VET Teacher Qualifications and Competency

VET Teacher Qualifications and Competency Policy

Policy Code: CG1674

Purpose

The VET Teacher Qualifications and Competency Policy details the training, assessing and vocational qualifications and competency requirements for staff delivering and assessing the University's Vocational Education and Training (VET) and VCAL Programs.

The University is committed to, and values highly skilled teaching staff. As such the University requires and supports staff to pursue higher levels of teaching and assessing qualifications. In addition to this, the University requires staff to maintain current vocational competence and engagement with industry.

The VET Teacher Qualifications and Competency Policy also ensures compliance with regulatory requirements.

Scope

This Policy applies to all VET and VCAL Teachers training and/or assessing the University's VET and VCAL programs or courses, regardless of the nature of their engagement and where and how training and assessment occurs. This includes, but is not limited to: ongoing, contract and sessional staff, staff at Partner Providers and at third party providers both on and off shore.

Legislative Context

  • National Vocational Education and Training Regulator Act 2011
  • Standards for Registered Training Organisations 2015
  • Education and Training Reform Act 2006
  • Education and Training Reform Regulations 2007 (Regulations 2007) Schedule 7
  • 2014-2016 VET Funding Contract (Dual Sector)
  • VRQA Guidelines for Vet Providers 2016

Definitions

Term Definition
NVR National Vocation Education and Training Regulator
Standards for Registered Training Organisations (RTOs) 2015: A legislative instrument describing the minimum standards to be met by RTOs as part of the VET Quality Framework (a system which ensures the integrity of nationally recognised qualifications as prescribed by the NVR Act 2011)
Registered Training Organisation (RTO): A training organisation authorised to deliver VET Programs and courses.
Assessment The process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.
Competency The consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.
Current industry skills The knowledge, skills and experience required by VET trainers and assessors and those who provide training and assessment to ensure that their training and assessment is based on current industry practices and meets the needs of industry.
Industry

means the bodies that have a stake in the services provided by RTOs. These can include, but are not limited to:

a) enterprise/industry clients, eg. employers;

b) group training organisations;

c)industry organisations;

d) industry regulators;

e) industry skills councils or similar bodies;

f) industry training advisory bodies; and

g) unions

Industry engagement

May include but it not limited to, strategies such as:

a) partnering with local employers, regional/national businesses, relevant industry bodies and/or enterprise RTOs;

b) involving employer nominees in industry advisory committees and/or reference groups;

c) embedding staff within enterprises

d) networking in an ongoing way with industry networks, peak bodies and/or employers;

e) developing networks of relevant employers and industry representatives to participate in assessment validation; and

f) exchanging knowledge, staff, and/or resources with employers, networks and industry bodies

Professional Development

Activities that develop and/or maintain an individual's skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency based training and assessment. Examples of professional development activities include:

a) participation in courses, workshops, seminars, conferences, or formal learning programs;

b) participation in mentoring, professional associations or other learning networks;

c) personal development through individual research or reading of publications or other relevant information;

d) participation in moderation or validation activities; and

e) participation in industry release programs

Skill Set A single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement, or a defined industry need.
Training and assessment strategies and practice The approach of, and method adopted by, an RTO with respect to training and assessment designed to enable learners to meet the requirements of the training package or accredited course.
VET Teacher: For the purpose of this Policy, a VET Teacher is any person engaged to teach or assess the University VET (vocational education and training)programs.
VCAL Victorian Certificate of Applied Learning
Vocational Competency: Vocational competency is defined as broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have current experience in the industry. Vocational competency must be considered on an industry-by-industry basis and with reference to the guidance provided in the Assessment Guidelines and the Assessment Requirements of the relevant Training Package.
VRQA

The Victorian Registration and Qualifications Authority (VRQA) is the Victorian statutory authority responsible for ensuring that employers of apprentices and trainees and providers of education and training (including course and qualification owners) meet quality standards, and that information is readily available to support informed choice in education and training.

The VRQA:

  • registers certain education and training providers and awarding bodies
  • registers certain qualifications and accredits courses
  • regulates apprenticeships and traineeships in Victoria.
VTG (Victorian Training Guarantee) Teacher - applicable to government funded students only

VTG Teacher is an trainer and assessor and;

a. is employed:

i. directly by the RTO;

ii. engaged by the RTO as a sole trader; or

iii. engaged by the RTO through a subcontracting arrangement

b. is listed on the Register of Trainers and Assessors; and

c. has relevant training and vocational competency

Policy Statement

The quality of VET and VCAL programs is directly impacted by the qualifications and competence of the staff delivering and assessing the programs and courses. This Policy ensures only appropriately qualified and competent staff deliver and assess programs/courses and is based on legislative requirements.

Staff delivering and assessing the University's VET and VCAL programs and courses must meet the following requirements:

  1. Hold the TAE40110 (or it's successor) Certificate IV in Training and Assessment from the TAE40110 Training and Education Training Package;
  2. Hold relevant vocational competencies at least to the level being delivered or assessed;
  3. Meet any specific Training Package / licensing requirements;
  4. Demonstrate current industry skills directly relevant to the training / assessment as specified at qualification or unit level in the training package or Assessment requirements; and
  5. Have current knowledge and skills in vocational training and learning that informs their

    training and assessment.

  6. Through professional development activities, provide evidence of continuous development and improve their:
    • Vocational Education and Training (VET) knowledge and skills that informs their training and assessment
    • Vocational knowledge and skills relating to their relevant industry, and
    • Trainer/Assessor knowledge and skills
  7. Victorian Institute of Teaching (VIT) Registration – for staff delivering VCAL Strand Units
  8. To deliver the training and assessment qualifications for trainers and assessors, teachers must hold qualification described in Item 1 of Schedule 1, or any assessor skill set from the Training and Education Training Package (or its successor), the RTO must ensure all trainers and assessors delivering the training and assessment:

    a) hold the qualification specified in Item 5 of Schedule 1;

    TAE40110 – Certificate IV in Training and Assessment or TAE5011 or its successor teachers must hold:
    • TAE50111 – Diploma of Vocational Education and Training or its successor; or
    • TAE50211 – Diploma of Training Design and Development or its successor; or
    • A higher level qualification in adult education.
    • All teachers hold a current WWCC

Evidence demonstrating compliance with the above requirements must be uploaded by teaching staff onto the University HR Management System (Empower) if they are responsible for delivering and/or assessing the University's VET/VCAL programs.

Qualification information must also be recorded in the Skills First Teacher Register.

This includes, but is not limited to ongoing, contract, and sessional staff at Partner Providers and staff at Third Party Providers both on and off shore. Staff at Partner Providers and at Third Party Providers on and off shore will need to follow a similar process of recording their qualifications with their respective employers.

All new sessional and contract trainers and assessors of Federation University Australia must hold TAE40110 Certificate IV in Training and Assessment prior to commencement of training and assessment.

For VCAL courses, all new sessional and contract teaching staff must also have VIT registration.

Supervision and Co-assessment

In exceptional circumstance and only with prior written approval from the DVC Academic, trainer/assessors may be under supervision if they are currently enrolled in the TAE40110 or its successor or TAE5011 – Diploma of Vocational Education and Training or its successorand hold all other Skills Set and industry currency requirements.

As part of the formal industry engagement requirement of the 2015 Standards, the inclusion of industry experts is the only approved practice for utilising supervision and co-assessment arrangements.

Arrangements must be established to ensure programs are delivered and assessed by appropriately qualified staff in accordance with this Policy. Evidence of this appropriateness must be maintained as per requirements described in the Record Keeping section of this Policy.

Further Development of VET Teaching Staff

Opportunities for training, industry release and staff development should be made available to increase the vocational skills and knowledge of VET and VCAL teachers, and to engage with industry and broaden the areas in which individual teachers are qualified and competent to train and assess.

Federation University Australia seeks to build capability of it's VET and VCAL teachers and encourages the attainment of degrees or higher qualifications either related to relevant vocational areas or in teaching and assessment.

Professional development relates to the individual and programs, therefore formal professional development records must be documented on the following:

  • Documented on individual work plans as part of the Performance Review and Development Program
  • Updated on the Trainer Skills Matrix for each qualification taught
  • Recorded in the Skills First Register of Trainers and Assessors
  • Evidence of qualifications and certificates must be formally cited by the Education Manager/Coordinator and uploaded on Empower HTTP://ubess.ballarat.edu.au/empower as part of the individual teacher's personal information file.

The Performance Review and Development Program Policy and Procedure should be utilised to identify, plan and record evidence relating to the maintenance of training, assessing, current vocational competencies and VET Knowledge.

VTG Teachers may be required to undertake specific Professional Development as directed by the Department of Education and Training.

Register of Trainers and Assessors

The Department of Education and Training requires all RTOs to establish and maintain a Register of Trainers and Assessors.  In accordance with the Skills First Funding Contract this Register must contain the following information for each individual employed by the University to train and / or assess for vocational education and training, including those engaged through a sub-contractor:

  • the individual’s name;
  • whether the University engages the individual as a trainer or assessor, or as both;
  • the title of the highest qualification in training and assessment that the individual has obtained;
  • where the individual has undertaken Certificate IV in Training and Assessment, the elective units completed as part of this qualification;
  • for which qualifications the individual will be delivering training and / or assessment;
  • the title of the highest qualification that the individual has obtained in the relevant industry area that the individual is delivering training and / or assessment;
  • details of the individual’s relevant industry experience;
  • date on which the individual attained the listed qualifications;
  • the Training Provider who issued the listed qualifications;
  • whether that trainer or assessor is involved in the delivery of qualifications / courses on the Foundations Skills List or Training and Assessment Course List; and
  • details of the individual’s participation in professional development training related to online delivery – if trainers and assessors are involved in online delivery of training and / or assessment as part of the Training Services.

Records Management

It is recommended that all VET and VCAL trainers and assessors complete / update the VetTAC (VET Training and Assessment Checklist) at least annually. The Trainers Skills Matrix is also completed/updated annually for each qualification and the trainer must provide current qualifications and industry currency in relation to each unit of competency taught.

On commencement with the University (or after 1st pay period to access Empower) all staff must upload (cited and signed by Supervisor) copies of their formal qualifications, licenses and competencies directly to the Human Resources portal, Empower.

Web link to instruction manuals:

http://federation.edu.au/staff/working-at-feduni/human-resources/employee-self-service

Web link to Empower:

https://ubess.ballarat.edu.au/empower/.

It is the responsibility of staff to ensure that they continue to upload further cited qualifications, licenses and competencies as they receive them.

It is the responsibility of the Directors of Centre/Heads of Faculty/Business Managers to ensure all staff complete and keep their records updated.

Compliance Requirements Compliance Record Person Responsible Retention Period Location of Records
TAE40110 Certificate IV in Training and Assessment Trainer Skills Matrix (TSM)

Directors/Head/

Business Manager

2 years after cessation of delivery / assessment activities HR Empower
Victorian Institute of Teaching (VIT) Registration Trainer Skills Matrix (TSM)

Directors/Head/

Business Manager

2 years after cessation of delivery / assessment activities HR Empower
Hold relevant vocational competencies at least to the level being delivered or assessed Trainer Skills Matrix (TSM)

Directors/Head/

Business Manager

2 years after cessation of delivery / assessment activities HR Empower
Meet any specific Training Package / licensing requirements Trainer Skills Matrix (TSM)

Directors/Head/

Business Manager

2 years after cessation of delivery / assessment activities HR Empower
Can demonstrate current industry skills directly relevant to the training / assessment being undertaken

Trainer Skills Matrix (TSM)

PRDP

Directors/Head/

Business Manager

2 years after cessation of delivery / assessment activities Within Department
Professional Development of VET Industry knowledge and skills

Trainer Skills Matrix (TSM)

PRDP

Directors/Head/

Business Manager

2 years after cessation of delivery / assessment activities Within Department / HR Empower
Professional Development of Vocational knowledge and skills

Trainer Skills Matrix (TSM)

PRDP

Directors/Head/

Business Manager

2 years after cessation of delivery/assessment activities Within Department / HR Empower
Professional Development of Trainer/assessor knowledge and skills

Trainer Skills Matrix (TSM)

PRDP

Directors/Head/

Business Manager

2 years after cessation of delivery/assessment activities Within Department / HR Empower
Direct Supervision Arrangements Direct Supervision Record Sheet

Directors/Head/

Business Manager

2 years after cessation of delivery/assessment activities Within Department
Copies of Ongoing and Fixed Term Staff Vocational and Education Qualifications Testamur / Statements

Directors/Head/

Business Manager

50 years after last contact HR Empower
Copies of Sessional Staff Vocational and Education Qualifications Testamur / Statements

Directors/Head/

Business Manager

50 years after last contact HR Empower

Records Disposal

University records must only be disposed of in accordance with the University’s Records Disposal Process as outlined in the Records Framework Procedure. Authorisation must be obtained from the Faculty/Centre/College, Records Management Services and the Director of Academic Services or their delegate prior to disposal. Records must not be destroyed where it is known that those records may likely be required in evidence, either now or in the future.

Responsibility

The Executive Director/Directors/Education Managers are responsible for ensuring compliance with the terms and conditions of the VET Teacher Qualifications and Competency Policy.

The DVC - Academic is responsible for the maintenance and review of the Policy.

Communication

The policy will be communicated throughout the University via:

  • Announcement the University’s News webpage;
  • Inclusion in the University Policy Library;
  • Annual professional development including assessment activities and workshops.

Implementation

The VET Teacher Qualifications and Competency Policy will be implemented throughout the University through completion and collection of appropriate forms as listed in this Policy.

All VET Teaching staff must be compliant with this Policy by 1st January 2015.

Quality Services will meet with key stakeholders to discuss this Policy and its requirements.