A training and assessment strategy provides a framework for the organisation of training and assessment of qualifications and accredited courses in the vocational education and training sector. Courses offered in this sector include:
- Qualifications from National Training Packages
- Traineeship and apprenticeship qualifications (including pre-vocational qualifications)
- Accredited courses (owned by individuals)
While templates exist for these strategies there is no right or wrong way to design them. The golden rule however, is that they must provide a solution to the training that is relevant to the industry and workplace and addresses relevant workplace needs.
Training Package qualifications already have units of competency that define the outcomes to be achieved by learners and it is your responsibility to interpret these into a structured formal approach to achieving the learning outcomes in a quality process.
Traineeships and apprenticeships are the same. However, extra information needs to be included above and beyond the training and assessment role and may include industry regulation and licensing requirements to be observed as part of the training.
A course on the other hand requires the designer of the strategy to define the outcomes required by working with the client to specify particular workplace competency requirements.
Typically a training and assessment strategy defines:
- The qualification code and name
- Duration of the qualification
- The client or target group
- Relevant units of competency (core and elective)
- Any specific entry requirements (may include pre and/or co-requisites)
- Rules for packaging the qualification
- Qualification/course aims and outcomes
- Learning and assessment pathways and structure/sequence of the learning and assessment
- Modes and methodologies to be used for training and assessment
- Suitably qualified trainers and assessors nominated to provide training and assessment
- Language literacy and numeracy considerations for entry into and completion of the qualification
- Exit opportunities and certification
- Human and physical resource requirements
- Processes for validation and moderation of the quality of the training in accordance with the strategy
Not all strategies are going to be the same because the client groups will be different or learning needs may vary. A range of things may affect the design of a strategy including operational requirements of the clients or changes to legislation or regulation. However, what will be the same for all strategies is the fact that they provide a structured approach to planning and guiding the provision of training and assessment in the vocational education and training sector.
Training and assessment strategies are developed at the macro level while such documents as learning programs and session plans are the micro level documents.
Imagine, if you will, that a training and assessment strategy as a map of the world (macro level) and the countries that make up the world are the supporting documents that provide the detail of each facet of delivery and assessment (micro level).
It is important to remember that no training and assessment strategy should be implemented without consultation with industry professionals and/or target client/client groups.
The Diploma of VET Registration and Management address the specific skills necessary to develop, implement and monitor the quality of training and assessment to meet the educational outcomes sought by industry, and in accordance with the requirements of the new VET National Quality Framework.
Source: Diploma in VET Registration and Management