As you are aware there is a requirement in the AQTF to use the unique student identifier in condition 6. COAG gave its in-principle support for the introduction, from 2012, of a national unique student identifier for the VET sector that is capable of being fully integrated with the entire education system. Here is an […]
SCOPE OF APPLICATION OF A UNIQUE STUDENT IDENTIFIER Read More »
Client needs may include a range of other issues for you to consider. While you need to understand the client’s purpose and priorities, you should also consider any constraints that may influence the nature of the application you create for the client. Client expectations may be limited by a range of factors including: timeframes available
Understanding your clients needs Read More »
As Alice said to the proverbial Cheshire Cat, “‘Would you tell me, please, which way I ought to go from here? ‘That depends a good deal on where you want to get to,’ said the Cat. `I don’t much care where–‘ said Alice. `Then it doesn’t matter which way you go,’ said the Cat.”
Do you have goals and direction? Read More »
I was at a client’s workplace providing training and assessment the other day and the Training Manager, who had contracted my services, was asking about the mapping of the assessment to the unit of competence. I was so excited to hear him take interest and want to understand the quality of the RTO services being
Discussions with Clients Read More »
Have you a copy of the mapping tool to the assessment activities that incorporates: The outcomes and performance requirements of the unit The skills and knowledge essential to competent performance Has knowledge and skills been integrated into the practical application Has sufficient evidence been collected? Have the assessment tool addressed a range of assessment methods
Assessment decision making tools Read More »
Decision making rules; how do we make them for quality assessment.
Quality Assessment Decision making Rules Read More »
Judgements need to be made as objectively as possible by detailing the form and type of evidence required, the criteria to be used when assessing and any rules about decision-making. These rules may outline which combinations of evidence will be accepted and which ones will be considered incomplete.
Making the assessment decision Read More »
A good manager manages the present, are compliance driven, are efficient, do things right, enforce the policies and regulations of the organisation, train specific skills, perpetuate consistency and quality, follow the organisations vision and react to customer problems.
The good news is you don’t need to do it alone. You can draw upon the skills of professionals or consultants to assist you in your journey.
Becoming a first time manager of an RTO Read More »
I’m back again, still talking about workplace learning. Although work-based learning is frequently self-directed and self-monitored, learners benefit by having access to a trainer/assessor to make the most of the learning opportunities they encounter in their workplace. Communication tools such as a workplace journal can assist the communication process between the learner, supervisor and trainer/assessor.
Workplace learning and the use of RTO’s Read More »
Four Keys to Adult Learning Let adults direct themselves in the instructional process. Integrate new information with previous experiences. Make sure the information is relevant. Make sure the information is readily useable for the learner. Tips and Techniques for Teaching Adults In training programs, allow enough time for socialising and relationship-building. Use problem-oriented instruction. Case
Adult Learning Tips Read More »
