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{"id":8610,"date":"2024-03-26T23:15:30","date_gmt":"2024-03-27T00:15:30","guid":{"rendered":"https:\/\/proactivetraining.com.au\/news\/?p=8610"},"modified":"2024-03-27T01:36:02","modified_gmt":"2024-03-27T01:36:02","slug":"unlocking-the-potential-of-vet-reform-advice-is-in","status":"publish","type":"post","link":"https:\/\/proactivetraining.com.au\/news\/2024\/03\/26\/unlocking-the-potential-of-vet-reform-advice-is-in\/","title":{"rendered":"Unlocking the potential of VET: Reform advice is in"},"content":{"rendered":"

\u2018Unlocking the potential of VET\u2019 is the title of the advice piece<\/a> from the Qualifications Reform Design Group to Skills Ministers.<\/p>\n

They have also been concerned that present approaches to qualification design over specify things and over complicate the system. Concerns include \u201cover-prescription of assessment and delivery requirements within units, resulting in a compliance approach to learning\u201d and a \u201creduced focus on employability skills such as critical thinking and problem-solving, due to the prescriptive nature of assessment.\u201d<\/p>\n

Thus, they propose a move away from a one-size-fits-all approach to one which embraces a more differentiated and fit for purpose series of qualification types focused on three purposes:<\/p>\n

\u2022 Purpose 1 \u2013 qualifications leading to a specific occupation (for example a licensed trade). These qualifications will maintain \u201ca level of specificity necessary for safety or licencing requirements, particularly the integrity of the trades, and is unlikely to change substantially from the current approach.\u201d They \u201cwill remain highly specified, and will not be subject to rationalisation where there is a clear need to retain them. As industries make more use of Purpose 2 and 3 qualifications, Purpose 1 qualifications will become a smaller proportion of VET offerings overall.\u201d Thus, these qualifications \u201ccan be delivered using the existing competency-based training model, as they are likely to remain focused on discrete tasks associated with a specific occupation.\u201d<\/p>\n

\u2022 Purpose 2 \u2013 qualifications to prepare learners for multiple occupations within an industry. These qualifications will focus \u201con the development of qualifications that prepare learners for multiple, related occupations while retaining industry relevance. They will also \u201ccreate scope for rationalising qualifications within an industry in a way that improves intra-industry workforce mobility. This may involve consolidating entry-level qualifications with significant overlap, or higher-level qualifications with industry-wide relevance.\u201d These qualifications \u201cencourage a focus on the standard of skills and knowledge required across an industry rather than the performance of specific, discrete tasks. They may require new approaches to assessment that enable skills and knowledge to be applied in different contexts.\u201d<\/p>\n

And finally:<\/p>\n

\u2022 Purpose 3 \u2013 qualifications that develop cross-sectoral or foundation skills and knowledge which may be applied across industries or lead to tertiary education and training pathways. These qualifications will provide \u201cadditional opportunities for innovation in areas such as cross-sectoral skills, foundation skills and tertiary pathways\u201d and thus \u201caddress cross-cutting skills and knowledge relevant across many industries, providing versatile products for use by many different learners and employers.\u201d These qualifications will \u201cencourage a focus on the skills and knowledge that a qualification develops, with flexibility in the context of application. They may require evolution of qualification design beyond the current competency-based model towards a focus on learning outcomes.\u201d<\/p>\n

The aims of the reforms, according to the paper, are to improve workforce adaptability while maintaining safety and quality; deliver a higher-performing, easier-to-navigate VET qualifications system and support innovation and excellence in training delivery and assessment.<\/p>\n

Overall, however, they also propose:<\/p>\n

\u2022 \u201cImproving coherence between qualifications and how they are organised and connected to meet the changing needs of industry and support learners;<\/p>\n

\u2022 Reducing, to the extent that it supports achievement of the qualification\u2019s primary purpose, the high levels of specification inherent within the current Unit of Competency, arising from assessment specification and, at times, misplaced input controls;<\/p>\n

\u2022 Bringing a stronger focus on the knowledge systems and progression that underpin effective practice and skills through the equal consideration of skills and knowledge; and<\/p>\n

\u2022 A stronger focus on the personal capabilities (foundation skills, general capabilities and knowledge progression) which build skills for effective engagement in work and life.\u201d<\/p>\n

A lot of this work will be driven through the Jobs and Skills Councils.<\/p>\n

The Qualifications Reform Group has developed a set of six quality principles in qualification design. These are:<\/p>\n

1. \u201censure learners\u2019 needs and aspirations inform qualification design, including occupations, transferability, transitioning occupations and industries, and mobility across industries;<\/p>\n

2. place equal importance on skill, knowledge, and application;<\/p>\n

3. allow flexible training and assessment in high-quality training environments;<\/p>\n

4. avoid duplication with other training products where industry context does not require it;<\/p>\n

5. reduce specificity except where a higher level of detail is required for licencing, high-risk, safety, regulatory or graduate quality reasons;<\/p>\n

6. consider and integrate foundation skills, general capabilities, and knowledge progression.\u201d<\/p>\n

There are a series of useful attachments to the paper, including one which provides evidence around the case of change, a second that provides details of the proposed new qualifications system and a third that provides details about next steps. Finally, one gives some historical context to the development process for qualifications and is entitled: \u201cHow we got here and what it means for today\u2019s VET qualifications.\u201d<\/p>\n

Next steps<\/h2>\n

As the advice paper notes: \u201cThe next stage of the program is for Jobs and Skills Councils to design and test new qualification models for their industries with states and territories, for the Design Group to continue to oversight the economy wide implications, and work through specific issues relating to the detail of qualification design.\u201d Attachment C contains other useful details including other issues needing to be addressed: assessment, industrial relations, funding and foundation skills.<\/p>\n

It\u2019s also suggested that this work can leverage and enhance other VET reforms in the pipeline: such as those related to VET quality and the VET workforce.<\/p>\n

<\/div>\n

Unlocking the potential of VET: Reform advice is in<\/a> | VDC<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

\u2018Unlocking the potential of VET\u2019 is the title of the advice piece from the Qualifications Reform Design Group to Skills Ministers. They have also been concerned that present approaches to qualification design over specify things and over complicate the system. Concerns include \u201cover-prescription of assessment and delivery requirements within units, resulting in a compliance approach […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"close","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[22],"tags":[],"class_list":["post-8610","post","type-post","status-publish","format-standard","hentry","category-workplace-development"],"_links":{"self":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/8610","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/comments?post=8610"}],"version-history":[{"count":1,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/8610\/revisions"}],"predecessor-version":[{"id":8611,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/8610\/revisions\/8611"}],"wp:attachment":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/media?parent=8610"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/categories?post=8610"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/tags?post=8610"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}