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Design and develop learning programs

Use training packages and accredited courses to meet client needs

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Elements covered in chapter 1 of your text book are:

1.   Defining the parameters of your learning program 

2.   Working within the Vocational Education and Training (VET) policy framework

3.   Developing the program content

4.   Designing the structure of your learning program 

Let's start

The design phase of a training program should begin with a series of questions. These include: 

  • Why is the training program necessary? 

  • Who is the program for? 

  • What is the expected outcome of the program: will it result in a formal qualification or will it be a simple training session with no formal outcome? 

  • In what environment will the training take place? 

  • What is the best method of delivering the program? 

  • How will the participants’ competence be assessed? 

  • What resources and facilities will be available? 

  • What is the timeframe in which the program will be delivered/completed? 

  • What is the language, literacy and numeracy (LLN) level of the target audience: will the training program need to take LLN needs into consideration? 

Elements covered in chapter 2 of your text book are:

1.    Selecting the appropriate training package or accredited course 

2.   Analysing and interpreting the qualifications framework 

3.   Analysing and interpreting units of competency and accredited modules 

4.   Contextualising units and modules for your clients' applications

5.   Analysing and interpreting assessment information

Let's start...

 In this chapter we take an in-depth look at the training packages themselves and the qualifications offered, how they are constructed and how they can be used to meet a client’s needs. Below are the current list of AQF qualifications represented within the VET sector:

  • Certificate I. This is very basic, entry level training for those with no business or industry experience. Workers at this level would require substantial supervision. 

  • Certificate II. This is also entry-level training but assumes some basic knowledge in the relevant business or industry. Workers at this level may require supervision. 

  • Certificate III. This level of training assumes a moderate amount of knowledge and experience. Workers at this level could work unsupervised. 

  • Certificate IV. Courses at this level should assume an entry level of at least Certificate III qualifications or relevant work experience. Workers at this level could supervise and train other staff and function as middle managers. 

  • Diploma. To enter a Diploma course, learners need to show evidence of knowledge and skills at a Certificate IV level qualification or relevant workplace and industry experience. Staff at this level could be middle to senior managers. 

  • Advanced Diploma. An Advanced Diploma assumes thorough knowledge of the relevant industry and role. Evidence of a Diploma or work experience is needed to commence an Advanced Diploma course. Staff at this level could function as senior managers. The next step on the education pathway would be a Graduate Diploma or Bachelor Degree. 

You can access all of your assessments, templates and more by clicking on the 'assessment page' button below

Completing a Learning Program Plan

This set of videos will take you through an example of completing each section of your program plan template. Video 1 covers the background information such as

  • Who will be delivering the course?

  • Why the course is being delivered?

  • Who the course is intended for?

  • What qualification or accredited course units/modules will be used to create the course?

  • How long will the program will go for?

Video 2 covers 

  • Creating the program  areas to suit the clusters of units that we decide upon with our clients

  • Where and how we determine the nominal training hours

Video 3 covers

  • Selecting delivery modes

  • Selecting the methods of assessment at the high level  (this may change by the time the assessments are created depending on the process undertaken).

  • Allocation of key staff to deliver and assess each program area.

 

Video 4 covers

  • Program risks and controls

  • Student support and LLN support statements

  • Training aids

  • Session timings

  • Assessment validation processes

  • Sign off and industry consultation

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