific skills and knowledge required to perform a task or job to a certain industry-expected standard. The student’s ability to perform practical tasks and describe or explain how and why tasks are completed in particular ways is given a lot of weight in the evaluation process under competency-based assessment (CBA).

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Why is the competency-based assessment used in the VET sector?

There are several reasons why competency-based assessment is used in the VET sector.

Firstly, it provides a more direct link between what is being taught and the real-world skills that students will need in their future careers.

Secondly, it allows for a more individualised approach to learning, as students can progress at their own pace and focus on the areas that they need to work on the most.

Finally, it gives students a greater sense of ownership over their learning, as they are directly involved in assessing their own progress.

What are the features of competency-based assessment?

There are several key features of competency-based assessment, which include:

1. A focus on observable behaviours – in other words, what a candidate can do, rather than what they say they can do;
2. An emphasis on performance – assessing how well a candidate performs against a set of defined criteria, rather than simply whether or not they have completed a task;
3. A focus on specific skills and knowledge – assessing whether a candidate has the required skills and knowledge for a particular role or task;
4. An objective approach – using independent observers to assess a candidate’s performance, rather than relying on the opinion of a single individual;

How can I prepare for a competency-based assessment?

If you are scheduled to take a competency-based assessment, there are some steps you can take to help ensure that you are prepared.

First, familiarise yourself with the format of the assessment and the type of questions that will be asked.

Second, make sure you have a clear understanding of the skills and knowledge that will be assessed.

Finally, practice taking similar assessments under similar conditions to help reduce stress and anxiety on assessment day.

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There are many benefits of using CBA in VET, including that it:

• Is aligned with workplace requirements and so provides students with relevant and practical skills that they can use in their future careers
• Assesses students against agreed standards, ensuring fairness and consistency in the assessment process
• Can be tailored to the needs of individual students, providing a flexible and responsive approach to assessment
• Provides clear feedback to students on their progress and areas for improvement
• Encourages students to take responsibility for their own learning and development.
• Provides more accurate and precise information about students’ abilities and achievements, which can help to improve teaching and learning.
• Motivate students to learn more effectively, as they can see the direct link between their efforts and their results.
• Help employers to identify the most competent candidates for jobs and thus promote social mobility.
• Contribute to developing a more qualified workforce, as individuals who have been assessed against well-defined standards are likely to be more competent than those who have not.

CBA is an important tool in VET as it helps to ensure that students are receiving quality training that meets industry standards.

Competency-based assessment can help individuals to progress in their careers, as they can demonstrate their abilities and achievements to potential employers. It can also help to identify training and development needs so that individuals can receive the support they need to improve their skills.

The competency-based assessments (CBA) are based on Competency-based training (CBT).

Competency-based training, also known as CBT, is a method of instruction that places the emphasis on the learner’s capacity to receive, respond to, and process information to attain the desired level of competency. Rather than focusing on a learner’s accomplishment in comparison to that of others, it emphasises the acquisition of skills and the demonstration of those skills to meet standards that have been established by the industry.

Learner progression in a training program based on competencies is not tied to the passage of time. When learners reach the required level of competency, they are allowed to progress to the next level. Learners have the ability to complete the training in their own time and at their own rate when they do it this way.

Training that is based on competencies places an emphasis on learning to solve problems, managing oneself, and growing through experience. It is a process that encourages interaction between the learner, the trainer, and the sector of the economy in which the learner will eventually find employment.

Learners of all ages and skill levels can benefit from the versatility and adaptability of an approach to education known as competency-based training (CBT). Those individuals who may have difficulty learning in a conventional, time-based setting would benefit tremendously from using this method.

As discussed, CBT is a type of training that focuses on teaching people the specific skills and knowledge they need to perform a particular job. CBT is often used in vocational education and training, as it can be adapted to different occupations and levels of experience.

CBT can be delivered in various ways, including classroom-based instruction, online courses, and on-the-job training.

CBT typically includes both theoretical and practical components so that students can learn both the concepts and the skills they need to apply them in the workplace.

While CBT is often used to prepare people for specific jobs, it can also be used to develop general skills and knowledge. For example, CBT can be used to train people in customer service, teamwork, or leadership.

CBT is a flexible and adaptable approach to training, which makes it ideal for vocational education and training. It can be tailored to the specific needs of each individual and can be delivered in various ways.

The competency-based assessments (CBA) can provide a basis for awarding training products, which can lead to greater opportunities for employment and career progression.

It can be concluded that competency-based assessment and competency-based training have several advantages in vocational education and training, thus making them an important tool for improving teaching and learning as well as promoting social mobility and economic growth.

There are a number of key principles that must be adhered to if you wish to operate a compliant training organisation. In accordance with these principles, your organisation must deliver quality training in a safe and professional manner that meets the needs of your students.

The first and foremost requirement is that your organisation be accredited by a government-approved accreditation body. You can be assured that your organisation’s training meets the required standards by achieving this accreditation.

The second principle is that you need to have robust policies and procedures in place. This means having clear guidelines around things like training delivery, assessment, and record keeping.

The third principle is ensuring that your trainers are qualified and experienced in delivering the type of training that you offer. Your trainers should be able to provide evidence of their qualifications and experience in order to prove their competence.

The fourth principle is ensuring that your training programmes are appropriate for the students who will be attending them. Your programmes should be designed to meet the specific needs of your students and should be relevant to their level of ability.

The fifth principle is ensuring that your training is delivered in a safe and professional environment. Your organisation should have appropriate health and safety policies and procedures in place to protect both your staff and your students.

The sixth principle is ensuring that your organisation provides quality customer service. Your organisation should have systems and processes in place to ensure that your students are satisfied with the training they receive. You should also have a complaints procedure in place so that any problems that do arise can be quickly and effectively resolved.

The seventh principle is to have a robust quality management system in place – One of the most important compliance principles for training organisations is having a robust quality management system (QMS) in place. This system should cover all aspects of your organisation’s operations, from how you develop and deliver your training programs, to how you assess and monitor student progress.

In order to develop a QMS that meets all the relevant compliance requirements, you will need to consult with various stakeholders, including your trainers, students, and clients. This consultation process will help you identify any potential risks or areas of non-compliance within your organisation. Once these risks have been identified, you can put in place the necessary controls to mitigate them.

The eighth principle is to effective communication. This means having clear and concise policies and procedures in place and making sure all staff are aware of them. It also means keeping open lines of communication with regulatory bodies, so that you can stay up to date with any changes or updates that may affect your organisation.

The ninth principle is to keep up to date with changes in legislation – It’s important to keep up to date with any changes in legislation that could affect your training organisation. This includes changes to the National Vocational Education and Training Regulator Act (NVETR), which sets out the compliance requirements for all registered training organisations in Australia. In order to stay up-to-date with changes in legislation, you should regularly check the website of the Australian Skills Quality Authority (ASQA). This is the government body responsible for regulating the vocational education and training sector in Australia.

Finally, it is important to have robust systems and processes in place to support compliance with all relevant quality standards and guidelines. This includes things like having clear and accessible records, as well as regular auditing and monitoring of compliance. By following these principles, you can be confident that your training organisation is compliant with all relevant regulations.

As a training organisation, you have a responsibility to ensure that your staff are fully trained and qualified to deliver the training you offer. This means having clear guidelines around things like training delivery, assessment, and record keeping. You also need to make sure your staff are up to date with all relevant quality standards. By following these principles, you can be confident that your training organisation is compliant with all relevant regulations.

By following these key principles, you can be confident that your training organisation is compliant with all relevant regulations. By ensuring that your staff are fully trained and qualified, having clear and concise policies and procedures in place, and maintaining open lines of communication, you can ensure that your organisation meets all the necessary requirements. This will give you peace of mind knowing that your training organisation is running smoothly and efficiently, without any risk of non-compliance.

There is a lot of discussion about the role of vocational education and training (VET) in providing the skills that people need for the future. VET has an important role to play in providing the skills that people need for the future, but it is not the only source of these skills. There are many other sources of upskilling and reskilling, including informal learning, on-the-job training, and online learning.

It is important to consider all of these sources when thinking about how to provide the skills that people need for the future. VET has a role to play in providing the skills that people need for the future, but it is not the only source of these skills.

Informal learning refers to the learning that takes place outside of formal educational institutions. It includes learning that takes place in the workplace, in the community, and through life experiences.

On-the-job training is a form of informal learning that takes place in the workplace.

Online learning refers to any type of learning that takes place online, including courses offered by universities and other educational institutions.

All of these sources of upskilling and reskilling are important when thinking about how to provide the skills that people need for the future. VET has a role to play in providing the skills that people need for the future, but it is not the only source of these skills. There are many other sources of upskilling and reskilling, including informal learning, on-the-job training, and online learning.

The role of VET in providing the skills that people need for the future is important, but it is not the only source of these skills. There are many other sources of upskilling and reskilling, including informal learning, on-the-job training, and online learning. All of these sources of upskilling and reskilling are important when thinking about how to provide the skills that people need for the future.

The global economy is constantly evolving, and in order to stay relevant, employees need to continuously update their skills. This is especially true for those working in vocations that are prone to change, such as the healthcare industry. With new technologies and treatments being developed all the time, it’s essential for healthcare workers to keep up with the latest advancements in their field.

One way to do this is through upskilling and reskilling programs offered by vocational education and training (VET) providers. These programs can help workers learn new skills or brush up on existing ones so they can remain employable and provide quality care to patients.

There are many benefits of upskilling and reskilling through VET programs. First, it can help employees stay ahead of the curve and remain employable in an ever-changing economy. Second, it can allow workers to provide better care to patients by keeping up with the latest advancements in their field. Third, it can improve job satisfaction and retention rates among employees.

Customisation and contextualisation are two important approaches to vocational education and training (VET). Both involve tailoring VET programs to the specific needs of individual learners or groups of learners. However, there are some important differences between the two approaches.

Contextualisation refers to the process of adapting VET programs to the specific context in which they will be delivered. This may include taking into account the local industry conditions, labour market needs, and other factors that could impact the program’s effectiveness. This can be done by tailoring the material to specific industries or sectors, or by offering real-world examples that illustrate how the concepts being studied can be applied in practice. Contextualisation has been shown to promote learning and retention, as it allows learners to see how the material is relevant to their own lives and work. Contextualisation can also involve making changes to the content or delivery methods used in a VET program to better suit the needs of the target audience.

Customisation, on the other hand, is more focused on tailoring programs to the individual needs of learners or an organisation. This may involve providing different versions of a program for different learner groups or making use of flexible delivery methods that allow learners to study at their own pace. This can be done by developing bespoke materials that are targeted at the organisation’s specific needs, or by delivering the course in a way that is tailored to the learners’ learning styles. Customisation can be more expensive and time-consuming than contextualization, but it can also be more effective in meeting the needs of specific organisations. Customisation can also involve providing additional support or resources for learners who need it, such as those with special needs or English language difficulties.

Both contextualisation and customisation are important approaches to VET, and each has its own advantages. Contextualisation can help to ensure that the content of a course is more relevant to the local context in which it will be delivered, while customisation can provide a more personalised learning experience for learners by tailoring the content and delivery of a course to the specific needs of an organisation or group of learners. Ultimately, the best approach for any given situation will depend on the specific needs of the learners and the resources available.

While both approaches have their benefits, contextualisation is generally seen as being more effective in terms of promoting learning and retention. This is because it allows learners to see how the concepts they are studying can be applied to real-world situations, making the material more relatable and easier to understand.

Customisation, on the other hand, can be more expensive and time-consuming to implement, as it requires the development of bespoke materials and delivery methods. It can also be less flexible than contextualisation, as it is often difficult to make changes to a customised course once it has been designed.

However, both approaches can be used to good effect in vocational education and training, and it is important to select the approach that is best suited to the needs of the learners and the organisation.

If you’re interested in contextualising or customising your own VET program, get in touch with the team at CAQA today. We have extensive experience in developing and delivering tailor-made VET programs and can work with you to ensure that your program meets the specific needs of your learners. Contact us today to find out more.

In this article, our team has prepared a summary of Contextualising teaching and learning – A guide for VET teachers.

In this handbook, you will find practical, ready-to-use ways to contextualize learning in a variety of “classrooms,” from an educational institution to a factory floor and online. Its primary focus is on teaching rather than assessment. Vocational Education and Training practitioners seeking to implement flexible, innovative, and learner-centered approaches to teaching and learning will find the guide helpful.

The handbook is divided into four different sections.

Section 1 – Introduction to the guide

This is the introduction section that includes some basic information related to the guide, the intended audience for the guide (e.g. VET trainers and assessors in all VET settings), the content of the guide, and a few definitions (e.g. contextualising, effective learning, strategy, and activity).

Section 2 – The underpinning principles of teaching in a context

This section includes information related to

• a range of principles that underpin the process of contextualising
• steps in contextualising
• practical advice to teachers about
• learning strategies
• contextualising in different learning settings

The section starts with some clarification related to the training packages.

Training Packages focus on work standards and outcomes of learning, not the learning and teaching process.

Competency standards in the industry Training Packages are determined by the industry to meet identified industry skill needs. Workplace competency requires the ability to apply relevant skills, knowledge, and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency, training packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focusing on the learning process itself.

The rules for contextualising are outlined:

• The elements and performance criteria cannot be changed.
• Specific industry terminology can be substituted for generic terms in the performance criteria as long as it does not change the competency outcomes.
• Amendments to the range statement can be made to reflect local or organisational needs as long as they do not diminish the breadth or portability of the competency

Steps in Contextualisation are explained as follows:

Step 1: Be familiar with your unit/s of competency
Step 2: Get to know your learners
Step 3: Take account of the learning setting
Step 4: Develop learning activities

This section offers practical tips for teaching in different settings.

Teaching in the workplace

Use resources as needed and permission to make it comfortable for students

Teaching in a flexible mode

Combination of a Hybrid of various methods, tools etc to get the message across

In the adult learning approach section, you will find the following information:

According to adult learning principles, people learn best when learning is seen as immediately relevant

The four principles of adult learning are:

• Learners have control over their learning
• Learning is experiential
• Learning is cooperative
• Learning is reflective

Adult learners learn best when they take an active role in their own learning.

Adult learners are generally highly motivated and keen to have a say about what they learn and how they learn

Good teaching anywhere section includes information related to

What is “Good teaching”

Good teaching

• involves making the content of the subject genuinely interesting and relevant
• recognises that learners must be engaged with the content of learning in ways that are likely to enable them to reach understanding
  recognises that learners learn in different ways but each method should include problem-solving, question asking, cooperative learning and practical activities
• involves setting appropriate assessment tasks and using a variety of techniques to discover what learning has been achieved
• ensures that a safe environment exists for the learning to take place
• And examples of contextualising.

Section 3 – Teaching and learning strategies

Among the topics covered in this section are:

• Teaching in an educational institution
• Teaching in the workplace
• Teaching in a flexible mode

In section 3, you will also find learning resources to support the teaching of each learning strategy.

Section 4 – Professional development

The following aspects are covered in this section:

• information related to professional development, such as who delivers, who participates, planning professional development programs to suit your group, and so on.
• A number of activities are included in this section such as:
  • What is good teaching practice?
  • What is contextualising?
  • Explore contextualising
  • Steps in contextualising
  • Practse contextualising

Our recommendation is that every trainer and assessor who is involved in VET reads this publication.

Source: Contextualising teaching and learning: a guide for VET teachers | VOCEDplus, the international tertiary education and research database

It has been a huge concern in vocational education and training (VET) in Australia that training products are being delivered by unqualified trainers and assessors. This means that the quality of VET delivery can vary significantly from one provider to another and that there is potential for poor outcomes for students.

There are a number of reasons why VET providers may choose to use unqualified trainers and assessors. These include cost savings, the need for specialist skills that are not readily available, or the difficulty of recruiting qualified staff.

However, using unqualified staff can lead to a number of problems, including

Poor quality training – Unqualified trainers may not have the necessary skills and knowledge to deliver high-quality training. This can lead to students not learning the skills they need or learning incorrect information.

Poor quality assessment – Unqualified assessors may not have the necessary skills and knowledge to accurately assess student work. This can lead to students being assessed unfairly, or not receiving the results they deserve.

Lack of regulation – There is no guarantee that unqualified trainers and assessors will follow the same standards as qualified staff. This means that there is potential for poor practice, or even abuse, to go unchecked.

Non-compliant practice – This is a non-compliant practice and the regulatory bodies treat this issue quite seriously.

There may be a lack of consistency in the delivery of training and assessment across different providers.

Students may not receive the full benefit of the training if it is delivered by an unqualified trainer or assessor.

Unqualified trainers and assessors may not be familiar with the latest industry standards and practices. This could mean that students are not being trained in accordance with industry best practices.

There is a risk that unqualified trainers and assessors may not follow proper assessment procedures. This could lead to students being assessed incorrectly or not according to required standards and guidelines.

Inadequate support for students during their studies

Increased costs associated with providing re-training or additional support to students who have not achieved their expected outcomes.

In order to minimise these risks, it is essential that vocational education and training providers ensure that their trainers and assessors are suitably qualified and experienced. Providers should also have systems in place to support students throughout their studies, including regular feedback and progress reviews. Finally, providers should consider the cost implications of offering qualifications that may not be fully recognised by employers or other institutions.